PRACTICAL RESEARCH 2

Grade Level: Grade 12

Activity 3. Thinking of Research Topics

Think of a topic to write about. List down 5 topics. You can list the given topics in the previous
page to help you choose the right research paper topics. Explain the reasons for your choices.
TOPIC 1
Technology, we must study technology in order to acquire a better knowledge of our surroundings. We must
understand how we use it in our everyday lives and how critical it is. We must study technology in order to
understand the foundations of today's innovations, machinery, and technology. It is necessary to study technology
in order to understand how our lives will change in the future.

TOPIC 2
Social Media, has changed the way we interact with data and other people. Social media is a  suitable channel in
promoting research awareness and increasing engagement in your audience

TOPIC 3
Social Issues, discussing social concerns in everyday life promotes awareness and a better knowledge of problems'
actual nature and origins, among other things. Women's problems have long been misunderstood, under-
represented, and riddled with erroneous beliefs about what women require assistance with in order to attain true
equality. More individuals talking about them increases the issue's popularity, which leads to an increase in
momentum, which is necessary for any type of social change.

TOPIC 4
Environment, this can value our environment since it is where we live and where we share resources with other
species. Environmental science teaches us how to protect the environment in the face of rising human population
and anthropogenic activities that damage natural resources and ecosystems.

TOPIC 5
Health, this can give crucial information on illness trends and risk factors, treatment outcomes or public health
actions, functional skills, care patterns, and health-care expenditures and utilization. The various research methods
give complimentary information.

RUBRIC
15pts. – Full Accomplishment – students were able to give all the required topics and were able to
explain the reasons for their choices in a clear and consistent manner.
10pts. – Substantial Accomplishment – were able to give most of the required topics and were able to
explain the reasons for their choices in a somewhat consistent manner.
5pts. – Little or Partial Accomplishment – students were able to give some of the required topics and
have a difficulty in explaining the reasons for their choices consistently.
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Grade Level: Grade 12

IV. Assessment

A. Research Abstract Evaluation (Formative Assessment) (Q1LC1). Examine the following research abstracts and
identify the type of quantitative research utilized and give its strengths and weaknesses.

1. A Quantitative Study of the Impact of Social Media Reviews on Brand Perception (Joshi, 2015)

This thesis can be categorized under the Influencer Marketing industry with respect to social media initiatives. Influencer
marketing is a modern tactic used by brands to enhance their visibility to their target audience by using the services of influential
people. The objective of this thesis is to quantify the impact of social media reviews on brand perception. Specifically, this thesis
focuses on two diverse media platforms commonly used for sharing opinions about products or services by publishing audio-
visual or textual reviews: YouTube and Yelp. First, we quantitatively analyze the impact of YouTube reviews of Smartphones on
the audience through their response to these video reviews. Second, using our findings from 942 YouTube Smartphone reviews,
we introduce a statistical model to predict audience engagement on a given video. Finally, we apply our method of quantifying
the impact of reviews on the content published on Yelp.com in the restaurant industry. The results from this validation show that
our method can be generically applied to other social media platforms and consumer-focused industries. Our method can be
employed by brand managers to turn social media reviews into real-time feedback mechanism in order to improve brand
perception in the minds of their target audience.

2. Anger, Impulsivity and Anxiety from Academic Stress as Suicidal Risk Predictors (Lim, et al, 2019)

The study aims to assess anger, impulsivity and anxiety from academic stress as suicidal risk predictors in Senior High School
students. Researchers employed correlational (prediction studies) design with a sample size of 274 respondents. The 4-point
Likert scale questionnaires adapted were State-Trait Anger Expression Inventory- 2 (STAXI-2), Barratt Impulsiveness Scale (BIS-11)
and Beck Anxiety Inventory (BAI) in measuring the level of anger, impulsivity and anxiety from academic stress. Using 7-point
Likertscale, Suicidal Ideation Questionnaire (SIQ) was also used to measure the level of suicidal risk. Higher level of anxiety (x
̅=2.64) and anger (x ̅=2.54) was found among the respondents. Impulsivity was found to be low (x ̅=2.25). Results revealed that
both anger (r=0.297) and anxiety (r=0.296) has weak correlation to suicidal while impulsivity shows a very weak correlation
(r=0.196). Although significant relationship was found between anger, impulsivity and anxiety from academic stress and suicidal
risk, respondents are unlikely to commit suicide as shown by its mean (x ̅=2.46). Ultimately, it can be concluded that both anger
and anxiety can be predictors of suicidal risk. The researchers recommend that people playing vital roles in the lives of students
be active in implementing ways to help them control their emotions.

3. Video Game Addiction and College Performance Among Males

This study explored the pattern of video game usage and video game addiction among male college students and examined how
video game addiction was related to expectations of college engagement, college grade point average (GPA), and on-campus
drug and alcohol violations. Participants were 477 male, first year students at a liberal arts college. In the week before the start of
classes, participants were given two surveys: one of expected college engagement, and the second of video game usage,
including a measure of video game addiction. Results suggested that video game addiction is (a) negatively correlated with
expected college engagement, (b) negatively correlated with college GPA, even when controlling for high school GPA, and (c)
negatively correlated with drug and alcohol violations that occurred during the first year in college. Results are discussed in terms
of implications for male students' engagement and success in college, and in terms of the construct validity of video game
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Grade Level: Grade 12

addiction.

4. Attitude of Grade 12 SHS Academic Tracks Students Towards Speaking in English (Canceran & Temporal, n.d.)

The matter of learner’s attitude is acknowledged as one of the most important factors that impact on learning language. Hence,
this study aimed to determine the attitude of students toward speaking in English as it employed descriptive correlational
method to describe their profile and their attitude. It also ascertained the relationship between the students’ attitude towards
speaking in English and their profile variables and the difference of their attitude when grouped by strand and by sex. The data
were collected from Grade 12 Senior High School Academic Track students with the use of the English Speaking Attitude
Questionnaire (ESAQ). Results show that both HumSS and ABM strand students have positive attitude towards speaking in English
and that speaking in English is important to them in general. Interestingly, however, these students admitted that they do not
speak English well, are worried about making mistakes when they speak English and are afraid of being laughed at when they
make mistakes in speaking. The students also believe that they need to learn speaking in English because they might need it in
their future job and that practicing it will make them better speakers of English. The study found no significant difference in the
attitude of the students towards speaking in English when grouped according to strand and sex. The implication of these results
redounds to the emphasis on the importance of classroom motivation to improve students’ attitude towards speaking in English.

5. The Sectoral and Skills Mismatch between the Senior High School Program and the Top In-Demand Jobs and Projected In-
demand Jobs in the Province of Cebu, Philippines (Pajares, et al, 2018)

This study aims to decipher whether the senior high school tracks, academic strands, and the Technical Vocational and Livelihood
(TVL) specializations offered in the different congressional districts in the Province of Cebu match with the needs and demands of
the local jobs and industries. In order to determine if there is a match or a mismatch, the study compares the top-5 in-demand
jobs of 2017 and top 5 projected in-demand jobs (2018-2022) in the identified districts with the top 5 senior high school tracks,
academic strands, and top 5 Technical-Vocational and Livelihood (TVL) specializations offered using descriptive survey method.
The study finds that there exists a sectoral or district mismatch because most of the senior high school tracks specifically the TLV
strands do not match with the most in-demand and projected in-demand jobs per district. A skills mismatch also exists
particularly the skills gap or the skills deficit because the skills of the senior high school tracks and TVL strands offered in the
different districts do not match with the skills needed or required by the most in-demand and projected in-demand jobs of these
districts. The study concludes that the existence of sectoral or district mismatch and the skills mismatch is due to the fact that
most senior high school tracks and strands that are offered in the different congressional districts of the province of Cebu are not
in accordance with the most in demand and projected in-demand jobs of the districts. Hence, the study recommends that there
should be close coordination among stakeholders in order to address the skills gap in the province of Cebu. Also, there is a need
to offer senior high school tracks, strands and TVL specializations that address or respond to the skills needed by the most in-
demand jobs and projected in-demand jobs in every district. Finally, there has to be a periodic close monitoring on the job-skills
mismatch in every district of the province through research and evaluation.

C. Societal Issues and Quantitative Research (Formative Assessment) (Q1LC1)

List down five different issues present in your field or track, and explain how quantitative research can help resolve the problem.
Include a short conclusion about the importance of quantitative research in solving societal issues. Follow the same groupings.
Issues in your Field or Track Research Topic that you can Conduct to Study and Solve the
Issues
1.
2.
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Grade Level: Grade 12

3.
4.
5.
Conclusion:

Activity VII. Topic Presentation (Summative Assessment) (Q1L2, Q1LC3, Q1LC4)

Following the same groupings, brainstorm and come up with one research topic. List down the variables that are
essential to the topic. Be ready to present your answers.

Research Topic Variables

Rubrics:

Total
Category Scoring Criteria Points Score
The type of presentation is appropriate for the topic and 5
audience.
Organization
Information is presented in a logical sequence. 5
(15 points) Presentation appropriately cites 10 required number of references. 5
Topic is attention-getting, lays out the problem well, and 5
establishes a framework for the rest of the presentation.
Technical terms are well-defined in language appropriate for 5
the target audience.
Presentation contains accurate information and variables. 10
Content
Material included is relevant to the overall message/purpose. 10
(45 points) Appropriate amount of material is prepared, and points made 10
reflect well their relative importance.
There is an obvious conclusion summarizing the presentation. 5
Speaker maintains good eye contact with the audience and is 5
appropriately animated (e.g., gestures, moving around, etc.).
Speaker uses a clear, audible voice. 5
Delivery is poised, controlled, and smooth. 5
Presentation Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective, and not 5
(40 points) distracting.
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100
*Rubric adapted from Illinois State University (2018)

REFERENCES:
Mariano, JM. Compilation in Practical Research 2. Retrieved from: https://edoc.pub/practical-research-2-
PRACTICAL RESEARCH 2
Grade Level: Grade 12

module-pdf-free.html
Torneo, Ador PhD & Clamor-Torneo, Hiyas (2017, p.8-9). An Introduction to Quantitative Research.
Quezon Ave., Quezon City: Sibs Publishing House, Inc..