Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com
SELF-PACED LEARNING MODULE
Subject: Practical Research 1
Teacher: _________________________
SECOND SEMESTER: FIRST QUARTER
GRADE 11
Name: Gian Paul Bolante Grade and Section: G11-Saint Charles
Garnier
Week No. 3 Inclusive Dates:
The learner demonstrates understanding of:
1. the range of research topics in the area of inquiry
CONTENT STANDARDS
2. the value of research in the area of interest
3. the specificity and feasibility of the problem posed
PERFORMANCE
The learner is able to formulate clearly statement of research problem.
STANDARDS
The learner
Most Essential Learning • designs a research project related to daily life
Competencies (MELCs) • writes a research title
• provides the justifications/ reasons for conducting the research
21st Century Learning Skills Communication, Creative and Critical Thinking, Learning Self-Reliance
Core Values Excellence, Social Responsibility, Christian witnessing
MODULE 3: Identifying the Inquiry and Framing the Research Problem
Learning Targets/ Specific Objectives Remarks Activity
Week 3 Score
• identify the phenomenon to be studied
Lesson 1 • choose a research topic related to daily life
Lesson 2 • make a research title about the research topic
Lesson 3 • discuss how to write a rationale of a research
Lesson 4 • write a rationale about the proposed problem
TOTAL
REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed:
• Ragma, F. G. (2016). Research 1 & 2: Qualitative and quantitative research for senior
high school. Manila: Mindsahpers.
• Avilla, R. A. (2016). Practical research 1. Makati City: Diwa.
• Francisco, P. M. S., Francisco, V. S. & Arlos, P. A. (2016) Practical research 1:
Qualitative research, Manila, Mindshapers.
• Melegrito, M.L. F. & Mendoza, D. J. (2016) Applied research: An introduction to
qualitative research methods and report writing, Q.C., Phoenix.
B. Online:
http://www.umass.edu/buscomm/rational.html
C. Offline:
CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding the
content provided, please feel free to consult or message the subject teacher through messenger, text,
call, or video chat).
Introduction:
Formulation of research topic begins from identifying the phenomena in your field of interest. In this module, let
us start with the steps in qualitative research before you conduct qualitative research.
Lesson 1: Learning Target/s
▪ identify the phenomenon to be studied
▪ choose a research topic related to daily life
According to Fraenkel and Wallen (2010), the following steps are:
1. Identification of the phenomenon to be studied.
The first task of a research of a researcher who will use qualitative methods is to identify the
phenomenon to be studied. The phenomenon is something that is an interesting fact or event that
can be observed and studied and that typically is unusual or difficult to understand or to explain
fully.
Examples of phenomena: Tardiness/bullying among students
2. Identification of the participants in the study.
The participants of the study are to be observed or interviewed by the researcher. The sample is
usually selected purposively.
3. Generation of hypothesis
In a qualitative research, hypothesis id not usually formulated at the beginning of the study.
Hypothesis emerges from the data collected. This can be discarded, modified, or refined as the
study progresses.
4. Data collection
Manipulation of data is not observed in qualitative research. Researcher studies the participants in
their setting as they are. The collection of data is continuous process until data is sufficient, and
relevant information is obtained
5. Data analysis
Inductive reasoning is used in the collected data. While some analysis involves numbers, only
simple statistics such as mean or percentage can be used in qualitative research. Data analysis in
qualitative research involves more of descriptions.
6. Interpretations and conclusions
This is the last step in qualitative research. Interpretation is crucial in this process and this is done
continuously all throughout the study.
W3-ACTIVITY 1:
DIRECTIONS: Read the passage and answer the guide questions that follow:
Jan Michael is interested in classical music. Moreover, he is fond of composers behind the music. He has
studied the life of Beethoven and Mozart. In this research, he also made a comparison of the two composers
in terms of family background, hobbies, compositions, and inspirations for their compositions.
1. What is the field of interest of Jan Michael?
In my own opinion, Jan Michael was interested in the field of music where he is fond of
composers behind the music. Additionally, based on his study that focuses on the
comparison of two composers, he is also fond of investigating.
2. Based from the text, what topic should Jan conduct for a qualitative research?
I think it’s for qualitative research because Jan Michael should base his topic on the
things where he is fond of and interested with, and that is music. Additionally, he has this
background in conducting a research so it means, this might quiet easy this time. This
kind of topic is feasible and quiet exiting for him as je conduct qualitative research.
W3-ACTIVITY 2:
DIRECTIONS: Choose your topic for your research study based on your field of interest.
A phenomenon study about the study habits of the student amidst covid-19
Lesson 2: Learning Target/s
• make a research title about the research topic
Forming the Research Title
The research title sums up all the variables you want to study in your research.
Let’s use again our previous example. The general problem is stated as: The study aims to explore
the students’ images and views on chemistry. From this statement, the variables being studied are images
and views on chemistry. The last specific research problems look into the learning theories out of these
images. These variables should be reflected in your research title. In our example of research problem, the
title could be Students’ Images and Views of chemistry: Its Implication to Education.
The following are some guidelines in writing the research title:
1. The research title sums up the variables being studied in the research.
2. Usually, the general problem is reflected in the research title.
3. Avoid titles that are too long. A good research title is usually composed of 12 to 15 words.
W3-ACTIVITY 3:
DIRECTIONS: Read the passage below and answer the guide questions that follow.
The following is an excerpt of the problem of a qualitative research:
The study aims to investigate the extent of addiction of most teenagers to online games.
Specifically, the study seeks to answer the following questions:
1. What are the causes of the addiction of most teenagers to online games?
2. What are the reasons of their addiction to online games?
3. What are the possible effects of online game addiction?
Guide Questions:
1. What is the topic of research?
The passage above is actively illustrates that the topic is all about the causes or the reason
behind the addiction of teenagers to online games. It is also includes the possible effects of it
as they continue to engage their selves that leads to too much addiction.
2. Based on the statement of the problem, what do you think is the research title?
I think, anyone can create a title for this research. Based on the given statement of the
problem, the research title is “Different Factors that Contributes to Addiction of Most
teenagers to online games and its effect”
Note: The research title reflects the problem of the study.
Answer the following questions:
• What are the guidelines in writing the research title?
• Ensure that the title is clear, interesting, and attracts the reader's attention. Prefer
using declarative titles. The title should be 12-15v words. Highlight key aspects of
the study using keywords. Shorter titles increase citations. Avoid unnecessary words
and technical jargons. Make sure the title conforms to journal guidelines and is
formatted properly.
• What can be used as basis for writing the research title?
• Indicate accurately the subject and scope of the study,
• Rarely use abbreviations or acronyms unless they are commonly known,
• Use words that create a positive impression and stimulate reader interest,
• Use current nomenclature from the field of study,
• Identify key variables, both dependent and independent,
• Reveal how the paper will be organized,
• Suggest a relationship between variables which supports the major hypothesis,
• What is the ideal length of a research title?
Title is an important part of the article. It condenses article content in a few words and
captures readers’ attention. A good title for a research article is the one which, on its
own, is able to introduce the research work to the fullest extent, but in a concise manner.
A good title is usually about 10 to 12 words long for a research paper, I remember this
lesson when we are in junior high school because we all know that a lengthy title may
seem unfocused and take the readers’ attention away from an important point.
W3-ACTIVITY 4:
DIRECTIONS: Write your research title. Be sure to follow the given guidelines in framing
a research title.
RESEARCH TITLE:
New Normal Education: The Effects of Online Learning to the Academic Performance of the Youth
Deciding on Research Topic or Title Rubric
Category 3 2 1
Clarity Clearly articulated Clear focus but can still be No clear indication of focus of
articulated. topic of interest
Length 12 to 15 words Longer than the standard length Long and ambiguous
Standard With indication of the research With little indication of research No hint of research concept used
concept used. concept
Lesson 3: Learning Target/s
▪ discuss how to write a rationale of a research
WHAT IS RATIONALE?
Rationale is an explanation of controlling principles of opinion, practice, belief or phenomena
(Merriam Webster).
The word rationale appeared in the second half of the 17th century, just in time for the Age of
Reason. It is based on the Latin ratio, which means "reason," and rationalis, which means "endowed
with reason." At first, rationale meant "an explanation of controlling principles" ("a rationale of
religious practices," for example), but soon it began to refer to the underlying reason for something (as
in "the rationale for her behavior"). The latter meaning is now the most common use of the term. The
English word ratio can also mean "underlying reason" (in fact, it had this meaning before rationale did),
but in current use, that word more often refers to the relationship (in number, quantity, or degree)
between things.
A rationale is a kind of sub-proposal within a proposal: it offers the reasons for proceeding to
address a particular problem with a particular solution. A rationale for research is a set of reasons offered
by a researcher for conducting more research into a particular subject -- either library research, descriptive
research, or experimental research. Since you have already conducted library research (your literature
review), you are now ready to propose to your teacher that s/he authorize you to conduct further study and
write a Thesis on your subject.
Your rationale should cover the following "sub-arguments":
1. Your objectives in conducting further research -- What do you hope to find out?
2. The significance of the subject in your field -- Why is this subject important?
3. Reasons why more or better research is needed -- a summary of your conclusions from your
literature review -- the gaps in our knowledge, flawed prior research, etc.) -- What was wrong or
incomplete about prior efforts and what is needed to address these problems?
4. Your proposed research method -- Will you want to do qualitative (descriptive) or quantitative
(experimental) research?
You may also want to share with your reader the following:
1. your expected outcomes or hypotheses about the research you hope to conduct (if you are ready
to articulate these)
2. your credentials or strengths as a student and researcher
3. your expectations about how you'd like your future research to be evaluated
HOW TO WRITE THE RATIONALE FOR RESEARCH
The rationale of your research is the reason for conducting the study. The rationale should answer
the need for conducting the said research. It is a very important part of your publication as it justifies the
significance and novelty of the study. That is why it is also referred to as the justification of the study.
Ideally, your research should be structured as observation, rationale, hypothesis, objectives, methods,
results and conclusions.
To write your rationale, you should:
1. Write a background on what all research has been done on your study topic. Follow this
with ‘what is missing’ or ‘what the open questions of the study are’ (open question - a
matter or problem that is being discussed but to which the answer is not yet known.
2. Identify the gaps in the literature and emphasize why it is important to address those
gaps.
SAMPLE RATIONALE:
Rationale for Study
The delivery of curriculum content is changing rapidly within education; internet-based
learning, a wealth of educational software and an increasingly evident use of ICT within schools are
heralding a new approach to pedagogy within Britain. The present government proposes that “we need
a new understanding of the pedagogies appropriate for a 21st century educational system”, having
argued that “traditional methods have not achieved enough.” (DfES, 2005: p.26). It was evident
therefore that as a newly qualified primary school teacher, and an ICT coordinator, I had both the
opportunity and the responsibility to consider new approaches to teaching in an attempt to raise
standards, improve teaching quality and trial and evaluate an innovative approach to curriculum
delivery within the primary sector.
In 2003, prior to the government’s desire to see all schools adopt some form of online learning
platform, BECTA stated that it may “be the case that a fully integrated VLE will not be appropriate for
a primary school” (BECTA, 2003: p.35).
However in 2005, Miles Berry, a deputy primary head teacher from St. Ives, introduced an online
learning platform in his primary school. A report issued in the Times Educational Supplement quoted
Berry as being of the same mindset as myself:
Having read about the impact of virtual learning environments in higher
education, I wanted to see whether discussion forums, collaborative
workspaces and online assessment might have a similar impact in a primary
school.
(Berry, 2006:
Internet)
Indeed literature, which shall be explored further in this dissertation, concerning the use of
virtual learning in higher education has highlighted the many benefits and advantages of online
learning. As a fellow primary practitioner I have been equally as interested as Berry as to whether these
successes can somehow be transferred into the primary sector. One of my major interests however, as
opposed to Berry’s more generic and encompassing study of VLEs, was that of online discourse and
interaction and how, or indeed if, online discussion enhanced the teaching and learning experiences of
primary aged pupils.
Alongside the justification of evaluating the use of such technologies in the primary sector, a
further personal motivation for this study is that of professional development. In his foreword to the
government’s Learning and Teaching: A Strategy for Professional Development publication, David
Blunkett, the then Secretary of State for Education and Employment, stated that, “I believe that
professional development is above all about developing extraordinary talent and inspiration, and
especially the classroom practice of teachers, by making sure that they have the finest and most up-to-
date tools to do their job.” (DfES, 2001: 1). Indeed, as already mentioned, we have entered into an age
in which tools and technology, such as the Internet, are playing a pivotal role in classroom practice and
the delivery of learning across the country. For such a reason, as a reflective practitioner and a young
teacher who wishes to enhance his career and practice, the completion of this research has provided me
with the opportunity to use such up-to-date tools and technologies in an attempt to implement and
explore something new and groundbreaking within my school. Not only has such a process highlighted
to me the beneficial nature of practitioner and reflective educational 13 research, but it is hoped that it
too has enhanced my chance of career progression and status as an ICT specialist teacher.
Source: http://etheses.whiterose.ac.uk/960/1/Online_discourse_in_a_primary_school_setting.pdf
Lesson 4: Learning Target/s
▪ formulate a rationale of the proposed problem
W3-ACTIVITY 5:
DIRECTIONS: Write a rationale of your proposed problem. A reference sheet, listing the articles
should also be included. The encoded summary should adhere to APA format.
Use separate papers for your rationale.
Scoring Rubric
Criteria 4 3 2 1
Content More than 3 key points 3 key points are Less than 3 key Key points are not
are developed with developed with clear points are developed developed
clear details. details. with unclear details.
Structure & Writing is clear, Writing is mostly clear, Writing is unclear, Writing unclear,
Organization concise, and well concise, and organized and thoughts are not disorganized.
organized with the use with the use of excellent well organized. Thoughts make little
of excellent sentence/paragraph Thoughts are not to no sense.
sentence/paragraph structure. Thoughts are expressed in a logical
structure. Thoughts are expressed in a logical manner.
expressed in a logical manner.
manner.
Grammar There are no more than There are no more than There are more than There are numerous
three spelling or five spelling or five spelling or spelling or grammar
grammar errors per grammar errors per grammar errors per errors of writing
page of writing activity. page of writing activity. page of writing activity.
activity.
Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com
SELF-PACED LEARNING MODULE
Subject: Practical Research 1
Teacher: _________________________
SECOND SEMESTER: FIRST QUARTER
GRADE 11
Name: Gian Paul Bolante Grade and Section: G11-Saint Charles
Garnier
Week No. 4 Inclusive Dates:
• help you formulate good research problems.
W4- ACTIVITY 1: SHORT ESSAY RESPONSE
DIRECTIONS: Answer the following briefly but sensibly.
▪ What is the difference between the general research problem and specific
research problems?
As per my understanding, a research problem is an expression of an area of
concern or a difficulty that a researcher experience/observe which needs to be
eliminated by finding a solution for the same. So, General research problems
concerns with a broader area of the field of study whereas specific research
problem addresses a definite issue in that wide area. General research problem
is broad in scope but specific research problems states a certain specific
question which has a definite answer. It clearly identifies the issue being
studied and usually identify key variables. General research problems guides to
form specific research problems which will express variables and the
relationships among them and also has a possibility of empirical testing.
▪ How do you state general problem and specific problems?
General problem is usually stated in narrative form. While, specific problems are
usually stated in question form.
▪ What is the significance of the research problem in the entire research process?
A research problem drives the entire research process which is nothing but a
question that a researcher wants to answer or a problem that she wants to solve.
A research problem is a definite statement about your area of concern or a
condition to be improved and you want to get the solution for the same. It is the
first and the most important step in knowing what exactly you are going to do
and why. Defining a research problem is very important because it will
determine the significance or importance of the study, research questions or
hypothesis to follow. By defining a research problem, you will know exactly
what is to be investigated and help you eliminate irrelevant data from the
relevant ones. It will help you to provide the framework for your study and also
to formulate research questions and objectives. If you do not have a clear
research problem, you do not know what exactly you will do and why.
Note: In writing the research problems, be guided with the time frame of the study so that
it can be finished within the given allotted time and the availability of the participants.
W4- ACTIVITY 3:
DIRECTIONS: Check your understanding by answering the questions that follow.
o What did you do in order to formulate your research problems?
In order to formulate my research problems, I identify first the general
problem on the topic followed by the specific problems. Focus my paper on
providing relevant data to address it. A problem statement is an effective
and essential tool to keep us on track with research and evaluate it.
Why is it important to develop good research problems?
Writing a good research problem is imperative to doctoral research and
development of the dissertation or thesis as the problem statement
establishes (a) the reason for research, (b) the need for research, and (c) the
significance of research. From the problem statement, the purpose is
developed, followed by the research questions, and research methodology.
Therefore, having a valid and well written problem is key to getting on the
right path towards a “done” dissertation and earning a doctorate.
Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com
SELF-PACED LEARNING MODULE
Subject: Practical Research 1
Teacher: _________________________
SECOND SEMESTER: FIRST QUARTER
GRADE 11
Name: Gian Paul Bolante Grade and Section: G11-Saint Charles
Garnier
Week No. 5 Inclusive Dates:
W5- ACTIVITY 1:
DIRECTIONS: You are given three sessions to look for appropriate related literatures about
your research study. Since, you have a limited movement at the moment because of the present
situation, you are allowed to use only electronic media.
How Online Learning Can Improve Academic Performance | DMI (digitalmarketinginstitute.com)
Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com
SELF-PACED LEARNING MODULE
Subject: Practical Research 1
Teacher: _________________________
SECOND SEMESTER: FIRST QUARTER
GRADE 11
Name: Gian Paul Bolante Grade and Section: G11-Saint Charles
Garnier
Week No. 6 Inclusive Dates:
Activity 1
1. What is parenthetical expression or in text- citation?
Parenthetical citation, also known as in-text citation, is an easy way to create
citations within your document, allowing your reader to see where you found the
information without looking at the bottom of the page or the end of the document
for a footnote or endnote.
2. Why is it important to cite the sources you used in the literature review?
Citing your sources is important because: Giving credit (attribution) to original
authors helps you avoid plagiarizing Citations allow your readers to find your
sources Citations add credibility to your arguments.
Activity 2
•How do you cite the literature that you have gathered?
I cite the literature that you have gathered by using the APA and MLA citation
style.
•What do you think are the strengths of using APA and MLA style in citing literature?
The strengths of using APA and MLA style in citing literature is that they are
widely popular in research. Since they are popular studies are easy to recognize.
Activity 3
1) Miscommunication has been observed to occur along the dimension of communication.
Answer # 1
Flores (2016) stated that Miscommunication has been observed to occur along the
dimension of communication.
Answer # 2
Miscommunication has been observed to occur along the dimension of communication
(Flores, 2016).
2) Ethics in research refers to the standards on what I morally right or wrong.
Answer # 1
According to Melegito and Mendoza (2016), ethics in research refers to the standards on
what I morally right or wrong.
Answer # 2
Ethics in research refers to the standards on what I morally right or wrong (Melegito and
Mendoza 2016).
Activity 4
a. What do you think is the study all about?
The study is all about music and meaning
b. What constructs or themes can you draw from the concept.
Theories about music, what is it all about, what are its importance, and what
factors music can affect them.
c. What citation did the author use?
The author use an APA citation style.
