All Weeks 1 8 Inquiries, Investigations,&Immersion

Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)
INSTRUCTIONAL PACKETS
FOR GRADE 12 INQUIRIES, INVESTIGATIONS
AND IMMERSION
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Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
SELF-INSTRUCTIONAL PACKETS (SIPacks)

GRADE 12 – Inquiries, Investigations and
Immersion
3rd QUARTER
TABLE OF CONTENTS
WEEK TITLE/TOPIC Page No.
1 Brainstorming for Research Topics 1-11
• Statement of Research Problem
2 Identifying the Problem and Asking the Question 12-21

• INTRODUCTION
1. Background of the Problem
2. Conceptual Framework
3. Research Hypothesis [for Quantitative
Research]
4. Statement of the Problem
5. Significance of the Study
6. Scope and Delimitation of the Study
7. Definition of Terms
3-5 Reading on Related Studies 22-32

• List of Related Literature Reviewed
6-8 Understanding Ways to Collect Data 33-53

• METHODS
1. Research design
2. Population
3. Sampling method
4. Data Collection procedure
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SELF-INSTRUCTIONAL PACKETS
GRADE 12 INQUIRIES
THIRD QUARTER – WEEK 1
Week-1 Day-1
I. OBJECTIVES (Layunin) at the end of the lesson, the student should:
A. Content Standard (Pamantayang Pangnilalaman)

The learners demonstrate an understanding of
I. BRAINSTORMING FOR A RESEARCH TOPIC

B. Performance Standard (Pamantayan sa Pagganap)
The learner is able to use appropriate kinds of research in making decision.
C. Learning Competencies 1-3 (Pamantayan sa Pagkatuto)
The learner will be able to formulate a research topic based on the given criteria
D. Objectives (Mga Layunin)
At the end of the lesson, the learners should be able to:

1. Recall previous lesson on Practical Research 1 and 2 and apply them in
choosing a research topic.
2. Choose a feasible research topic applicable to the needs of the society
II. CONTENT (Nilalaman)

RESEARCH TOPIC
III. LEARNING RESOURCES (Kagamitang Panturo)
A. References (Sanggunian)
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from Learning Resource (LR) portal
B. Other Learning Resources (Iba pang Kagamitang Panturo)

Practical Research: Planning and Design (12 th Edition) by Leedy et. Al
IV. PROCEDURES (Pamamaraan)
A. Reviewing previous lesson or presenting the new lesson
(ELICIT: Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin
Below is a diagram of the types of research according to their methodologies. Copy the
correct characteristics based on your understanding to the diagram to complete the ideas in the
concept map. Write only the characteristics number in the Box.
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Characteristic 1: Refers to studying real-world situations as they unfold naturally; non-manipulative

and non-controlling; the researcher is open to whatever emerges
Characteristic 2: They offer useful manifestations of the phenomenon of interest; sampling is aimed at
insight about the phenomenon, not empirical generalization derived from a sample and applied to a
population.
Characteristic 3: Immersion in the details and specifics of the data to discover important patterns,
themes, and inter-relationships; begins by exploring, then confirming findings, guided by analytical
principles rather than rules.
Characteristic 4: The data is usually gathered using structured research instruments.
Characteristic 5: The research study can usually be replicated or repeated, given its high reliability.
Characteristic 6: Data are in the form of numbers and statistics, often arranged in tables, charts, figures,
or other non-textual forms.
Characteristic 7: The collection of both open and closed-ended data (qualitative and quantitative data)
in response to research question.
Characteristic 8: The use of specific mixed methods design that involves a concurrent or sequential
integration.
B. Establishing a purpose for the lesson
(EXPECTATIONS: Paghahabi sa layunin ng aralin)
Decode the picture to determine the lesson for today.
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_______
C. Presenting examples/instances of the new lesson

(EXAMPLE: Pag-uugnay ng mga halimbawa sa bagong aralin)
Below is a diagram for formulating research question. Start with the general topic, then
narrow it done. Follow these steps to formulate a specific topic suitable to your requirements.
D. Discussing new concepts and practicing new skills #1

(EXPLORE: Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1)
Video link: https://www.youtube.com/watch?v=z58VBWXYzGg

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Video title: Selecting a Research Topic & Formulating a Research Question

Video publisher: Ilana Kingsley
Using the link provided, create a CONCEPT MAP OR CLOUD that depicts a general topic and deducing
this topic, create different research questions from a general concept to specific concept. An example
below was provided
Possible Research
Question:
Effects
What are the
socioeconomic effects of
GCQ General Community
Possible Research
Question:
Causes
What are the factors
needed to be considered
Community Quarantine in order for GCQ to be
Possible Research
Question:
Effects
What are the
psychological effects of
ECQ Enhanced Community
Possible Research
Question:
Causes
Why is there a need for
an Enhanced
Community Quarantine
E. Discussing new concepts and practicing new skills #2

(EXPLAIN: Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2)
Read the following discussions in selecting a research topic.

The ability to develop a good research topic is an important skill. An instructor may assign you
a specific topic, but most often instructors require you to select your own topic of interest. When
deciding on a topic, there are a few things that you will need to do:
brainstorm for ideas
choose a topic that will enable you to read and understand the literature
ensure that the topic is manageable and that material is available
make a list of key words
be flexible
define your topic as a focused research question
research and read more about your topic
formulate a thesis statement
Be aware that selecting a good topic may not be easy. It must be narrow and focused enough
to be interesting, yet broad enough to find adequate information. Before selecting your topic,
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make sure you know what your final project should look like. Each class or instructor will likely
require a different format or style of research project.
Use the steps below to guide you through the process of selecting a research topic.
Step 1: Brainstorm for ideas
Choose a topic that interests you. Use the following questions to help generate topic ideas.
*Do you have a strong opinion on a current social or political controversy
*Did you read or see a news story recently that has piqued your interest or made you angry or
*anxious?
*Do you have a personal issue, problem or interest that you would like to know more about?
*Do you have a research paper due for a class this semester?
*Is there an aspect of a class that you are interested in learning more about?
Write down any key words or concepts that may be of interest to you. Could these terms help
be used to form a more focused research topic?
Be aware of overused ideas when deciding a topic. You may wish to avoid topics such as,
abortion, gun control, teen pregnancy, or suicide unless you feel you have a unique approach
to the topic. Ask the instructor for ideas if you feel you are stuck or need additional guidance.
Step 2: Read General Background Information
Read a general encyclopedia article on the top two or three topics you are considering. Reading
a broad summary enables you to get an overview of the topic and see how your idea relates to
broader, narrower, and related issues. It also provides a great source for finding words
commonly used to describe the topic. These keywords may be very useful to your later
research. If you can’t find an article on your topic, try using broader terms and ask for help from
a librarian.
-Browse the Encyclopedia Americana for information on your topic ideas. Notice that
both online encyclopedias provide links to magazine articles and Web sites. These are listed in
the left or the right margins.
-Use periodical indexes to scan current magazine, journal or newspaper articles on your
topic.
-Use Web search engines. Google is currently considered to be one of the best search
engines to find web sites on the topic.
Step 3: Focus on Your Topic
Keep it manageable
A topic will be very difficult to research if it is too broad or narrow. One way to narrow a broad
topic such as "the environment" is to limit your topic. Some common ways to limit a topic are:
By geographical area
Example: What environmental issues are most important in the Southwestern United States
By culture
Example: How does the environment fit into the Navajo world view?
By time frame:
Example: What are the most prominent environmental issues of the last 10 years?
By discipline
Example: How does environmental awareness effect business practices today?
By population group
Example: What are the effects of air pollution on senior citizens?
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Remember that a topic may be too difficult to research if it is too:

locally confined - Topics this specific may only be covered in these (local) newspapers, if at all.
Example: What sources of pollution affect the Genesee County water supply?
recent - If a topic is quite recent, books or journal articles may not be available, but newspaper
or magazine articles may. Also, Web sites related to the topic may or may not be available.
broadly interdisciplinary - You could be overwhelmed with superficial information.
Example: How can the environment contribute to the culture, politics and society of the Western
states?
popular - You will only find very popular articles about some topics such as sports figures and
high-profile celebrities and musicians.
Step 4: Make a List of Useful Keywords

Keep track of the words that are used to describe your topic.
Look for words that best describe your topic
Look for them in when reading encyclopedia articles and background and general information
Find broader and narrower terms, synonyms, key concepts for key words to widen your
search capabilities
Make note of these words and use them later when searching databases and catalogs
Step 5: Be Flexible
It is common to modify your topic during the research process. You can never be sure of what
you may find. You may find too much and need to narrow your focus, or too little and need to
broaden your focus. This is a normal part of the research process. When researching, you may
not wish to change your topic, but you may decide that some other aspect of the topic is more
interesting or manageable.
Keep in mind the assigned length of the research paper, project, bibliography or other research
assignment. Be aware of the depth of coverage needed and the due date. These important
factors may help you decide how much and when you will modify your topic.
Step 6: Define Your Topic as a Focused Research Question
You will often begin with a word, develop a more focused interest in an aspect of something
relating to that word, then begin to have questions about the topic.
Step 7: Research and Read More About Your Topic
Use the key words you have gathered to research in the catalog, article databases, and Internet
search engines. Find more information to help you answer your research question.
You will need to do some research and reading before you select your final topic. Can you find
enough information to answer your research question?
Remember, selecting a topic is an important and complex part of the research process.
Step 8: Formulate a Thesis Statement

Write your topic as a thesis statement. This may be the answer to your research question
and/or a way to clearly state the purpose of your research. Your thesis statement will usually
be one or two sentences that states precisely what is to be answered, proven, or what you will
inform your audience about your topic.
The development of a thesis assumes there is sufficient evidence to support the thesis
statement.
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The title of your paper may not be exactly the same as your research question or your thesis
statement, but the title should clearly convey the focus, purpose and meaning of your research.
Online Source: https://www.umflint.edu/library/how-select-research-topic
F. Developing mastery (Leads to Formative assessment)

(ELABORATE: Paglinang sa kabihasnan)
BRAINWRITING
A problem-solving
technique in which
participants individually
brainstorm ideas and
document them, then
share them with a group to
further push their thinking
https://www.theedadvocat
e.org/the-4-types-of-
brainstorming/)
A. A. Enumerate possible problems you may encounter in the following as a student: (You may
write 1 or 2 problem/s for each.)
1. Personal Life (Family and Social)
1.1. _____________________________________________________________________
1.2. _____________________________________________________________________
2. School
2.1. _____________________________________________________________________
2.2. _____________________________________________________________________
3. Community
3.1. _____________________________________________________________________
3.3 _____________________________________________________________________
4. Relationship with others
4.1. _____________________________________________________________________
4.2._____________________________________________________________________
5. Other Areas of Concern

5.1. ___________________________________________________________________
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5.2.____________________________________________________________________
B. Based on the enumerated possible research problems, identify at least three researchable problems.
G. Finding practical applications of concepts and skills in daily living

(ESSENCE: Paglalapat ng aralin sa pang-araw-araw na buhay)
Choose one from the identified research problems in the box.

Explain why did you choose it from the two.
H. Making generalizations and abstractions about the lesson

(SUMMARIZE: Paglalahat ng aralin)
Key Terms and Points to Remember on Data Collection
The ability to develop a good research topic is an important skill.

Step 1: Brainstorm for ideas - choose a topic that interests you.
Step 2: Read General Background Information- Reading a broad
summary enables you to get an overview of the topic and see how your
idea relates to broader, narrower, and related issues.
Step 3: Focus on Your Topic- Keep it manageable. A topic will be very difficult to
research if it is too broad or narrow.
Step 4: Make a List of Useful Keywords-Keep track of the words that are used to describe
your topic.
Step 5: Be Flexible- It is common to modify your topic during the research process.
Step 6: Define Your Topic as a Focused Research Question - Develop a more focused
interest in an aspect of something relating to that word, then begin to have questions
about the topic.
Step 7: Research and Read More About Your Topic - Find more information to help you
answer your research question.
Step 8: Formulate a Thesis Statement - Write your topic as a thesis statement.
I. Evaluating learning
(EVALUATE: Pagtataya ng aralin)
On Problem Presentation/Discussion of Qualitative/Quantitative Research Across Fields of Interest
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QUESTIONS ANSWERS:
1. Present the SPECIFIC

problem of the qualitative
or quantitative research
you decide to undertake in
your SHS trach.
2. Discuss as briefly as you

can, the importance of your
research study in your field
or track.
J. Additional activities for application or remediation

(EXTEND: Karagdagang gawain para sa takdang aralin at remediation)
For your additional activity, consult your concerns on your topic during your consultation time
in Inquiries subject and start researching for references on your topic for its feasibility to conduct
it for your study once approved.
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Week-2
IV. OBJECTIVES (Layunin) at the end of the lesson, the student should:
E. Content Standard (Pamantayang Pangnilalaman)

The learner demonstrates understanding of the specificity and feasibility of the
problem posed.
II. BRAINSTORMING FOR A RESEARCH TOPIC

F. Performance Standard (Pamantayan sa Pagganap)
The learner is able to formulate clearly the statement of the research problem.
G. Learning Competencies 1-3 (Pamantayan sa Pagkatuto)
The learner formulates clearly the statement of the research problem.
H. Objectives (Mga Layunin)
At the end of the lesson, the learner should be able to state the research questions and be
able to congruently justify the research gap within the contents of the introduction chapter of
the research method [quantitative or qualitative] he has chosen.
V. CONTENT (Nilalaman)
IDENTIFYING THE PROBLEM AND ASKING THE QUESTION
VI. LEARNING RESOURCES (Kagamitang Panturo)
B. References (Sanggunian)
7. Textbook pages
C. Other Learning Resources (Iba pang Kagamitang Panturo)

Practical Research: Planning and Design (12 th Edition) by Leedy et. Al
V. PROCEDURES (Pamamaraan)
K. Reviewing previous lesson or presenting the new lesson
Your previous topic was about PREPARING A PLAN FOR YOUR RESEARCH. Have
you already chosen which research method [quantitative or qualitative] you want to
cultivate in your plan? Are you determined to focus your topic on certain issues and
ideas under your respective field? [ABM, GAS, HUMSS, STEM] In actuality, you can
choose whatever topic you want for as long as it follows the criteria to consider in
identifying and selecting your research topic: [1] relevance to the present situation, [2]
your interest, [3] manageability of your time, and [4] availability of resources
[information references and financial]. In addition to these criteria, you must also avoid
tackling topics that are very recent or highly technical for you to handle because there
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may be a limited number of references for such topics and you may lack the technical
knowledge needed to understand the subject matter. You may also need to refrain
from pursuing sensitive and controversial topics that may offend certain groups of
people.
There is a saying that: “If you fail to plan, then you plan to fail.” So, by now, you are
already expected to focus next on the question/s that you want to answer in your
planned research
L. Establishing a purpose for the lesson

Both qualitative and quantitative studies require research questions. The kind of
question you use depends on what you want to find out about and the type of research
you want to do. It will shape your research design.
In a research paper, you will usually write a single research question to guide your
reading and thinking. The answer that you develop is your thesis statement – the
central position of your paper will argue for.
In a bigger research project like thesis, you might have multiple research questions,
but they should all be connected and focused around a central research problem.
Through the above-mentioned sharing, I would like you to share your intended
research work and create or develop a strong research question.
Now, this particular session/lesson will allow you to create or to develop a strong
research question.
M. Presenting examples/instances of the new lesson

Just like in real life, a question is very important. Without a clear question, no one
should expect a clear answer. This is why it is very important that we are asking the
right questions to begin with.
N. Discussing new concepts and practicing new skills #1

Let us now talk about how to write a research question.
How to write a research question?

The process of developing your research question follows several steps:
a) Choose a broad topic.
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b) Do some preliminary reading to find out about topical debates and issues.
c) Narrow down a specific niche that you want to focus on.
d) Identify a practical or theoretical research problem that you will address.
When you have a clearly-defined problem, you need to formulate one or more questions. Think
about exactly what you want to know and how it will contribute to resolving the problem.
What makes a strong research question?

A good research question is essential to guide your research paper or thesis. It pinpoints exactly
what you want to find out and gives your works clear focus and purpose. All research questions
should be:
❖ Focused on a single problem or issue

❖ Researchable using primary or secondary sources
❖ Feasible to answer within the timeframe and practical constraints
❖ Specific enough to answer thoroughly
❖ Complex enough to develop the answer over the space of a thesis
❖ Relevant to your field of study more broadly.
Given the following example: HOW TO WRITE A RESEARCH QUESTION

Example research problem Example research question(s)
The teachers at school X do not have What practical techniques can teachers at school X
the skills to recognize or properly use to better identify and guide gifted children?
guide gifted children in the classroom.
Under-30s increasingly engage in the What are the main factors that influence young
“gig economy” instead of traditional people’s decisions to engage in the gig economy?
full-time employment, but there is little What do workers perceive as its advantages and
research into young people’s disadvantages? Do age and education level have
experiences of this type of work. an effect on how people experience this type of
work?
Given the following example: TYPES OF RESEARCH QUESTION
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Research
Formulation
question type
Descriptive What are the characteristics of X?

research
Comparative What are the differences and similarities between X and Y?

research
Correlational What is the relationship between variable X and variable Y?

research
Exploratory What are the main factors in X? What is the role of Y in Z?

research
Explanatory Does X have an effect on Y? What is the impact of Y on Z? What are the
research causes of X?
Evaluation What are the advantages and disadvantages of X? How well does Y
research work? How effective or desirable is Z?
Action research How can X be achieved? What are the most effective strategies to
improve Y?
Given the following example: WHAT MAKE A STRONG RESEARCH QUESTION

✔ Focused and Researchable
Criteria Explanation
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Focuses on a single Your central research question should follow from your research
topic and problem problem to keep your work focused. If you have multiple questions,
they should all clearly relate to this central aim.
Does not ask for a Avoid subjective words like good, bad, better and worse, as these
subjective value do not give clear criteria for answering the question. If your
judgement question is evaluating something, use terms with more measurable
definitions.
● Is X or Y a better policy?
● How effective are X and Y policies at reducing rates of Z?
Does not ask why Why are questions usually too open to serve as good research
questions? There are often so many possible causes that a
research project cannot give a thorough answer. Try
asking what or how to ask questions instead.
● Why does X occur?
● What are the main factors contributing to X?
● How is X influenced by Y?
✔ Feasible and specific
Answerable within Make sure you have enough time and resources to do the
practical constraints research required to answer the question. If you think you might
struggle to gain access to enough data, consider narrowing down
the question to be more specific.
✔ Complex and arguable

Cannot be answered Closed yes/no questions are too simple to work as good research
with yes or no questions — they don’t provide enough scope for investigation and
discussion.
● Has there been an increase in homelessness in the UK in

the past ten years? WRONG
● How have economic and political factors affected patterns
of homelessness in the UK over the past ten years?
CORRECT
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✔ Relevant and original

Addresses a problem The research question should be developed based on initial

relevant to your field reading around your topic, and it should focus on addressing a
or discipline problem or gap in the existing knowledge.
O. Discussing new concepts and practicing new skills #2

Let us watch a YouTube presentation regarding
[1] How to write the problem statement in your research proposal, manuscript or thesis
https://www.youtube.com/watch?v=Y022M8-9VdI
[2] Developing a Research Question

https://www.youtube.com/watch?v=LWLYCYeCFak
These interesting videos will help us realize further the importance of problem statements and
research questions.
ACTIVITY 2.1
After the video presentation, try to answer the following in a whole sheet of paper:
1) Choose the researchable question.

A] Does the Philippines or China have a better healthcare system?
B] How does the Philippines and China compare in health outcomes and
patient satisfaction among low-income people with chronic illnesses?
C] Should the Philippines switch to single-payer healthcare?
2) Choose the research question that is most feasible in a limited time frame
A] How can drunk driving be prevented?
B] What effect do different laws have on the number of people who drive after
drinking in Asian countries?
C] How effective is current Philippine legislation aimed at preventing alcohol-
related car fatalities?
3) Choose the question that is complex enough for a research project

A] What are the similarities and differences in the experience of recent
Turkish, Polish and Syrian immigrants in the U.S?
B] Where do the majority of immigrants in the US come from?
C] Do Polish immigrants in western Europe face discrimination?
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4) Choose the most original research question.

A] What are the main themes of Shakespeare’s Othello?
B] How is race represented in Shakespeare’s Othello?
C] How have modern adaptations of Othello dealt with the theme of racism
through casting, staging and allusion to contemporary events?
MIND THE GAP
Problem
identify something that is not known but that is possible to find out
P. Developing mastery (Leads to Formative assessment)

Construct at least two (2) strong statements of the problems that you think related to the given
research topic or situations. Use the same paper you used in the activity above.
1. Effects of media to study habits.
2. Causes of increasing incidence of tardiness in school
3. Bullying in Senior High School
The current state of the field should explain that the general field in which your current
study is situated remains to be a significant area of research up to the present. Point out that
it continues to interest many researchers and practitioners.
The current and conventional practices in addressing the issue should discuss the
current practices being used by researchers, practitioners, or authorities within the particular
field of study you are investigating. Make sure to explain the merits of these practices and
their contribution to your field of study.
The research gap should explain that there are other aspects under the topic which may not
have been addressed by current practices and conventions in your field of study. It may also
be possible that these established practices have failed to provide conclusive findings in
investigating your chosen topic. Additionally, you may state that there are very few studies
that have explored the area of your current research. Make sure that the research gap you
have identified remains relevant and has not been addressed yet; otherwise, you will fail to
provide a convincing justification for conducting your research.
The contribution of the present study in addressing the research gap should discuss
how your own study will help fill in the research gap you have identified. Filling the gap may
be in the form of a new methodology or approach, or the development of a new perspective or
theory.
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HELPFUL TIPS
Use the acronym: T – I – O – C [Trends-Issues-Objective-Contribution]
In writing this section, avoid making negative or biased remarks. For instance, refrain from
using the words neglected and failed when presenting established conventions in a certain
field. Instead, phrase or state your idea in an objective manner: “While the study of [Author X]
investigates the area of ________, the current study focuses on _______.” It is also important
in this section to define terms or concepts that are mentioned for the first time. This may be
done informally [or provide the definition parenthetically] or formally [or use a separate
sentence for the definition].
Q. Finding practical applications of concepts and skills in daily living

Describing a problem statement in an ideal, reality and the consequences

Writing questions is not a difficult task in itself and it can be worked out if you have
a good research question. Research questions anchor your whole project or study, so it is
important to spend some time refining them. Constructing a good and strong statement will
guide you to identify your objective in your research. You may reflect on the following points to
guide you in the process:
1. When do you say that you have a clearly-defined problem?

2. What do you want to know and how it will contribute to resolving the problem that you
have?
R. Making generalizations and abstractions about the lesson

This is where the Research Questions are situated in your INTRODUCTION chapter. It is
essential to familiarize yourself with its important components. Doing this helps you show
where your research stands in the academic field. Make it a point to craft your research
questions in a manner that it is congruent or aligned with the contents of the other parts of
introduction chapter.
Structure of the Introduction: [page 53 – Barrot]

INTRODUCTION
Background of the Study
● The general context of the study
● Description of the current state of field
● Description of the current and conventional practices in addressing the issue
● Research gap
● How your current study fills the gap
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Statement of the Problem
Research Questions
● General Research Questions
● Specific Research Questions
Research Hypothesis
● Null Hypothesis
● Alternative Hypothesis
Significance of the Study

● Significance 1
● Significance 2
● Significance 3
Scope and Delimitation

● Inclusions and their justification
● Exclusions and their justifications
S. Evaluating learning
ACTIVITY 2.2
Let’s see how much you’ve understood this concept!
Read the following paragraph and identify the four components in establishing the
research gap. [Put a number label for each sentence and write its number on the given
space after the component].
Many forms of instructions, both traditional and alternative, have been introduced to
develop students’ mathematical-logical skills. One approach that continues to be widely
used in Asia is Singapore Math. Though many studies have attempted to substantiate its
effectiveness [see Jaciw, Hegseth & Toby, 2015; Powell, 2014], there remains a dearth of
empirical studies that have investigated the effectiveness of Singapore Math in the
Philippines. As Corpuz [2015] argued, there is a need to conduct more studies on
approaches that will help Filipino students become equipped with the necessary
mathematical skills which are on a par with their ASEAN counterparts. Following that
suggestion, this study investigated the effects of Singapore Math on developing the
mathematical-logical skills of Filipino students in selected public high schools in the
Philippines.
1] The current state of the field ______

2] The current and conventional practices in the field ______
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3] The research gap ______

4] The present study’s contribution to addressing the research gap ______
T. Additional activities for application or remediation

Watch the video coming from this link:
How to Write a Problem Statement

https://www.youtube.com/watch?v=CTH-AxR_OfM
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Weeks-3-5
VII. OBJECTIVES (Layunin) at the end of the lesson, the student should:
I. Content Standard (Pamantayang Pangnilalaman)
READING ON RELATED STUDIES

J. Performance Standard (Pamantayan sa Pagganap)
At the end of the lesson learners will be able to:
Apply ethical standards in writing a review of related literature
K. Learning Competencies 1-3 (Pamantayan sa Pagkatuto)
1. apply ethical standards in writing a review of related literature
2. synthesize information from relevant data literature
L. Objectives (Mga Layunin)

At the end of the lesson, you should be able to:
1. Recognize different ethical principles in synthesizing review of related literatures
and studies.
2. Synthesize information from relevant data literature
VIII. CONTENT (Nilalaman)
REVIEW OF RELATED LITERATURES AND STUDIES
IX. LEARNING RESOURCES (Kagamitang Panturo)
C. References (Sanggunian)
11. Textbook pages
D. Other Learning Resources (Iba pang Kagamitang Panturo)

Leedy, P. D., & Ormrod, J., (2015) Practical Research: Planning and Design, 12,
70-79
Melegrito, M. F., & Mendoza D. J., (2016) Applied Research: An Introduction to

Quantitative Research Methods and Reporting, 1, 73-92
VI. PROCEDURES (Pamamaraan)

U. Reviewing previous lesson or presenting the new lesson
Below is an example of a situation analysis of children in the Philippines. Diagram A

demonstrates a researchable topic or issue with possible research questions and research
Page | 22
titles. Analyze the pictures presented in the Diagram B and write possible research questions
and research title based on your understanding of the situation.
RESEARCH QUESTIONS:
1. Are fast food restaurants to blame for obesity?
2. Do fast food chains contribute to obesity among young Filipino children?
RESEARCH TITLES:
1. The Impact of Food Advertising on Childhood Obesity
2. The Effect of Fast Food Restaurants on Obesity
Page | 23
RESEARCH QUESTIONS:
1.____________________________________
2. ____________________________________
RESEARCH TITLES:
1. ____________________________________
2. ____________________________________
V. Establishing a purpose for the lesson

In research writing, systematic reviews of related literature require citation--proper citation.
Improper citation or no citation at all may fall under an ethical issue, which we call, as intellectual
dishonesty. There is a need to recognize the sources of the information that we are citing, and
there are proper ways to do this.
Read the following considerations in writing a research and systematic reviews of related
literature. Write the first letter of the word of every phrase or sentence in chronological order in
the given boxes below to identify the primary ethical issue in writing a research.
1.Prioritize the citations you include

2. List your references in alphabetical order
Page | 24
3. Accept that citation cultures different boundaries

4. Give due recognition
5. Identify and evaluate relevant literature
6. Acknowledge a source in your paper
7. Rephrase the information or ideas cited into your own words.
8. Include all the names of authors in the reference
9. Source citation
10. Must be honest in citing sources
W. Presenting examples/instances of the new lesson

When writing an essay or research paper, it is very essential to express your ideas
or information from other resources in your own words. Paraphrasing is not merely
replacing words with alternative word or synonyms or simply rearranging the structure
of sentences. It involves rephrasing a text substantially while retaining the original
concept of the author’s work and opinion.
EXAMPLE:
Original Text Paraphrase
The coronavirus disease 2019 According to Center for Disease

(COVID-19) pandemic may be Control and Prevention, the
stressful for people. Fear and current COVID-19 pandemic has
anxiety about the new disease and extremely affected the feelings of
what could happen can be every individual not only adult but
overwhelming and cause strong also children. The possible
emotions in adults and children. outcome of the new disease gives
(Center for Disease Control and rise to apprehension, fright and
Prevention) tension among people.
Page | 25
Learn how to PARAPHRASE! Read the original text and understand the meaning
clearly. Rewrite the text using your own words but without changing the meaning.
Original Text Paraphrase
Education gives us a knowledge of

the world around us and changes it
into something better. It develops in
us a perspective of looking at life. It
helps us build opinions and have
points of view on things in life.
X. Discussing new concepts and practicing new skills #1

Video link: https://www.youtube.com/watch?v=10eg_GB_A9E
Video title: Using APA style for references and citations
Video publisher: Ben Philips

Using the link provided, watch and understand the different ways on how to cite
sources. Answer the portion “My paper” using the four citing sources options shown
in the video.
OPTION 1
Their “…For a situation leader to be effective, he must strike the perfect balance
book between selling and telling
My
paper
OPTION 2
Their “…For a situation leader to be effective, he must strike the perfect

book balance between selling and telling
Page | 26
My
paper
OPTION 3
Their “…For a situation leader to be effective, he must strike the perfect

book balance between selling and telling
My
paper
OPTION 4
Their “…For a situation leader to be effective, he must strike the perfect balance
book between selling and telling
My
paper
Y. Discussing new concepts and practicing new skills #2

How to Go About Writing a Review of Related Literature?
Writing review of related literature is such a tedious task that it would be good if
you have a system or process to help you undertake the task. Below are
suggestions to help you out in your literature.
1. Choose on what reference style to use
Choose a reference style that is appropriate for your purpose. Apply
this in the whole literature review and in the whole research paper
2. Establish your priority
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Plan for sorting out or classifying materials based on kind and quality of
information that they provide and for deciding in what order would these
materials be reviewed
3. Limit the scope of the limitation

Include only those materials and information, which are salient and
relevant to your research problem.
4. Organize a visual research map of the literature that highlights key

works and findings relevant to your study
A map of the research literature is a useful tool for writing and findings
relevant to your study.
Practicing new skills #2
ACTIVITY: Applying the suggestions above choose a paragraph in your study that
will show an example of results of other studies that are closely related to your
research problem. Cite the sources properly and give due recognition to the author
or source of an idea.
__________________________________________________________________
__________________________________________________________________
__________
Z.Developing mastery (Leads to Formative assessment)

READ THE DISCUSSION BELOW.
WHAT IS CITATION?
A Citation is the way you tell your readers that certain materials from your work came from
other source. It also gives readers the information necessary to find the source you used as it
provides the following information:
1. name of the author
2. the title of the book
3. the name and location of the company that published your copy of the source
4.the date your copy was published
5. the page number of the material you are borrowing
Like all documentation styles, APA style provides a standard system for giving
credit to others for their contribution to your work. It is what we call a “parenthetical”
documentation style, meaning that citations to original sources appear in your text. This
allows the reader to see immediately where your information comes from, and it saves
you the trouble of having to make footnotes or endnotes.
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The APA style calls for three kinds of information to be included in in-text citations. The
author’s last name and the work’s date of publication must always appear, and these
items must match exactly the corresponding entry in the references list. The third kind of
information, the page number, appears only in a citation to a direct quotation.
Source: https://writing.wisc.edu/handbook/documentation/docapa/a-quick-orientation-to-apa/
Three Options for placing citation:
1. IDEA-FOCUSED
Place the author(s) and date in parentheses at an appropriate place or at the end of a
sentence
Example:
Researchers have studied how children represent mathematical problems (Alibali, Phillips, &
Fischer, 2009: Siegler, 1976).
2. RESEARCHER-FOCUSED
Place only the date in parentheses.
Example:
Alibali, Phillips, and Fischer (2009) asked, Did the participants adopt the taught
strategies? (p. 96).
3. CHRONOLOGY-FOCUSED
Integrate both the author and date into your sentence.
Example:
In 2009, Alibali, Philips, and Fishcher reported that third-and fourth-grade students improved
their problem representation when they were taught the equalize strategy but did not improve
their problem representation when they were taught to add-subtract strategy.
WHAT IS PARAPHRASING?
A paraphrase restates another idea (or your own previously published idea) in your
own words. Paraphrasing allows you to summarize and synthesize information from one or
more sources, focus on significant information, and compare and contrast relevant details.
Published authors paraphrase their sources most of the time, rather than directly
quoting the sources; student authors should emulate this practice by paraphrasing more than
directly quoting.
When you paraphrase, cite the original work using either the narrative or parenthetical
citation format.
Although it is not required to provide a page or paragraph number in the citation, you
may include one (in addition to the author and year) when it would help interested readers
locate the relevant passage within a long or complex work (e.g., a book).
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These guidelines pertain to when you read a primary source and paraphrase it yourself.
If you read a paraphrase of a primary source in a published work and want to cite that source,
it is best to read and cite the primary source directly if possible; if not, use a secondary source
citation.
WHAT IS PLAGIARISM?
Wager and Wiffin (2011) defined plagiarism as “using somebody else’s words, images, data,
ideas, or other original creations without acknowledgement or permission and claiming tem as
your own original work”.
ETHICAL STANDARDS IN WRITING THE LITERATURE REVIEW
• In writing the literature review researchers must follow a set of ethical standards or
guidelines.
• Following the guidelines ensure credibility, academic honesty, and integrity among
researchers.
• Always acknowledge the source of information whether it is a primary or secondary

source.
• Make certain that you cite your sources by creating reference list and in-text citation.
• Avoid plagiarism (the act of using another person’s words or ideas)
• Recognize the ideas, theories, and original conceptualizations of others.
• Be critical in the studies you will include in the literature review.
• Make sure that major milestone studies are well reviewed.
AA. Finding practical applications of concepts and skills in daily living

Page | 30
Instruction: Complete the table below.

Questions/Instruction Answers
Give three examples of cases of
plagiarism
Why do you need to cite your

sources of data/information?
Give three tips in making citation
BB. Making generalizations and abstractions about the lesson

Instruction: Answer the questions briefly not exceeding 50 words per question.
Question 1: What is the difference between citation and paraphrasing?
Question 2: Based on the presented lesson above, why is it important for a research
paper to include proper citations of related literature?
Question 3: As a student what are your thoughts on the issues of plagiarism in
research?
Question 4: How ethical considerations can be addressed in writing literature review?
CC. Evaluating learning

True or False: Write True if the statement is factual or correct and write False if the
statement is incorrect.
_____1. The correct way of including research literatures in a paper is putting the
statements as it is from the lifted article without paraphrasing to avoid plagiarism.
_____2. Proper citation of literatures follows a specific format.
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_____3. There are standards that are needed to be followed when choosing literatures
to be included in a research paper.
_____4. The phrase “et al” is used in citation to denote multiple authorship.
_____5. It is alright to use predatory journals in a research paper.
_____6. When you paraphrase you have to write your own version without looking at
the original.
_____7. APA format and Chicago Manual of Style are examples of citation formats.
_____8. When you cite sources properly, you leave question in your readers’ minds
regarding your point.
_____9. Failure to cite these sources properly could result in charges of plagiarism.
_____10. Professional writing includes only the last name of the author or authors.
_____11. Present paraphrased material as your own.
_____12. When paraphrasing, use your own words and sentence structures.
_____13. Fisher (1999) recommended that health education be required for high
school graduation in California. Is an example of chronology -focused.
_____14. Primary source should only be acknowledge when you do writing.
_____15. Researchers have pointed out that the lack of trained staff is a common
barrier to providing adequate health education (Fisher 1999) and services (Weist and
Christodulu 2000). Is an example of idea focused in writing citation.
DD. Additional activities for application or remediation

Writing a literature review:
Guidelines to follow:
1. Choose one related literature of your research study
2. Attach the copy of your related literature in (original text) and in (paraphrase format)
with proper citation.
Page | 32
Weeks-6-8
X. OBJECTIVES (Layunin)
M. Content Standard (Pamantayang Pangnilalaman)
The learner demonstrates understanding of understanding ways to collect data.
N. Performance Standard (Pamantayan sa Pagganap)
The learner is able to write parts of the research manuscript which includes research
design, population, sampling method and data collection procedure.
O. Learning Competency[ies] (Pamantayan sa Pagkatuto)
The learner:
[1] Describe adequately research design (either quantitative or qualitative), data
gathering instrument, sample data collection and analysis procedures, prepares data
gathering instrument.
P. Objectives (Mga Layunin)
At the end of the lesson, the learners should be able to:

❖ Identify what specific research design they will use for their research paper.
❖ Identify the population and use specific sampling technique if applicable.
❖ Select appropriate data gathering instrument for their research study.
XI. CONTENT (Nilalaman)
UNDERSTANDING WAYS TO COLLECT DATA
XII. LEARNING RESOURCES (Kagamitang Panturo)
D. References (Sanggunian)
15. Textbook pages
E. Other Learning Resources (Iba pang Kagamitang Panturo)

https://www.formpl.us/blog/data-collection-method
Sample Size Calculator [How to use Raosoft]:

https://www.youtube.com/watch?v=iuBjS5RPhgM
Page | 33
http://www.raosoft.com/samplesize.html
Types of Sampling Methods:

https://www.youtube.com/watch?v=pTuj57uXWlk
https://prudencexd.weebly.com
https://www.statisticssolutions.com/what-is-the-difference-between-population-and-
sample/
VII. PROCEDURES (Pamamaraan)
EE. Reviewing previous lesson or presenting the new lesson

(ELICIT: Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin)
Using the figure above, choose 1 type of research design for qualitative and quantitative
methodology and give at least 2 sentences to describe it.
Example:
Quantitative research: Experimental – Pre-test Design 1. Description of Pre-test Design
2. Description of Pre-test Design
Qualitative research: Focus Group Discussion 1. Description of FGD

2. Description of FGD
FF. Establishing a purpose for the lesson

Using the table below. Complete the data needed in the graphic organizer to give rise
to the different types of quantitative and qualitative research in the different areas of living.
Give at least 5 research designs for quantitative and 5 research designs for qualitative
research.
Page | 34
Types of Quantitative or
Field of Daily Living Importance
Research
Example: Correlational Example: Medical Example: Knowing the
Research relationship between
activities of daily living to
genetic diseases like
hypertension
Types of Qualitative or
Field of Daily Living Importance
Research
GG. Presenting examples/instances of the new lesson

Read the notes below to know the difference between population and sample.
Sample is the group of individuals who actually participated in your study. These are the
individuals who you end up interviewing (e.g., in a qualitative study) or who actually completed
your survey (e.g., in a quantitative study). People who could have been participants in your
study but did not actually participated are not considered part of your sample. For example, say
you e-mailed study invitations to 200 people on a list and 100 of them end up participating in
your study (i.e., complete your survey or your experiment). Your sample is the 100 individuals
who participated in your study. The 100 individuals who received invitations but did not
participate would not be considered part of your sample; rather, they are part of what is often
called the sampling frame. Your sampling frame is the group of individuals who could possibly
be in your study, which in the above example would be the 200 individuals on the list.
Page | 35
Population is the broader group of people to whom you intend to generalize the results of your
study. Your sample will always be a subset of your population. Your exact population will
depend on the scope of your study. For instance, say your research question asks if there is
an association between emotional intelligence and job satisfaction in nurses. In this case, your
population might be nurses in the Philippines. However, if the scope of your study is more
narrow (e.g., if your study deals with a local problem or a specific specialty/industry), then your
population would be more specific, such as “nurses in Pampanga” or “operating room nurses
in the City of San Fernando.” Importantly, your population should only include people to whom
your results will apply. For example, if you do not have good reason to believe that your results
will apply to all nurses in the Philippines, then your population will need to be more specific. If
you are stuck on defining your population, think about how you would fill in the blank in the
following sentence: “The results of my study will apply to _____.” Your answer will help
determine how you define your population.
To summarize: your sample is the group of individuals who participate in your study, and your
population is the broader group of people to whom your results will apply. As an analogy, you
can think of your sample as an aquarium and your population as the ocean. Your sample is
small portion of a vaster ocean that you are attempting to understand. Properly distinguishing
between these two concepts will aid you as you navigate the methodological details of your
research study.
HH. Discussing new concepts and practicing new skills #1

Determining the sample and population in your actual research paper.
There are different ways on how to determine the sample from an existing population. One
way is to use statistical methods or calculations to determine the specific number of
respondents (sample).
Important measures to consider when computing for the sample size:
• First of all there is the margin of error (or confidence intervals). In short, this is the
positive and negative deviation you allow on your survey results for the sample. Or, in
other words, the deviation between the opinions of your respondents and the opinion
of the entire population. An example will shed some light on this statistical explanation.
Suppose you set your margin of error on 5%. If 90% of your survey respondents like
the ‘Summer season’, a 5% margin of error means that you can be ‘sure’ that between
85% (90%-5) and 95% (90%+5) of the entire population actually likes the ‘Summer
season’.
Page | 36
• Second there is the confidence level. This tells you how often the percentage of the
population that likes the ‘Summer season” actually lies within the boundaries of the
margin of error. Or, following on our previous example, it tells you how sure you can
be that between 85% and 95% of the population likes the ‘Summer season’. Suppose
you chose the 95% confidence level – which is pretty much the standard in
quantitative research – then in 95% of the time between 85% and 95% of the
population likes the ‘Summer season’.
An easy way to compute for the sample size without using Slovin’s Formula [which is no
longer recommended by statisticians because it’s unreliable and obsolete] or statistical
formulas is through the use of online sample size calculator.
Example: Raosoft Sample Size Calculator (url: http://www.raosoft.com/samplesize.html)
Page | 37
Input the margin of error and the population size you want to study and automatically the
software will compute for the sample size.
II. Discussing new concepts and practicing new skills #2

Sampling Techniques: Probability and Non-Probability Sampling
Picture Analysis:
Answer the following questions:

1. What can you say about the picture above?
2. What is the main difference between the two types of sampling techniques?
Read below!
The difference lies between the two above is whether the sample selection is based on
randomization or not. With randomization, every element gets equal chance to be picked up
and to be part of sample for study.
PROBABILITY SAMPLING
This Sampling technique uses randomization to make sure that every element of the
population gets an equal chance to be part of the selected sample. It’s alternatively known as
random sampling [where everyone in the population have an equal chance to be picked].
Simple Random Sampling
Stratified sampling
Systematic sampling
Cluster Sampling
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Multi-stage Sampling
SIMPLE RANDOM SAMPLING: Every element has an equal

chance of getting selected to be the part sample. It is used
when we don’t have any kind of prior information about the
target population. [e.g. lottery technique, fish bowl technique
[draw of lots - If people draw lots to decide who will participate
in the study, they each take a piece of paper from a container
with names of all people from the entire population. One or
more pieces of paper is marked, and the people who take
marked pieces are chosen.]
For example: Random selection of 20 students from class of 50 student. Each student has
equal chance of getting selected. Here probability of selection is 1/50.
STRATIFIED SAMPLING: this technique divides the

elements of the population into small subgroups (strata)
based on the similarity in such a way that the elements within
the group are homogeneous and heterogeneous among the
other subgroups formed. And then the elements are
randomly selected from each of these strata. We need to
have prior information about the population to create
subgroups.
Age, socioeconomic divisions, nationality, religion, educational achievements and other such
classifications fall under stratified random sampling.
For example:
Let’s say, 100 (Nh) students of a school having 1000 (N) students were asked questions about
their favorite subject. It’s a fact that the students of the 8th grade will have different subject
preferences than the students of the 9th grade. For the survey to deliver precise results, the
ideal manner is to divide each grade into various strata.
Here’s a table of the number of students in each grade:
Page | 39
Calculate the sample of each grade using the stratified random sampling formula:
So, the samples to be taken from each stratum are: 15, 25, 30, 20, and10. Samples being
taken are equally proportioned according to its population [n].
SYSTEMATIC SAMPLING: Here the selection of elements is systematic and not random
except the first element. Elements of a sample are chosen at regular intervals of population. All
the elements are put together in a sequence first where each element has the equal chance of
being selected.
For a sample of size n, we divide our population of size N into subgroups of k elements.
We select our first element randomly from the first subgroup of k elements.
To select other elements of sample, perform following:
We know number of elements in each group is [look at the given formula above]
Page | 40
So, if our first element is n1 then

Second element is n1+k i.e. n2
Third element n2+k i.e. n3 and so on..
Taking an example of N=20, n=5

No of elements in each of the subgroups is N/n i.e. 20/5 = 4 = k
Now, randomly select first element from the first subgroup.
If we select n1 = 3 [every 3rd person from the group consisting of 4 individuals (k)]
n2 = n1+k = 3+4 = 7
n3 = n2+k = 7+4 = 11
Take person number 3 from the first group, person number 7 from the second group, person
number 11 from the third group…15 from the fourth group and 19 from the fifth group, and so
on until the total number of population has been exhausted.
CLUSTER SAMPLING: the entire population is divided into clusters or sections and then the
clusters are randomly selected. All the elements of the cluster are used for sampling. Clusters
are identified using details such as age, sex, location etc.
There are two ways in doing a cluster sampling:

Single stage cluster sampling
Two stage cluster sampling
➔ Cluster sampling - single stage

Entire cluster is selected randomly for sampling.
Here in the example, clusters 1, 4, and 5 have been
chosen as sample population or elements for sampling.
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➔ Cluster sampling - two stage

Here first we randomly select clusters and then from those
selected clusters we randomly select elements for sampling.
This is a combination of both the single stage cluster
sampling and simple random sampling.
MULTI-STAGE SAMPLING - it is the combination

of one or more methods described above.
Population is divided into multiple clusters and
then these clusters are further divided and
grouped into various sub groups (strata) based on
similarity. One or more clusters can be randomly
selected from each stratum. This process
continues until the cluster can’t be divided
anymore. For example, country can be divided
into states, cities, urban and rural and all the
areas with similar characteristics can be merged
together to form a strata.
NON-PROBABILITY SAMPLING
It does not rely on randomization. This technique is more reliant on the researcher’s ability to
select elements for a sample. Outcome of sampling might be biased and makes difficult for all
the elements of population to be part of the sample equally. This type of sampling is also
known as non-random sampling.
• Convenience Sampling
• Purposive Sampling
• Quota Sampling
• Referral /Snowball Sampling
CONVENIENCE SAMPLING
Here the samples are selected based on the availability. This method is used when the
availability of sample is rare and also costly. So based on the convenience samples are
selected.
For example: Researchers prefer this during the initial stages of survey research, as it’s quick
and easy to deliver results.
Page | 42
PURPOSIVE SAMPLING
This is based on the intention or the purpose of study. Only those elements will be selected
from the population which suits the best for the purpose of our study.
For Example: If we want to understand the thought process of the people who are interested
in pursuing master’s degree then the selection criteria would be “Are you interested for
Masters in..?”
All the people who respond with a “No” will be excluded from our sample.
QUOTA SAMPLING
This type of sampling depends on some pre-set standard. It selects the representative
sample from the population. Proportion of characteristics/ trait in sample should be same as
population. Elements are selected until exact proportions of certain types of data is obtained
or sufficient data in different categories is collected.
For example: If our population has 45% females and 55% males then our sample should
reflect the same percentage of males and females.
SNOWBALL/REFERRAL SAMPLING
This technique is used in the situations where the
population is completely unknown and rare.
Therefore, we will take the help from the first element
which we select for the population and ask him to
recommend other elements who will fit the description of
the sample needed. So, this referral technique goes on,
increasing the size of population like a snowball.
Activity: (Writing Methodology part of the manuscript)
In your research paper write what specific research design you utilized for your
research and explain it thoroughly. Write the specific sampling techniques and sample
size. Explain why you chose this technique and how you arrived at your population
and sample size. Explanation or write-up must contain at least 3 paragraphs or not less
than 500 words to rationalize your decision on this part of the research paper.
JJ. Developing mastery (Leads to Formative assessment)

DATA COLLECTIONS AND PREPARING OF DATA GATHERING INSTRUMENTS
Page | 43
The underlying need for Data collection is to capture quality evidence that seeks to answer all
the questions that have been posed. Through data collection business or management can
deduce quality information that is a prerequisite for making informed decisions.
To improve the quality of information, it is expedient that data is collected so that you can
draw inferences and make informed decisions on what is considered factual.
What is Data Collection?

Data collection is a methodical process of gathering and analyzing specific information to
proffer solutions to relevant questions and evaluate the results. It focuses on finding out all
there is to a particular subject matter. Data is collected to be further subjected to hypothesis
testing which seeks to explain a phenomenon. Hypothesis testing eliminates assumptions
while making a proposition from the basis of reason. For collectors of data, there is a range of
outcomes for which the data is collected. But the key purpose for which data is collected is to
put a researcher in a vantage position to make predictions about future probabilities and
trends.
The core forms in which data can be collected are primary and secondary data. While the
former is collected by a researcher through first-hand sources, the latter is collected by an
individual other than the user.
Types of Data Collection

Before broaching the subject of the various types of data collection. It is pertinent to note that
data collection in itself falls under two broad categories; Primary data collection and
Secondary data collection.
PRIMARY DATA COLLECTION

Primary data collection by definition is the gathering of raw data collected at the source. It is a
process of collecting the original data collected by a researcher for a specific research
purpose. It could be further analyzed into two segments; qualitative research and quantitative
data collection methods.
Qualitative Research Method

The qualitative research methods of data collection does not involve the collection of data that
involves numbers or a need to be deduced through a mathematical calculation, rather it is
based on the non-quantifiable elements like the feeling or emotion of the researcher. An
example of such a method is an open-ended questionnaire.
Page | 44
Quantitative Method
Quantitative methods are presented in numbers and require a mathematical calculation to
deduce. An example would be the use of a questionnaire with close-ended questions to arrive
at figures to be calculated Mathematically. Also, methods of correlation and regression,
mean, mode and median.
SECONDARY DATA COLLECTION

Secondary data collection, on the other hand, is referred to as the gathering of second-hand
data collected by an individual who is not the original user. It is the process of collecting data
that is already existing, be it already published books, journals and/or online portals. In terms
of ease, it is much less expensive and easier to collect.
Your choice between Primary data collection and secondary data collection depend on the
nature, scope and area of your research as well as its aims and objectives.
Importance of Data Collection

There are a bunch of underlying reasons for collecting data, especially for a researcher.
Walking you through them, here are a few reasons;
Integrity of The Research
Page | 45
A key reason for collecting data, be it through quantitative or qualitative methods is to ensure
that the integrity of the research question is indeed maintained.
Reduce the likelihood of errors

The correct use of appropriate data collection of methods reduces the likelihood of errors
consistent with the results.
Decision Making
To minimize the risk of errors in decision making, it is important that accurate data is collected
so that the researcher doesn't make uninformed decisions.
Save Cost and Time

Data collection saves the researcher time and funds that would otherwise be misspent
without a deeper understanding of the topic or subject matter.
To support a need for a new idea, change and/or innovation

To prove the need for a change in the norm or the introduction of new information that will be
widely accepted, it is important to collect data as evidence to support these claims.
What is a Data Collection Tool?

Data collection tools refer to the devices/instruments used to collect data, such as a paper
questionnaire or computer-assisted interviewing system. Case Studies, Checklists,
Interviews, Observation sometimes, and Surveys or Questionnaires are all tools used to
collect data. It is important to decide the tools for data collection because research is carried
out in different ways and for different purposes. The objective behind data collection is to
capture quality evidence that allows analysis to lead to the formulation of convincing and
credible answers to the questions that have been posed.
Here are top data collection methods and tools for Academic Research
The following are the top data collection methods for Academic research. Also discussed in
detail is the nature, pros and cons of each one. At the end of this segment, you will be best
informed about which method best suits your research.
INTERVIEW
An interview is a face-to-face conversation between two individuals with the sole purpose of
collecting relevant information to satisfy a research purpose. Interviews are of different types
namely; Structured, Semi-structured and unstructured with each having a slight variation from
the other.
• Structured Interviews - Simply put, it is a verbally administered questionnaire. In

terms of depth, it is surface level and is usually completed within a short period. For
speed and efficiency, it is highly recommendable, but it lacks depth.
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• Semi-structured Interviews - In this method, there subsist several key questions

which cover the scope of the areas to be explored. It allows a little more leeway for the
researcher to explore the subject matter.
• Unstructured Interviews - It is an in-depth interview that allows the researcher to
collect a wide range of information with a purpose. An advantage of this method is the
freedom it gives a researcher to combine structure with flexibility even though it is
more time-consuming.
Pros
• In-depth information
• Freedom of flexibility
• Accurate data.
Cons
• Time-consuming
• Expensive to collect.
What are the best Data Collection Tools for Interviews?
For collecting data through interviews, here are a few tools you can use to easily collect data.
• Audio Recorder
An audio recorder is used for recording sound on disc, tape, or film. Audio information can
meet the needs of a wide range of people, as well as provide alternatives to print data
collection tools.
• Digital Camera
An advantage of a digital camera is that it can be used for transmitting those images to a
monitor screen when the need arises.
• Camcorder
A camcorder is used for collecting data through interviews. It provides a combination of both
an audio recorder and a video camera. The data provided is qualitative in nature and allows
the respondents to answer questions asked exhaustively. If you need to collect sensitive
information during an interview, a camcorder might not work for you as you would need to
maintain your subject’s privacy.
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QUESTIONNAIRES
This is the process of collecting data through an instrument consisting of a series of questions
and prompts to receive a response from individuals it is administered to. Questionnaires are
designed to collect data from a group.
For clarity, it is important to note that a questionnaire isn't a survey, rather it forms a part of it.
A survey is a process of data gathering involving a variety of data collection methods,
including a questionnaire.
On a questionnaire, there are three kinds of questions used. They are; fixed-alternative,
scale, and open-ended. With each of the questions tailored to the nature and scope of the
research.
Pros
• Can be administered in large numbers and is cost-effective.

• It can be used to compare and contrast previous research to measure change.
• Easy to visualize and analyze.
• Questionnaires offer actionable data.
• Respondent identity is protected.
• Questionnaires can cover all areas of a topic.
• Relatively inexpensive.
Cons
• Answers may be dishonest/fraudulent or the respondents lose interest midway.

• Questionnaires can't produce qualitative data.
• Questions might be left unanswered.
• Respondents may have a hidden agenda.
• Not all questions can be analyzed easily.
REPORTING
By definition, data reporting is the process of gathering and submitting data to be further
subjected to analysis. The key aspect of data reporting is reporting accurate data because of
inaccurate data reporting leads to uninformed decision making.
Pros
• Informed decision making.

• Easily accessible.
Cons
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• Self-reported answers may be exaggerated.

• The results may be affected by bias.
• Respondents may be too shy to give out all the details.
• Inaccurate reports will lead to uninformed decisions.
What are the best Data Collection Tools for Reporting?
Reporting tools enable you to extract and present data in charts, tables, and other
visualizations so users can find useful information. You could source data for reporting from
Non-Governmental Organizations (NGO) reports, newspapers, website articles, hospital
records.
• Newspapers
Newspaper data are relatively easy to collect and are sometimes the only continuously
available source of event data. Even though there is a problem of bias in newspaper data, it is
still a valid tool in collecting data for Reporting.
• Website Articles
Gathering and using data contained in website articles is also another tool for data collection.
Collecting data from web articles is a quicker and less expensive data collection Two major
disadvantages of using this data reporting method are biases inherent in the data collection
process and possible security/confidentiality concerns.
• Hospital Care records
Health care involves a diverse set of public and private data collection systems, including
health surveys, administrative enrollment and billing records, and medical records, used by
various entities, including hospitals, CHCs, physicians, and health plans. The data provided is
clear, unbiased and accurate, but must be obtained under the legal means as medical data is
kept with the strictest regulations.
EXISTING DATA
This is the introduction of new investigative questions in addition to/other than the ones
originally used when the data was initially gathered. It involves adding measurement to a
study or research. An example would be sourcing data from an archive.
Pros
• Accuracy is very high.

• Easily accessible information.
Page | 49
Cons
• Problems with evaluation.

• Difficulty in understanding.
What are the Best Data Collection Tools for Existing Data?
The concept of Existing data means that data is collected from existing sources to investigate
research questions other than those for which the data were originally gathered. Tools to
collect existing data include:
• Research Journals - Unlike newspapers and magazines, research journals are

intended for an academic or technical audience, not general readers. A journal is a
scholarly publication containing articles written by researchers, professors, and other
experts.
• Surveys - A survey is a data collection tool for gathering information from a sample
population, with the intention of generalizing the results to a larger population. Surveys
have a variety of purposes and can be carried out in many ways depending on the
objectives to be achieved.
OBSERVATION
This is a data collection method by which information on a phenomenon is gathered through

observation. The nature of the observation could be accomplished either as a complete
observer, an observer as a participant, a participant as an observer or as a complete
participant. This method is a key base of formulating a hypothesis.
Pros
• Easy to administer.
• There subsists a greater accuracy with results.
• It is a universally accepted practice.
• It diffuses the situation of an unwillingness of respondents to administer a report.
• It is appropriate for certain situations.
Cons
• Some phenomena aren’t open to observation.

• It cannot be relied upon.
• Bias may arise.
• It is expensive to administer.
• Its validity cannot be predicted accurately.
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What are the best Data Collection Tools for Observation?
Observation involves the active acquisition of information from a primary source. Observation
can also involve the perception and recording of data via the use of scientific instruments.
The best tools for Observation are:
• Checklists - state specific criteria, allow users to gather information and make
judgments about what they should know in relation to the outcomes. They offer
systematic ways of collecting data about specific behaviors, knowledge, and skills.
• Direct observation - This is an observational study method of collecting evaluative
information. The evaluator watches the subject in his or her usual environment without
altering that environment.
FOCUS GROUPS
The opposite of quantitative research which involves numerical based data, this data
collection method focuses more on qualitative research. It falls under the primary category for
data based on the feelings and opinions of the respondents. This research involves asking
open-ended questions to a group of individuals usually ranging from 6-10 people, to provide
feedback.
Pros
• Information obtained is usually very detailed.

• Cost-effective when compared to one-on-one interviews.
• It reflects speed and efficiency in the supply of results.
Cons
• Lacking depth in covering the nitty-gritty of a subject matter.

• Bias might still be evident.
• Requires interviewer training
• The researcher has very little control over the outcome.
• A few vocal voices can drown out the rest.
• Difficulty in assembling an all-inclusive group.
What are the best Data Collection Tools for Focus Groups?
A focus group is a data collection method that is tightly facilitated and structured around a set
of questions. The purpose of the meeting is to extract from the participants' detailed
responses to these questions. The best tools for tackling Focus groups are:
• Two-Way - One group watches another group answer the questions posed by the
moderator. After listening to what the other group has to offer, the group that listens
are able to facilitate more discussion and could potentially draw different conclusions.
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• Dueling-Moderator - There are two moderators who play the devil’s advocate. The
main positive of the dueling-moderator focus group is to facilitate new ideas by
introducing new ways of thinking and varying viewpoints.
KK. Finding practical applications of concepts and skills in daily living

Activity: (Writing Methodology part of the manuscript)
In your research paper, write what specific data gathering procedure you are going to utilize,
also include in your manuscript the tool or instrument you are going to use to gather data. Note
that the instrument must undergone proper validation from experts (Content Validity, Face
Validity, and Construct Validity). It is suggested that you can replicate data gathering instrument
from peer reviewed journals or research paper to save time. Apply the ethical concept of
copyright in doing this activity.
Write this part of the manuscript in not less than 3 paragraphs and carefully explain the content
of the research paper.
LL. Making generalizations and abstractions about the lesson

Answer the following questions with 3-4 sentences only.
1. Why is it important to identify what specific design your research is going to be?
2. What is the significance of population and sample in a research?
3. Which yields a more margin of error probability sampling or non-probability sampling?.
Explain your opinion.
4. How do we determine what specific data gathering instrument you are going to use in a
research?
5. Why do data gathering instruments must undergo process of validation before utilization?
MM.Evaluating learning
True or False: Write T if the statement is true and F if the statement is false.
___ 1. Population is the broader group of people to whom you intend to generalize the results
of your study
___ 2. Probability sampling does not rely on randomization.
___ 3. Sample is the group of individuals who actually participated in your study.
___ 4. You can use Slovin’s formula to determine population size
Page | 52
___ 5. There are 2 measure that are important to consider when calculating for the sample
size and these are: margin of error and confidence level.
Matching type: Match column A with column B

Column A Column B
____ 6. Stratified Sampling A. Probability Sampling
B. Non-Probability Sampling
____ 7. Quota Sampling
____ 8. Referral Sampling
____ 9. Simple Random Sampling
____ 10. Multi-stage Sampling
____ 11. Cluster Sampling
____ 12. Convenience Sampling
____ 13. Purposive Sampling
____ 14. Systematic Sampling
____ 15. Snowball Sampling
Enumeration
16-20: Enumerate at least 5 data collection methods and tools for academic research
NN. Additional activities for application or remediation

Do an advance reading on data analysis and interpretation in both qualitative and quantitative
data.
Research activity: Gather pertinent data regarding your approved research topic and
instrument and consult on your teacher for proof reading and presentation.
Page | 53

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Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)

SELF-INSTRUCTIONAL PACKETS (SIPacks)

2 Identifying the Problem and Asking the Question 12-21

3-5 Reading on Related Studies 22-32

6-8 Understanding Ways to Collect Data 33-53

A. Content Standard (Pamantayang Pangnilalaman)

I. BRAINSTORMING FOR A RESEARCH TOPIC

The learner is able to use appropriate kinds of research in making decision.

C. Learning Competencies 1-3 (Pamantayan sa Pagkatuto)

D. Objectives (Mga Layunin)

At the end of the lesson, the learners should be able to:

II. CONTENT (Nilalaman)

B. Other Learning Resources (Iba pang Kagamitang Panturo)

Characteristic 1: Refers to studying real-world situations as they unfold naturally; non-manipulative

Decode the picture to determine the lesson for today.

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Video link: https://www.youtube.com/watch?v=z58VBWXYzGg

Video title: Selecting a Research Topic & Formulating a Research Question

E. Discussing new concepts and practicing new skills #2

Read the following discussions in selecting a research topic.

Remember that a topic may be too difficult to research if it is too:

Step 4: Make a List of Useful Keywords

Step 8: Formulate a Thesis Statement

F. Developing mastery (Leads to Formative assessment)

5. Other Areas of Concern

G. Finding practical applications of concepts and skills in daily living

Choose one from the identified research problems in the box.

H. Making generalizations and abstractions about the lesson

The ability to develop a good research topic is an important skill.

1. Present the SPECIFIC

2. Discuss as briefly as you

J. Additional activities for application or remediation

E. Content Standard (Pamantayang Pangnilalaman)

II. BRAINSTORMING FOR A RESEARCH TOPIC

G. Learning Competencies 1-3 (Pamantayan sa Pagkatuto)

The learner formulates clearly the statement of the research problem.

H. Objectives (Mga Layunin)

C. Other Learning Resources (Iba pang Kagamitang Panturo)

L. Establishing a purpose for the lesson

M. Presenting examples/instances of the new lesson

N. Discussing new concepts and practicing new skills #1

Let us now talk about how to write a research question.

How to write a research question?

a) Choose a broad topic.

What makes a strong research question?

❖ Focused on a single problem or issue

Given the following example: HOW TO WRITE A RESEARCH QUESTION

Given the following example: TYPES OF RESEARCH QUESTION

Descriptive What are the characteristics of X?

Comparative What are the differences and similarities between X and Y?

Correlational What is the relationship between variable X and variable Y?

Exploratory What are the main factors in X? What is the role of Y in Z?

Given the following example: WHAT MAKE A STRONG RESEARCH QUESTION

✔ Complex and arguable

● Has there been an increase in homelessness in the UK in

✔ Relevant and original

Addresses a problem The research question should be developed based on initial

O. Discussing new concepts and practicing new skills #2

Let us watch a YouTube presentation regarding

[2] Developing a Research Question

1) Choose the researchable question.

3) Choose the question that is complex enough for a research project