Senior High School

Worksheets in PRACTICAL RESEARCH 1

Prepared and Compiled by:

Philip D. Red MT -1.

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Supplementary Learning Material (SLeM)
HOW TO USE THIS MODULE
In using this Module, each part is essential at arriving to the most essential learning
competency you should acquire by the end of the presented lesson. Read carefully each of the
instructions below and accomplish every task to perform successfully with this learning material.
Think critically and have fun! Follow carefully all the contents and instructions indicated in every
part of this Module.
The following study tips should be taken into consideration as it will help you in attaining the
objectives of this Module:
1. Write on your notebook the concepts about the lessons. Keep in mind that Writing
develops and enhances learning,
2. Perform all the provided activities in the Module.
3. Let your facilitator/guardian assess your answers.
4. Analyze conceptually the post-test and apply what you have learned.
5. Enjoy studying!

PARTS OF THE MODULE

1. Expectations- This will provide what you will be able to know after completing the
lessons in the Module.

2. Pre-test – This will assess your prior knowledge and the concepts to be mastered
throughout the lesson.

3. Looking Back – This section will measure the skills that you learned understand
from the previous lesson.

4. Brief Introduction – This section will give you an overview of the lesson.

5. Activities – These are activities designed to develop your critical thinking and other
competencies that you need to master. This can be done solely or with your partner
depending on the nature of the activity.

6. Remember – This section summarizes the concepts and applications of the lessons.

7. Checking your Understanding – This will verify how you learned from the lesson.

8. Post-test– This will measure how much you have learned from the entire worksheet.
Expectations:
Looking Back:
Looking Back:
 You are a research assistant and are involved in research team that conducts
qualitative research on Laro ng Lahi. As a research assistant, you are requested to
write a review of related literature on the topic: impact of traditional Filipino games
on children’s behavior. Your review of related literature should be well written,
comprehensive, and properly cited either using APA or MLA citation style, as it will
be presented to your research team.

An outline of topics and subtopics is suggested to be made before writing the

review of related literature. Why do you think writing an outline is necessary before
writing the review itself?

After you have reviewed related literature from previous studies, you are now ready to
develop a coherent essay on related literature. Galvan (2006), as cited in the article of
Mongan- Rallis (2014), enumerated some guidelines on developing a coherent essay.
These are some of the guidelines:
1. If your review is long, provide an overview near the beginning of the review. The
overview provides the reader of what the author is aiming at. This also gives a clear
picture of what the literature is all about.
2. State explicitly what will and will not be covered in the review. There are many
possible literature and studies that might be related to your present study. However,
not all can be included in your review. To avoid getting all unnecessary literature, it is
important to make an outline of your topics to be covered in writing your literature.
3. Specify your point of view. You have to be very specific on the details and know
where you are heading to. This is important in writing the review to avoid confusion
on the part of the reader.

4. Aim for a clear and cohesive essay that integrates the key details of the literature and
 communicates your point of view. A coherent review of related literature reinforces
and concretizes your study.
5. Use subheadings especially in a long review. Your review is coherent based on certain
topic. To distinguish a topic or theme from one another, use titles or subheadings.
Below is an example of a portion of review of related literature containing subheadings:

Students’ Images of the Nature of Science

Knowledge relating to science may be seen as involving two interrelated areas:

(1) knowledge of science involves the laws, models, theories, concepts, ideas,
experimental techniques and procedure of science and forms the basis of
undergraduate science curricula; and (2) knowledge which is under the surface of
scientific activity and science curricula: knowledge about how scientists decide
whether or not to believe which questions to investigate, how scientists interpret data
they have collected, how scientists decide whether or not to believe findings published
in research journals. Such knowledge refers to the nature of science. Bringing students
inside of science involves introducing students to both areas of knowledge such as
giving students an appreciation of the ideas which scientists work with and how
scientists work with them; helping students to develop a range of mental images of
the nature of science which can be drawn upon in different contexts (Ryder, Leach &
Driver, 1997).

Ryder, Leach and Driver (1997) said that these images of science may be
transitory and are not articulated by the student at the time. They are images of
action. These views represent what students say about what they do. Moreover,
Schwartz and Lederman (2002) in Baliton (2005) mentioned that student views on
the nature of science are shaped by a variety of out-of-school forces.

The significance of an individual’s images of the nature of science has been

considered for students in compulsory schooling (Driver et al, 1996) and the
population in general (Durant, 1990). From a learning perspective there is evidence
that students’ approaches to learning tasks are influenced by their images of the
nature of the discipline (Edmundson & Novak, 1993; Schommer, Crouse & Rhodes,
1992; Songer & Linn, 1991; Shapiro, 1989). For example, Leach, Ryder and Driver
(1997) described the case of an undergraduate science student whose discussions
about science included the view that the endpoint of experimental investigation was
scientific knowledge emerged from data without any requirement to work with using
theoretical insights (Ryder, et. a1., 1997).
 Chemistry and Students’ Drawings
Valderama (2006) cited that psychologists, cognitive scientists, and science
education researchers began to intensively examine children’s drawings, scribbling,
and artworks to better understand the children’s intelligence, their conceptions of
themselves, and their relationships with their families, and their understanding of
the world around them.
One of these was the study conducted by Hilbing and Barke (2000) about
attitudes towards chemistry and chemical education of pupils. The pupils were
asked to draw paintings to reflect their point of view of chemistry. Pupils without
experience in chemistry lessons show a broadly varied conception of chemistry
evaluate chemical education convincingly. Furthermore, the attitudes towards
chemistry and chemical education of experienced pupils interact slightly with each
other.
Source: Avilla, R. Students’ images and views of chemistry: Its implication to student achievement.
Master’s Thesis. Philippine Normal University, Manila. 2009.

What I have learned so far?

 Why is there a need to write an overview at the beginning of the review of related literature?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________

• Why is writing an outline of topics important before writing the review of related
literature?

6. Use transitions to help trace your argument.

7. Consider reviewing studies from each discipline
separately.
8. Write a conclusion at the end of the review. This is actually
the synthesis of the review of the related literature
and addresses your research questions.

9. Make sure that the flow of the argument is coherent.

 Activities:

Beyond Walls 6.5 Go Online

The following is the title of a research conducted by Melanie Nind (2008) from
University of Southampton. Study the research title and answer the guide questions
that follow.
Conducting qualitative research with people with learning, communication and other
disabilities. Methodological challenges

1. What do you think are the problems of the research?

2. What are the possible topics and subtopics that can be found in the research?

3. If you were the researcher of this study, how will you begin the review of related
literature?

In writing a coherent review of related literature, you have to make sure that the
authors and other sources are properly cited. This is to acknowledge and recognize the
work that they did and more importantly to avoid plagiarism. This is part of ethics in any

research activity.

• What makes an essay for review of related literature coherent?

 • Why does the review of related literature end with a conclusion or synthesis?

For further readings, please visit the following links:

http://www4.uwsp.edu/psych/mp/APA/apa4b.htm
o http://www.m1a.org/style
o http://www.duluth.umn.edu/-hra1lis/guides/researching/litreview.html
o http://web.corta1nd.edu/shis/651/LitRevOverview.pdf
o http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review
' (All Web sites were last accessed on 12 August 2015.)

Essential Learning

In this module, you have learned to gather and cite literature related to your 'study.
You have also learned that there are two most commonly used styles for citing literature:
the APA and MLA citation styles. You have also learned to write a coherent review of related
literature. It is suggested to make an outline of topics and subtopics so that the writing of
review of related literature is seamless and that no unnecessary topics are added.
Likewise, the module outlines some guidelines on how to write the review. You also
learned to practice ethics especially to avoid plagiarizing anyone’s work or not properly
citing one’s work.

Reference: Practical Research 1

DIWA pp. 39-51