Department of Education

Division of Leyte
Jugaban National High School
Carigara, Leyte
Name of student: _____________________ Grade Level: ___________________
Section: ________________ Date: ____________
ACTIVITY WORKSHEET FOR PRACTICAL RESEARCH II
WEEK 4: DAY 1

General Objective: (MELC) Designs a research used in daily life (CS_RS12-ld-e-1)

Learning Objective: Discuss the uses of research in daily life.

A. Explore
Warm up activity

E E C
1. How many words can you make from
the letters in the circle? S R H
2. For each word, use each letter only
D A S R I
once.
3. Words must be at least 3 letters long. E G N
4. The longest word got a bonus points.

------------------------------------------
_________________________
_________________________
_________________________
_________________________

B. Learn
Research as the Art of Inquiry, Revisited
Research is composed of two words, “re” and “search”. “Re” is a prefix which means again, anew or
over again and “search” is a verb meaning to examine closely and carefully, to test and try, or to study
thoroughly. Together they form a noun describing field of knowledge, undertaken to establish facts or
principles (Grinnell, 1934: p.4). Research is the primary source of knowledge. It aims to develop new
knowledge and apply scientific and engineering principles to connect the knowledge in one field to that in
others (Roussel et al., 1991).
To Grinnell (1993), research is a structured inquiry that utilizes acceptable scientific methodology to
solve problems and creates new knowledge that is generally acceptable. It is essential to human’s
existence to keep abreast with the continuous technological advancement, fast changing environment, ever
evolving competition, and even to some extent, a mean for survival.
Daily activities are mostly carried on without reflection, and it occasionally occurs to question that
which generally passes as true. Millennial learners in a technology-based society cannot remain in a state
of unquestioned belief, for habits, attitude and even critical decisions which are mostly challenged by
unexpected changes in the globalized environment, if students are not confronted by their own
inquisitiveness of others. This is why there is a need to do research and validate set of beliefs in order to
prove them true.
Some may consider these beliefs for instance, “Learners of 21 st century are mostly distracted by
gadgets”, “Use of social media sites are detrimental to study habits of students”, and “The use of
technology is an effective tool to deliver instructions to students”. On the basis of these beliefs research
findings can guide school administrators/academic heads/curriculum planners and teachers in policy
making and in improving the effectiveness of teaching strategies.
There are many instances that those widely held beliefs and even prejudices have been shown to
be invalid after subjected to various scholarly inquiries and test. It is recommended that it is sound to know
not only what is generally supposed to be true about several phenomena and theories but also the level to
which properly conducted research support such beliefs. In order to assess the degree to which beliefs are
supported by research, “it is necessary to understand the research process” (Stone, 1978, p.2) that is why
you have to learn the various methods of research.
General structure and writing style
The function of a research design is to ensure that the evidence obtained enables you to effectively
address the research problem as unambiguously as possible. In social sciences research, obtaining
evidence relevant to the research problem generally entails specifying the type of evidence needed to test
a theory, to evaluate a program, or to accurately describe a phenomenon. However, researchers can often
begin their investigations far too early, before they have thought critically about what information is required
to answer the study's research questions. Without attending to these design issues beforehand, the
conclusions drawn risk being weak and unconvincing and, consequently, will fail to adequate address the
overall research problem.
 Given this, the length and complexity of research designs can vary considerably, but any sound design will
do the following things:

1. Identify the research problem clearly and justify its selection,

2. Review previously published literature associated with the problem area,
3. Clearly and explicitly specify hypotheses [i.e., research questions] central to the problem selected,
4. Effectively describe the data which will be necessary for an adequate test of the hypotheses and
explain how such data will be obtained, and
5. Describe the methods of analysis which will be applied to the data in determining whether or not the
hypotheses are true or false.

C. Engage
Rubrics:

Criteria Excellent (5) Acceptable (2)

Depth & Substance The explanation directly speaks for the The explanation does not coincide
answer. The explanation is concrete with the answer. The explanation is
unclear and lacks substance.
Evidence Substantial evidences were provided. Minimal or irrelevant evidence.
Directions: Discuss your answers to the following questions:
How can I use research in my daily activities?
 Identifying my own personal situation and educational goals
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

 Roles of a student in the knowledge-bases society

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

D. Apply
Uses of Research In Our Daily Life.
Instructions: Elucidate the uses of research in our daily life. You may include diagram on your discussion.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
WEEK 4 DAY 2 & 3

General Objective: (MELC) Designs a research used in daily life (CS_RS12-ld-e-1)

Learning Objective: a. Discuss the research topic/problem.
b. Classify statements about writing research topic whether it is true or false

A. Explore

Based from the previous topics and activities, what are uses of research in our daily life?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Rubrics:

Criteria Excellent (5) Acceptable (2)

Depth & Substance The explanation directly speaks for the The explanation does not coincide
answer. The explanation is concrete with the answer. The explanation is
unclear and lacks substance.
Evidence Substantial evidences were provided. Minimal or irrelevant evidence.
B. Learn
Research Topic
The first challenges of any researcher is the identification of a research topic. A research topic or
problem is an intellectual stimulus calling for an answer in the form of scientific inquiry. Topic or problems
are general questions about relations among variables, or characteristics of the phenomenon which a
researcher needs to undertake (Birionet.al., 2005, p.7).
Sources of Research Topics or Problems
The following are the things that may be considered before starting the research activity:
1. Prevailing theories or philosophy
2. Observation, intuitions or a combination of both
3. Different subjects taken and form them identify a problem that interests a student-researcher most.
4. Fields of interest or specialization or event from related field
5. Existing problems in the classroom/school/campus/university which one may want to solve are good
sources of research problems
6. Existing needs of the community or society
7. Repetition or extension of investigations already conducted or may be an offshoot of studies
underway (Angeles, 1966, p. 86
8. Related studies and literatures
9. Advice of authorities or experts from funding agencies.
10. Offshoots of friendly conversations
11. Incidental from interesting topics of professor during the course meeting/session
Selecting the Research Topic
In choosing a research problem, be guided by the following criteria:
1. It should be something new or different from what has already been written about.
2. It must be original
3. It should be significant to the field of study or discipline
4. It must necessarily arouse intellectual curiosity
5. It should be of researcher’s interest and researcher must be with the topic.
6. It should be a modest one for a beginner to be carried on within a limited period of time.
7. It should be clear, not ambiguous
 8. It should be specific, not general
9. It should consider the training and personal qualifications of the researcher.
10. It should consider the availability of data involved in the study and the methods and techniques to
be employed in gathering them.
11. It should consider the availability of effective instruments for gathering the data and their treatment.
12. It should consider the financial capacity of the research to support the project.
13. It should consider the time factor involved in the undertaking.
Characteristics of a Good Title
1. A title should give readers information about the contents of the research and is preferable to one
that is vague or general.
2. Titles do not need to be stuffy or dull but they should generally give readers some ideas at the
outset of what the research paper will contain.
3. Choose a title that is a phrase rather than a complete sentence.
4. Select a straightforward title over other kinds.
5. Use no punctuation at the end of a title.
6. Do not underline the title of research or enclosed it in quotation marks, instead, use a word
processing program or printer that permits italics. Use them in place of underlining.
Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 14-15). Cubao, Quezon
City: Lorimar Publishing Inc.

C. Engage
Based on the concept you have read above, answer the following questions briefly using your own
words.
1. What is Research Topic?
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Where can we get research topics?
_____________________________________________________________________________________
_____________________________________________________________________________________
3. What are the characteristics of the research topic?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. What are the requirements for someone to do a certain research topic?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. What are the other important factors to consider in selecting research topics?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

D. Apply

True or False. Write True if the statement is correct, and False if incorrect.
______ 1. Authorities may advice research topics
______ 2. Financial capacity of the researcher to support the project must also be considered
______ 3. Research problems can be developed from friendly conversations
______ 4. Research problems should be ambiguous
______ 5. Research topic must be general
______ 6. Research topic must be of research adviser’s interest.
______ 7. Research topic should be the same with what has already been written about.
______ 8. Researcher may extend the research already conducted.
______ 9. Researcher should consider the availability of data involved in the study and the methods and
techniques to be employed in gathering them in selecting the topic.
______ 10. Time factor must be considered in choosing the research topic.

WEEK 4 DAY 4

General Objective: (MELC) Writes a research title (CS_RS12-ld-e-2)

Learning Objective: a. Discuss the guidelines in writing the research title
b. Write correct research title
A. Explore

“BRAIN STORMING ACTIVITY”

Analyze the following research titles and determine the common elements of a good characteristics. From your
formulating analysis, determine the common elements of a good research title;
1. Level of Difficulty and the Practical Research Outputs among Senior High Schools in Selected Private
School.
2. Correlates of the Financial Literacy Profile and Work Performance Among Elementary Teachers
3. Attributes of Test Papers and Level of Performance of Students: Basis for the Formulation of the Guidelines
on Test Paper Construction.
4. The Level of Performance of Instructors: Basis for the Formulation of Academic Intervention Program

____________________________________________________________________________________
____________________________________________________________________________________

B. Learn
Selected Guidelines in the Formulation of a Research Title
1. The title must contain the following elements:
a. The subject matter or research problem;
b. The setting or locale of the study;
c. The respondents or participants involved in the study; and
d. The time or period when the study was conducted (If the title becomes too long because of
these elements, the timeframe or period may be omitted except in evaluation studies.
2. The title must be broad enough to include all aspects of the study but should be brief and concise
as possible.
3. The use of terms as “Analysis of”, “A study of”, “An investigation of” and the like should be avoided.
All these are understood to have been done in a research.
4. If the title contains more than one line, it should be written in inverted pyramid.
5. When you typed or encoded in the title page, all words in the title should be in capital letters.
6. If possible, the title should not be longer than 15 substantive words.
7. Avoid a long, detailed title that gives too much information.
8. To shorten the title, delete the terms “assessment” or “evaluation” if these are already emphasized
in the text.

C. Engage
Based on the concept you have read above, answer the following questions briefly using your own words.
1. What are the components of the research title?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 2. What is the required length of the research title?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. What are the words to be avoided in formulating research title?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. How does the researcher write the title if it contains more than one line?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

D. Apply
Write the correct form of the following research title. (2 points each)
1. Research problem : An Assessment on the Effectiveness of Literacy Program
Locale: Barangay Caniogan, Pasig City
Respondents: Street Children
Time: Year 2015
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Research problem : Investigation on the Stress Management Skills of Overseas Filipino Workers
Locale : Hongkong
Respondents: 250 OFW in the Hongkong
Time: Year 2019
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Research problem : Teaching Practices of Bachelor of Secondary Education Major in Filipino
Locale: University of Philippines, Diliman
Respondents: 300 Education Students
Time: School Year 2015-2016
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Name of Teacher Contact Number

BARTOLOME B. AGUILOS 09302818870
MARIAN P. TIMTIMAN 09951495817/09123097440

REFLECTION (STUDENTS): _____________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

REFLECTION (TEACHER): ______________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________
PARENTS SIGNATURE OVER PRINTED NAME