Learning Activity Sheets - Sedano

Nabua National High School
Senior High School
LEARNING ACTIVITY SHEET NO. 1

(Practical Research 1)
Name of Student: _____________________________________________________________________

Grade-Strand-Section: _______________________________Date:_____________________________
I. OBJECTIVES
After finishing this module, the learners should be able to:
1. differentiate qualitative from quantitative research.
II. INTRODUCTORY CONCEPT

Good Day! In today’s lesson we are going to identify and understand the differences between
the Quantitative and Qualitative research designs. It is important for a student-researcher like you to
know which of these approaches is the most appropriate for your study by learning the fundamental
characteristics of each design.
Qualitative and Quantitative Research

The research method determines the approach the researcher takes in identifying relevant data for the
research and collecting and analyzing the information gathered in the research. Choosing either a quantitative
or qualitative approach will affect the components of the research.
1. Qualitative Research
➢ is concerned with non-statistical methods of inquiry and analysis of social phenomena. It draws on an
inductive process in which themes and categories emerge through an analysis of data collected by
such techniques as interviews, observations, videotapes and case studies. Samples are
usually small and are often purposively selected.
➢ this design seeks to answer questions about why and how people behave in the way that they do. It
provides in-depth information about human behavior (SkillsYouNeed.com, 2017).
➢ it is primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions
and motivations. It provides insights into the problem or helps to develop ideas or hypotheses for
potential quantitative research. It is also used to uncover trends in thought and opinions, and dive
deeper into the problem.
➢ Qualitative data collection methods vary using unstructured or semi-structured techniques. Some
common methods include focus groups (group discussions), individual interviews and
participation/observations. The sample size is typically small and respondents are selected to fulfill a
given quota. (Wyse, 2011)
➢ Qualitative research is an inductive, subjective process of inquiry done in a natural setting in order to
build a complex, holistic picture, described in words, including the detailed views of the informants are
reported in informal, personal language. (Tabinas, 2014)
2. Quantitative Research
➢ traditional positivist scientific method which refer to a general set of orderly, disciplined procedures to
acquire information (Polit and Beck, 2004)
➢ explaining phenomenon by collecting numerical data that are analyzed using mathematically based
methods (Aliaga and Gunderson, 2005; Skills YouNeed.com, 2017)
➢ this design is used to quantify the problem by way of generating numerical data or data that can be
transformed into usable statistics. It is used to quantify attitudes, opinions, behaviors and other defined
variables – and generalize results from a larger sample population
➢ this data collection methods include various forms of surveys – online surveys, paper surveys, mobile
surveys and kiosk surveys, face-to-face interviews, telephone interviews, longitudinal studies, website
interceptors, online polls and systematic observations. (Wyse, 2011)
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Comparison Between Qualitative and Quantitative Research
Qualitative Quantitative
A systematic subjective approach A formal, objective, systematic
used to describe life experiences process for obtaining information
and give them meaning. about the world. A method used to
Definition
describe, test relationships and
examine cause and effect
relationships.
To gain insight; explore the depth, To test relationships, describe,
Goals richness and complexity inherent in examine cause and effect
the phenomenon. relations.
Seeks to explore, explain and
understand some phenomena – Seeks to confirm a hypothesis
What? and Why? about some phenomena – What?
and How many?
Characteristics Soft Science Hard Science

Focus: complex and broad Focus: concise and narrow
Holistic Reductionist
Subjective Objective
Dialectic, inductive reasoning Logistic, deductive reasoning
Basis of knowing: meaning and Basis of knowing: cause and effect,
discovery relationships
Develops theory (Theory
Tests theory (Theory Testing)
Emergent)
Shared interpretation Control
Methods: less structured; Data Highly structured methods: Data
gathered through interviews, gathered through the use
observations, content analysis, of tools, equipment,
etc. questionnaires, etc.
Communication and observation Instruments
Asks open-ended questions in an Asks closed-ended questions that
effort to explore give quantifiable answers
Data provided as a narrative, Data is in the form of numbers and
pictures, or objects statistical results
Basic element of analysis:
Basic element of analysis: words
numbers
Individual interpretation Statistical analysis
Results may be presented
subjectively – may reveal biases, Results are documented using
values or experiences that impact objective language
how the results are interpreted
Uniqueness Generalization
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III. ACTIVITIES
ACTIVITY 1.
Directions: For this task, read and comprehend each statement. Write YES if it is correct and
change the underlined word/s if not. Write your answers on your notebook.
_________1. Quantitative research uses non-statistical methods to gather and interpret data.
_________2. Qualitative research asks close-ended questions in interviews.
_________3. Qualitative research aims to explore and explain a phenomenon in study.
_________4. Quantitative design’s goal is to test and confirm a hypothesis in the research.
_________5. Qualitative research is concise and broad compared to quantitative research.
ACTIVITY 2.
Directions: Read the following examples and decide whether the statement can be studied
using Quantitative or Qualitative research. Write QN for Quantitative and QL for Qualitative.
Write your answers on your notebook.
_______1. Maria wanted to find out the why some children frequently misbehaves.
_______2. Drinking two tablets of paracetamol is more effective than one.
_______3. A business owner wants to know if his company is performing well compared to his
competitors.
_______4. Coping mechanisms when losing a loved one
_______5. How much water is absorbed by different brands of tissue?
ACTIVITY 3.
Directions: Study the table below and try to fill in the missing characteristics of qualitative and
quantitative research based on their counterparts. Write your answers on your notebook.
QUANTITATIVE QUALITATIVE
1. subjective
deductive reasoning 2.
3. theory emergent
closed-ended questions 4.
5. uniqueness
reductionist 6.
numbers 7.
8. seeks to confirm a hypothesis
Highly structured 9.
10. meaning and discovery
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IV. ANSWER KEY
ACTIVITY 1 ACTIVITY 2 ACTIVITY 3
1. statistical 1. QL 1. Objective
2. open - ended 2. QN 2. Inductive reasoning
3. YES 3. QN 3. Theory testing/testing hypothesis
4. YES 4. QL 4. Open - ended questions
5. Complex 5. QN 5. Generalization
6. Holistic
7. Words/narrative
8. Seeks to confirm a hypothesis
9. Less structured
10. Cause and effect relationship
V. REFERENCES
Cristobal, A. P. & Cristobal M. C. D. (2017). Practical research for senior high school. Quezon
City, Manila: C & E Publishing, Inc.
Jerusalem, V. L., Garcia, M. D. R., Palencia, J. M. & Palencia, M. M. (2017). Practical

Research 1: Basics of qualitative research. Sampaloc, Manila: Fastbooks
Matira, M. D. (2016). Practical research for the 21st Century Learners. Sampaloc, Manila: St.
Augustine Publications, Inc.
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Senior High School

Name of Student: _____________________________________________________________________

I. OBJECTIVES
1. Illustrate the importance of qualitative research in the different fields of discipline; and
2. Identify the three basic research approaches

Good Day! In today’s lesson you will learn the importance of qualitative research across
fields. Today is another fun and exciting time to learn new concepts and to develop your skills in
research.
Qualitative Research
Qualitative Research is primarily exploratory research. It is used to gain an understanding of underlying
reasons, opinions and motivations. It provides insights into the problem or helps to develop ideas or
hypotheses for potential quantitative research.
Qualitative research is used mostly in research studies under soft sciences. These soft sciences include:
Sociology, Psychology, Political Science, Economics, Anthropology, History, and etc. Research studies take
place in different fields of discipline like Anthropology, Business, Communication, Education, Engineering,
Law, and Nursing. These areas of knowledge include huge number of research studies which mirror varied
interests of people. People working under these fields use one of the three basic research approaches in
conducting their studies: positive or scientific, naturalistic, and triangulation or mixed method.
1. Positive or Scientific Approach

a. focuses on measurable and observable facts rather than personal views, feelings, or attitudes;
b. is done through collecting data in a form of questionnaires or structured interviews; these types
of data are recorded in numerical or statistical forms and are known as the quantitative data.
c. can be used in researches under the hard sciences or STEM (Science, Technology,
Engineering, Medicine) and natural sciences (Biology, Physics, Chemistry)
2. Naturalistic Approach
a. data collected reflect personal views, attitudes, thoughts, emotions, and other subjective traits
of people in natural setting;
b. pays attention to the discovery of the real concept or meaning behind people’s lifestyles and
social relations.
c. can be used under the soft sciences like Anthropology, Business, Education, Economics, Law,
Politics, and all subjects aligned with Business and all those focused on helping professions
such as Nursing, Counselling, Physical Therapy, and the like (Babbie 2013)
3. Triangulation/ Mixed Method

a. a combination of the quantitative and qualitative research
b. allows the mixture of research designs, data collection and data analysis techniques
used in the first two methods.
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III. ACTIVITIES
ACTIVITY 1.
Directions: Read each item below and tell whether the statement is true or false. Write the
answers on your answer sheet.
_________1.People working under each field of discipline use the same research approach in
conducting studies.
_________2. Verbal language is used in presenting things under Positive Approach.
_________3. Naturalistic approach is people-oriented.
_________4. The focus of studies in Humanities is mainly about man’s social life.
_________5. Qualitative research can also go hand in hand with quantitative research.
ACTIVITY 2.
Directions: Identify the area of knowledge in which the research topic belongs. Write the letter
of your answer on the answer sheet.
A B
______1. Anti-social Personality Disorder A. Economics
______2. Ancestors B. Psychology
______3. Why are Nicholas Sparks’s novels popular? C. Anthropology
______4. Multiple Intelligences D. Education
______5. Puppet Government in the Philippines E. Literature
______6. Life after Death F. Sociology
______7. Colonization G. Art
______8. Demand and Supply H. Political Science
______9. Race, Nationality, Ethnicity I. History
______10. Art of Ancient Egypt J. Philosophy
ACTIVITY 3.
Directions: Illustrate the importance of qualitative research across the different fields of
knowledge. Discuss the effects of these research topics to you. Write the answers on your
answer sheet.
1. Anti-social Personality Disorder

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Race, Nationality, Ethnicity

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Psychology
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Economics
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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IV. ANSWER KEY
1. false 1. B.
ANSWERS MAY VARY
2. false
2. C.
3. true
4. false 3. E.
5. true 4. D.
5. H.
6. J.
7. I.
8. A
9. F.
10. G
V. REFERENCES
Dictionary.com. (n.d.). Research. Dictionary.com. Retrieved from

https://www.dictionary.com/browse/research.
IndayManasseh Follow. (n.d.). Qualitative Research: Importance in Daily Life. Slideshare.

Retrieved from https://www.slideshare.net/IndayManasseh/qualitative-research-importance-in-daily-life.
What is Field Knowledge. IGI Global. (n.d.). Retrieved from https://www.igi-

global.com/dictionary/field-knowledge/33735
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Senior High School

Name of Student: _____________________________________________________________________

I. OBJECTIVES
1. Characterize a researchable topic;
2. Choose a good working title; and
3. Write a research title.

Good Day! Moving on with your chosen research topic is the final writing of the research
title. Choosing a research title does not happen in a snap of a finger. In today’s lesson, you will
learn how to brainstorm with yourself by first coming up with broad ideas then, further arriving at a
research title into a specific one, which is a researchable one.
Research Title is the first thing that is read on a research paper that outlines the purpose of the
research, the methods used and the overall tone of the paper. Working Research Title contains few possible
words that could not adequately describe the contents of your research paper
CHARACTERISTICS OF A GOOD RESEARCH TITLE
1. summarizes the main idea/s of your study

2. it is the part of the paper that is read the most and is usually read first
3. captures reader’s attention and draws his attention at the research problem being investigated
4. differentiates the paper from other papers of the same subject area
5. Predicts content
6. Contains keywords that will make it easy to access by a computer search
REMINDERS IN WRITING A RESEARCH TITLE
1. Keep it simple, brief, and attractive. The primary function of a title is to provide a precise summary
of the paper’s content. A good tile for a research is typically around 10-15 substantive words long.
Avoid: Drug X has an effect of muscular contraction for an hour in snails
Better: Drug X induces muscular contraction in snails
2. Use appropriate descriptive words. A good research title should contain key words used in the
manuscript and should define the nature of the study.
Avoid: Effects of Drug A on schizophrenia patients
Better: Psychosocial effects of Drug A on schizophrenia patients
3. Avoid abbreviations and jargon. Lesser-known or specific abbreviations and jargon that would
not be immediately familiar to the readers should be left out.
Avoid: MMP expression profiles cannot distinguish between normal and early osteoarthritic
synovial fluid
Better: Matrix metalloproteinase protein expression profiles cannot distinguish between normal
and early osteoarthritic synovial fluid
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4. It is a good idea to create a ‘working’ research title first. This title helps focus the research and
writing but can be changed if needed. The final title should be a phrase or a question that indicates
the subject and scope of the research while generating the reader’s interest and enthusiasm for the
topic.
Avoid: MMP expression profiles cannot distinguish between normal and early osteoarthritic
synovial fluid
Better: Matrix metalloproteinase protein expression profiles cannot distinguish between normal
and early osteoarthritic synovial fluid
HOW TO WRITE A RESEARCH TITLE
Step One
Ask yourself these questions and make note of the answers:
1. What is my paper about?
2. What techniques/designs will be used?
3. Who/What will be studied?
4. Where is the setting of the study?
5. When is the period or duration of the study?
6.
Step Two
Use your answers to list key words.
Step Three
Create a sentence that indicates the key words you listed.
Step Four
Delete all unnecessary/repetitive words and link the remaining.
Step Five
Delete non-essential information and reword the title.
Let us take this sample title:

A Phenomenological Study on the Behavior of Senior High School
Students with Absentee Parents of Tabaco National High School in the School Year 2017-2018
From this title, you can find out a lot about the research before reading the actual proposal or actual research
report.
1. What are we looking at? The behavior of Senior High School students with absentee parents
2. Who are the subjects? Senior High School students with absentee parents
3. Where is the setting/place of the study? Tabaco National High School
4. What type of study is it going to be? It is going to be a qualitative study, and phenomenology will
be used.
5. What is the period covered of the study? School Year 2017-2018
6. What size is the sample? We will just be using a small sample
7. What data-collection methods will be used? Information from the participants will be obtained
through interviews, observation, open-ended questionnaires, etc.
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III. ACTIVITIES
ACTIVITY 1.
Directions: Analyze the titles written in clusters. Identify the common elements of the titles and
write them on your notebook.
Cluster A
1. Reading Difficulties and Comprehension Levels of Freshmen
2. Factors Affecting the Learning Styles of High School Students (Naco, 2006)
3. Managerial Skills and Difficulties of School Managers
Cluster B
1. Likeability of Teachers: Essential Qualities for Senior of High School Instructors
2. Predictors of Students’ Performance in Chemistry Laboratory of Private Schools
(Estrella, 2009)
3. The Intrapersonal and Interpersonal Competencies of School for Human Intervention
Program (Cristobal, 2003)
Cluster C
1. The Effect of Computer to Mathematical Competencies in Algebra Among Sophomores
2. The Effect of Assisted Instruction in Performance of Students in Asian History and
Civilization (Cuenca, 2008)
3. Correlation of English Performance of Students in Selected Schools (Valenton, 2009)
Cluster D
1. Parenting Needs, Goals, Strategies for Adolescent Mothers (Stiles, 2005)
2. Learning Styles and Level of Motivation of Honor Students
3. Psychological Needs of Students with OFW Parents
ACTIVITY 2.
Directions: Think of a topic to write about. List 3 topics. Write your working research title for
each topic. Have your outputs written on your notebook.
Topic 1: _______________________________________________________________
_______________________________________________________________
Working Research Title:
______________________________________________________________________
______________________________________________________________________
Topic 2: _______________________________________________________________
_______________________________________________________________
______________________________________________________________________
______________________________________________________________________
Topic 3: _______________________________________________________________
_______________________________________________________________

______________________________________________________________________
______________________________________________________________________
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ACTIVITY 3.
Directions: Write a title considering what you would like to look at in the topic, who the subjects
are, and the kind of qualitative research that you would be working on. Follow this pattern:
My Final Topic: _____________________________________________________________
a. What are you looking at? ________________________________________________
b. Who are the subjects? _________________________________________________
c. Where is the setting of the study? ________________________________________
d. It is going to be a __(type of research study)__, and ___(type of qualitative
____research)_____ will be used.
e. When is the period covered of the study? ___________________________________
f. We will just be using a ________________ sample.
g. Data collection will involve obtaining information from the participants through
___________________, ______________________, ____________________.
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IV. ANSWER KEY
ANSWERS MAY VARY ANSWERS MAY VARY ANSWERS MAY VARY
V. REFERENCES
Baraceros, E.L. (2016). Practical research 1. Manila: Rex Book Store Publishing House Inc.
Cristobal, A.P. & Cristobal, M.C.D. (2017). Practical research for senior high school. Quezon
City, Manila: C & E Publishing, Inc.
Jerusalem, V.L., Garcia, M.D.R., Palencia, J.M. & Palencia, M.M. (2017). Practical research 1:
Basics of qualitative research. Sampaloc, Manila: Fastbooks.
Matira, M.D. (2016). Practical research for the 21st century learners. Sampaloc, Manila: St.
Augustine Publications, Inc.
Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical research 1. Quezon City, Metro Manila:
Lorimar, Publishing, Inc.
Serrano, A.O.C. (2016). Practical research 1 on qualitative research. Intramuros, Manila:
Unlimited Books Library Services and Publishing Inc.
12
Senior High School

Name of Student: _____________________________________________________________________

II. OBJECTIVES
1. define and identify a good research question; and
2. develop; and state a good research question for your chosen topic
III. INTRODUCTORY CONCEPT

Good Day! Asking a question seems very simple, however, it plays a very important role in
research. It is like a lighthouse that will guide you and give your work a purpose. So, let us find out
what a research question is, why you need one, and how to create a good research question.
Research Question is simply a question related to your chosen topic that needs to be answered. It is the
question where your research revolves. The research question is one of the most important parts of your
research project, thesis or dissertation. It will guide you in which information to search, data to be collected,
and how you’re going to design your writing process. Formulating a research question helps you focus your
research into a specific concern or issue by defining exactly what you want to find out.
What makes a good research question? All How to formulate a research question?
research questions should be:
1. Focused 1. Choose a topic
2. Feasible 2. Narrow the topic
3. Specific 3. Ask some questions
4. Complex 4. Focus the question
5. Researchable
6. Relevant
For example, if your choice of topic is mental health, you can narrow the topic down by simply choosing a
certain aspect of it. (e.g. Factors that contribute to good mental health, cases of depression and anxiety
among teenagers). Once you have chosen a certain sub-topic, think of some questions you would want to
ask about it. Then, choose one and develop it into a strong research question by making sure that it is
focused, specific, researchable, feasible, complex, and relevant.
Topic: Mental Health
Subtopic: Depression and anxiety among teenagers
Questions: * How does depression and anxiety affect a teenager's academic performance?
* What effect do school's policies on bullying have on the number of cases of
depression among high school students?
Research Questions: What effect do the Anti-Bullying Act of 2013 have on the
number of cases of depression among teenagers in Philippine public schools?
After choosing a topic, do some preliminary reading to find out topical debates and issues about it. This will
also help you narrow down your topic and help you think of relevant research questions.
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III. ACTIVITIES
ACTIVITY 1.
Directions: Study and compare the set of sample research questions in boxes A and B. Then,
write your thoughts in a Venn diagram on a separate sheet of paper. Analyze the titles written
in clusters. Identify the common elements of the titles and write them on your notebook.
A B
• What effect does social media have on • What effect does daily use of Facebook
people’s minds? have on the academic performance of
• Why is there a rising number of overseas high school students?
Filipino workers from the Philippines? • How does the rising unemployment rate
• Do private hospitals provide better in the Philippines affect Filipino workers
healthcare system than public hospitals? from provinces?
• How did the Philippines gain • How do public and private hospitals in
independence from the Spanish Region V compare in health outcomes
th
colonizers in the 18 century? and patient satisfaction among low-
income people with chronic illnesses?
• How does the West Philippine Sea
dispute affect the way Filipinos view the
Philippines’s territorial sovereignty?
Your thoughts…
ACTIVITY 2.
Directions: Study each research question then fill out the table below by the needed
information. Write your answers on a separate sheet of paper.
Research Question Is it a good If YES, justify your answer

research question? If NO, rephrase the
(YES/NO) question
1. How does divorce influence
children’s social development?
2. What are the causes of global

warming and deforestation?
3. How can drunk driving be prevented?
4. How have daily meditation affected

the stress levels of adults over 30’s?
5. Where do majority of Overseas

Filipino Workers work?
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ACTIVITY 3.
Directions: Formulate your own research question using the flowchart below as your guide.
Write your answers on a separate sheet of paper.
Topic:
Subtopic:
Sample Questions:
RESEARCH QUESTION:
15
IV. ANSWER KEY
ANSWERS MAY VARY ANSWERS MAY VARY ANSWERS MAY VARY
V. REFERENCES
McCombes, Shona. “Developing a Strong Research Question.” Scbbr, Date published, April 16,
2019. Date updated, June 19, 2020 https://www.scribbr.com/research-process/research-
questions/
Gerstle, Steve. “Rubric for assessing research questions.” CORA (Community of Online Research
Assignments), 2017. https://www.projectcora.org/assignment/rubric-assessing-research-
questions
Laurier Library, YouTube.com https://www.youtube.com/watch?v=1oJNO6PYZe4&t=199s
16
Senior High School

Name of Student: ______________________________________________________________

Grade-Strand-Section: _______________________________Date:______________________
I. OBJECTIVES
1. effectively indicate the scope and delimitation of their research study.

Good Day! Have you thought of your research title already? Are you done writing
the statement of the problem? If so, brace yourself for the next step in writing your
research which is the scope and delimitation.
Scope and Delimitation

These are two elements of a research paper that inform the reader what information is included in the
research and explain why the author chose that information. Although scope and delimitation explain the
way a study is limited, this adds to the credibility to research, (Reference, Com, 2007)
1. Scope
 it explains what information or subject is being analyzed.
 If at the beginning of the study, it is already clear that your respondents are the regular
employees who have been working at the agency for at least three years, are presently
connected with the agency, and who have been assigned to at least three provinces in Central
Luzon, then all those who do not meet the above description who should not be part of the
study.
 Likewise, if it is clear that only selected variables are included, then no other variables are
supposed to be part of the study even if these were included in parallel studies. You might
have avoided other variables for reasons of practicality, interest, or relativity to the study at
hand.
2. Delimitation
 it allows the writer to explain why certain aspects of a subject were chosen and why others
were excluded. It is also common for a writer to explain the chosen research method in this
section and explain why certain theories were applied to the data. (Reference.com, 2007)
Limitations VS Delimitations
Limitations are influences that the researcher cannot control. They are the shortcomings, conditions or
influences that cannot be controlled by the researcher that place restrictions on your methodology and
conclusions. Any limitations that might influence the results should be mentioned. (Develop a research
Proposal-Planning the Methodology- Limitations and Delimitations, 2007)
The following may be the possible limitations that may arise from the research design and methodology:
1. Sample size. The design and methodology will determine whether the research will have a small
or large sample size. The sample size will determine the quality of data and the relationships that
will be identified among the variables.
2. Lack of available and/or reliable data. Missing and unreliable data will limit the scope of analysis
and the ability of the researcher to determine meaningful trends and relationships among data.
3. Lack of Prior Studies. This limits the effectiveness of the literature review and may limit the initial
understanding of the research problem. This however, can be a basis for identifying avenues for
future research.
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4. Chosen data collection Method. Limitations in the data collection instrument may affect the
quality of data collected. Unclear or vague questions in a questionnaire will result to unclear or
erroneous answer from the respondents.
5. Nature of the information collected. Relying on preexisting data may impose limits on the
researcher as he/she can no longer clarify certain data.
Apart from the data and methodology, the characteristics of the researcher and the limits that he/she
experiences in the conduct of the research may also give rise to the limitations. These are as follows:
1. Access. The amount and quality of data will depend on the availability of the researcher to access
people, organization, libraries, and documents that can provide him/her the best available data.
2. Time Period. The length of time devoted to the study will affect almost all aspects of the research. It
is advisable to select a research problem and design that gives way to a more manageable time
period.
3. Bias. This refers to a way of viewing certain thing, issue or idea and may be influenced by the
researcher’s background. Biases may affect the way the researcher states and defines the
research problem, the selection of research design and methodology, the variables chosen, data
collection methods and the interpretation of data.
4. Language. This may have an effect on data collection, especially if the researcher is involved with
respondents that speak a variety of languages.
Delimitation addresses how a study will be narrowed in scope, that is, how it is bounded. This is the place
to explain the things that you are not doing and why you have chosen not to do them- the literature you will
not review (and why not), the population you are not studying (and why not), the methodological
procedures you will not use (and why you will not use them). Limit your delimitations to the things that a
reader might reasonably expect you to do but that you, for clearly explained reasons, have decided not to
do. (Siddiqui, 2010)
How to Indicate the “Scope and Delimitation of the Study”

Step One
Start with any of these sample phrases that express the scope of the study:
a. the coverage of this study…
b. the study consists of…
c. the study covers the…
d. this study is focused on…
Step Two
a. explain what information or subject is being studied or analyzed.
b. explain the limitations of the research like the sample size, time frame, geographic area,
subjects, objectives, facilities, and the issues to which the research is focused.
Step Three
Start with any of these sample phrases that express the delimitation of the study:
a. the study does not cover the…
b. the researcher limited this research to…
c. the study is limited to…
Step Four
a. describe the scope of the study.
b. explain why definite aspects of a subject were chosen and why others were excluded.
c. mention the research method used as well as the certain theories that applied to the data.
d. explain why you are delimiting the research to a specific geographic location, age, population,
size and other similar considerations.
e. Identify the constraints or weakness of your research which are not within the control of the
research.
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Scope and Delimitation Example from Actual Studies
Title of the Study: Experiences of Reaction and Coping of Filipino Fathers and Mothers: During and
After a National Disaster (Casal, I.J., Chingkoe, J.C., Gonzales, K.J., Tan, M.V., 2015).
The study covers individual experiences and coping of Filipino fathers and mothers. It will focus on
individuals who were affected by natural disasters, specifically those affected by floods due to typhoons:
Ondoy and Habagat, because they believed that these typhoons had the most significant impact on
people’s lives. The severity of impact these typhoons were so tragic that the research participants were
able to instinctively recall information and their experiences that happened during those events.
This research focused on the perspective of fathers and mothers. Another limitation of this research
was the area covered wherein the researchers focused only on Filipino participants who resided in the
National Capital Region (NCR) during and after the typhoons struck.
Scope and Delimitation Example from Actual Studies

Title of the Study: Predictors of Student’s Performance in Chemistry Laboratories of Selected Private
schools (Estrella, 2009)
This study was focused on the factors affecting student’s performance in chemistry laboratory in
selected schools in Balanga City for the school year 2008-2009.
In this study, the student’s performance refers to the average grade of the students in their
chemistry laboratory from first to third grading period. Chemistry, the chosen field for the study, is the
science with more abstract theories which must be proven with actual events through experiments by the
students.
The grade point average (GPA) were gathered and tabulated to measure their performance in the
chemistry laboratory.
The study considered the following schools in Balanga City Schools as the research locale of the
investigation: Tomas del Rosario College, Asia Pacific College of Advanced Studies, and Bataan Christian
School. This is because these schools belong to the same category as private institutions.
Specifically, the factors in this research were student-related ones which pertain to the attitudes of
the students in the chemistry laboratory. Teacher-related factors pertain to the teaching strategies,
competencies, and teacher’s attitude in conducting experiments in the chemistry laboratory. Lastly,
laboratory-related factors pertain to the adequacy, availability, and usability of the laboratory equipment
and the laboratory manual and facilities.
II. LEARNING SKILLS FROM THE MELCS

Indicate the scope and delimitation.
III. ACTIVITIES
Direction: Write the scope and delimitation of your study on a separate sheet of paper.
Be guided of the rubric.
Title of the Study:

Scope and Delimitation:
19
IV. RUBRIC
Indicators 10 6 3 Points
Clarity Scope and Some parts are Scope and delimitation is
delimitation is not clear or not vague.
clear. explained well.
Technicality Technical writing Technical writing Technical writing is
is followed all is followed in followed, but in few parts
throughout. most parts. only.
Grammar No grammatical 1-3 grammatical 4 or more grammatical
errors were errors were errors were found.
found. found.
V. ANSWER KEY
Answer may vary and is graded according to the rubric.
VI. REFERENCES
Bongon, JA. (2020). Practical Research 1- Quarter 1, Module 12
20
Senior High School

Name of Student:
Grade-Strand-Section: Date:
I. OBJECTIVES
1. select related literature for review;
2. identify different types of sources for literature review;
3. realize the importance of a good literature review;
4. identify different ways of citing literature;
5. differentiate the different citation standard styles; and
6. cite related literature using standard styles.
In research writing, there are many different style guides that are followed by researchers. However,
the three most common styles followed at present are the Modern Language Association (MLA) Style,
American Psychology Association (APA) Style, and Chicago Style or Tribune.
APA (American Psychological Association) is an author/date based style. This means emphasis is
placed on the author and the date a piece of work to uniquely identify it.
MLA (Modern Language Association) is most often applied in the arts and humanities, particularly in the
USA.
HARVARD is very similar to APA. It is the most well used referencing style in the UK and Australia, and it is
encouraged for use with the humanities.
CHICAGO Manual of Style (CMOS) AND TURABIAN are two separate styles but very similar. Turabian is
a simpler version of Chicago style meant for students who are writing materials that will not be published.
Since the CMOS is meant for material that is intended for publication, it’s often used by scholars,
publishers, and other professional academics. The Turabian guide is shorter and includes information on
formatting rules, the basics of researching and writing academic papers, and citation style.Below is the
guide of different styles.
Comparison of Referencing Styles

Indicators APA MLA CMOS
Alignment Align the flush Left, do Align the flush Left, not Justify all text to the left
not use the “full justify”. justified. (excluding indentions)
full block justification.
Font Times New Roman, Use Times New Roman size Always use a Serif font,
text in a 10- or 12-point 12 such as Times New
size. Roman, Use text in a 10-
or 12-point size.
Indentions Indent paragraphs within Indent first line of any Indent with the primary
the primary text of the paragraph by one-half text of your paper by one
paper one- half inch. inch from the left margin. and a half inch or
However, do not indent approximately 5 to 8
in this unique spaces. Chicago style
circumstance: The does not mandate a
precise measure on
abstract, block indention, but you must
quotations, figure use the same indention in
captions, notes, your entire paper.
reference list entries,
table titles, and titles or
headings.
21
Margins Use 1 inch margins on all Top, bottom, right&left Use the standard 1 inch
four sides of the paper: require a margin of 1 margin on all four sides
top, bottom right and left inch. Only page number of your paper. However if
is outside the margin you are going to bind
your paper on the left
side you can use a wider
margin.
Page Type use regular white 20- Use standard, 20-pound use regular white 20-
pound white paper that is white paper that is 8.5 by pound white paper that is
8.5 by 11 inches 11 inches 8.5 by 11 inches
Punctuations Follow all standard Follow all standard Periods and commas go
punctuation marks with punctuation marks with inside ending quotes,
just one space, including just one space, including even if not in the quoted
colons, commas, periods colons, commas, periods material, .” or ,”
and semicolons. Except and semicolons.
(1) do not use space Commas, semicolons,
after periods inside an and colons are not
abbreviation such as needed before
when writing U.S in parentheses; always put
United States; (2) do not outside the ending
parenthetical.
use space in a ratio
such as 4:7
Spacing Use double spacing Double space all of the Double space between
throughout the whole text except in special sentences and
paper unless your circumstance as directed paragraphs for your
professor expressly asks by instructor entire paper’s body text:
for single spacing in However you can use
specific situation, such single space block
as with block quotations. captions, endnotes,
footnotes, headings and
quotations.
Titles Center the title on the MLA does not require Center all text on the title
title page, using Upper separate title page, All page, using both
Case and Lower Case text should be double horizontal and vertical
letters. If the title is long spaced. In the upper left alignment. Uppercase all
enough to warrant a corner, flush left, and text and double space
too.
second line, double beginning at the margins,
space between the lines. include your name, the
After the title, include instructors name, the
your name followed by course and the date.
the college that you Center the title text,
attend. Double space mixing upper case and
between each line on the lower case letters.
title page. Put the
number “1” in the upper
right corner of the title
page.
Page Numbering Place the page number Place the page number Use Arabic numerals to
in the upper right corner in the upper right corner number every page in
of every page, and use of every page. Page your paper, except for
only Arabic numbers. Put number should appear pages that introduce the
the number “1” on the one half inch from the body text such as the
title page and the top of the paper and copy right page,
number “2” on the even with the right dedication page & table
abstract page. Do not margin. of contents number
number pages that these pages with lower
consist of only statistics case Roman numerals.
or illustrations. DO not put a number on
the title page but you
must count the title page
as part of the “display”
pages. The next page is
left blank unless you use
a copyright page. “iii” in 22
Roman numerals
centered at the bottom of
the page.When you
begin the main body
(text), change from
Roman numerals to
Arabic numbers. Put the
number “1” in the upper-
right corner of the page.
If your page has a
chapter heading or a
main heading, you can
center the Arabic
numeral at the bottom of
the page. Number all
blank pages, including
any other pages. Your
page must run
consecutively
Ways of Citing Related Literature

1. By Author or Writer
Example: According to Felipe (2015)………………………..
2. By Topic
Example: It has been found out that..............................(Felipe 2015)
3. By Chronology
according to the year, the literatures were written usually from earliest to the latest. Only
the major findings, ideas, generalizations, principles or conclusions in related materials
relevant to the problem should be cited. A material may be quoted if the idea conveyed is
so perfectly stated and is not too long.
Example: According to Felipe, “pregnancy is a condition where woman should take extra
care of themselves, there is also a need to consult with a doctor to check if everything, if
both the mother and the baby are doing fine” ( Felipe, 2015)
SAMPLES OF CITATIONS
A. BOOKS
Book (p. 799)
General Format:
Full Note:
Author First Name Surname, Book Title: Subtitle (Place of Publication: Publisher, Year), page #.
Shortened Note:
Author Surname, Book Title, page #.
Bibliography:
Author Surname, First Name or Initial. Book Title: Subtitle. Place of Publication: Publisher, Year.
Examples
` Full Note:
Salman Rushdie, The Ground beneath Her Feet (New York: Henry Holt, 1999), 25.
Shortened Note:
Rushdie, The Ground beneath, 28.
Bibliography:
Rushdie, Salman. The Ground beneath Her Feet. New York: Henry Holt, 1999.
23
B. E-BOOKS
E-Book (p. 824-8)
General Format:
Full Note:
Author First Name Surname, Book Title: Subtitle (Place of Publication:Publisher, Year), Format, page #. Tip:
page numbers may vary based on the ebook viewer used. In these cases it is preferred to use chapter or
paragraph numbers if they are provided (eg. chap. 2 or para. 11)
Shortened Note:
Author Surname, Book Title, page #.
Bibliography:
Author Surname, First Name or Initial. Book Title: Subtitle. Place of Publication:
Publisher, Year. Format.
Example 1
Full Note:
William Rayner, Canada on the Doorstep: 1939 (Toronto: Dundurn, 2011), Ebrary e-book, 93.
Shortened Note:
Rayner, Canada on the Doorstep, 93
Bibliography:
Rayner, William. Canada on the Doorstep: 1939. Toronto: Dundurn, 2011. Ebrarye-book.
Example 2
Full Note:
Elliot Antokoletz, Musical Symbolism in the Operas of Debussy and Bartok (New York:
Oxford University Press, 2008), doi:10.1093/acprof:oso/9780195365825.001.0001.
Shortened Note:
Antokoletz, Musical Symbolism.
Bibliography:
Antokoletz, Elliot. Musical Symbolism in the Operas of Debussy and Bartok. New York:
Oxford University Press, 2008. doi:10.1093/acprof:oso/9780195365825.001.0001.
C. CONTRIBUTION TO A MULTI-COLORED BOOK
General Format:
Full Note:
Author First Name Surname, "Chapter Title in Quotation Marks," in Book Title:
Subtitle, ed. Editor First Name Surname (Place of Publication: Publisher,
Year), page #.
Shortened Note:
Author Surname, "Chapter Title in Quotation Marks," page #.
Bibliography:
Author Surname, First Name or Initial. "Chapter Title in Quotation Marks."

In Book Title: Subtitle, edited by Editor First Name Surname, page range of chapter. Place of Publication:
Publisher, Year.
24
Examples
Full Note:
Bob Stewart, "Wag of the Tail: Reflecting on Pet Ownership," in Enriching Our Lives with
Animals, ed. John Jaimeson, Tony Bannerman and Selena Wong (Toronto, ON: Petlove Press,
2007),100.
Shortened Note:
Stewart, "Wag of the Tail," 102.
Bibliography:
Stewart, Bob. "Wag of the Tail: Reflecting on Pet Ownership." In Enriching Our Lives with
Animals, edited by John Jaimeson, Tony Bannerman and Selena Wong, 97-105. Toronto, ON:
Petlove Press, 2007
D. WEBSITES
Full Note:
Donald Scott, "Mormonism and the American Mainstream," National Humanities Center, last modified August
2004, http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/nmormon.htm.
Shortened Note:
Michael Geist, "The Canadian Wireless Story: Comparative Data Shows World's Highest Carrier Revenues
Per SIM," Michael Geist (blog), January 22, 2019, http://www.michaelgeist.ca/2019/01/the-canadian-
wireless-storycomparative-data-shows-worlds-highest-carrier-revenues-per-sim/.
Bibliography:
Scott, Donald. "Mormonism and the American Mainstream." National Humanities

Center. Last modified August 2004.
http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/nmormon.htm.
Geist, Michael. "The Canadian Wireless Story: Comparative Data Shows World's
Highest Carrier Revenues Per SIM." Michael Geist (blog). January 22, 2019.
http://www.michaelgeist.ca/2019/01/the-canadian-wireless-story-comparativedata-shows-worlds-highest-
carrier-revenues-per-sim
III. LEARNING SKILLS FROM THE MELCS:

Selecting Relevant Literature.
Cites Related Literature Using Standard Style.
IV. ACTIVITIES
ACTIVITY 1.1
Directions: List at least ten key words or phrases coming from your own research title. Opposite to
each term is the possible source material that you can use as reference for your study. You may
browse from the internet or materials such as books, newspapers, and magazines you have at home.
Follow the format below in accomplishing the task. Write your answer in a separate paper.
For example:
Topic: Reasons for college students in transferring to other schools

Terms:
Reasons for transferring:
Source: Internet website
Author: Laskily, Jones.
Date: July 8, 2019
Title: Reasons Why Students Transfer
URL: https:// college transfer.net
25
Term- Source:
Author:
Date:
Title:
URL: ( if it is from internet website)
Publisher: ( if from books, magazines, newspapers)
ACTIVITY 1.2
Directions: You are going to conduct a study about mobile games addiction among senior high
school students. Search at least three sources for the literature review. Then indicate the information
from those resources that you consider important or related to the study. Accomplish the task by
completing the table below. Write your answer on a separate paper.
Topic: Mobile Games Addiction among Senior High School Students

Key term or Phrase Source Information
Type of Source:
Author:
Date:
Title:
URL: (if from the internet) Publisher: (if from books or other
printed materials) Edition: Vol. : Page:
Type of Source:
Author:
Date:
Title:
Type of Source:
Author:
Date:
Title:
RUBRIC
5 4 3 2 1
The table is complete The table is The table is not The table is The table is not
and the chosen complete and the complete but the complete but the complete and the
sources and chosen sources are chosen source/s chosen sources chosen source/s
information are related related to the topic and information and information and information
to the topic. but the information is/are related to is/are not related is/are not related to
taken from the the topic to the topic. the topic.
materials are not
related to the topic.
26
ACTIVITY 2.1
Directions: Assume that you are going to do a research study on “Factors Affecting Students’
Performance in Practical Research 1”. Select at least 5 reference materials and provide the correct
citation for each source. Write your answer on a separate paper.
a) Book with one author
b) Magazine/journal article
c) Website/online document
d) E-book
e) E-Newspaper
ACTIVITY 2.2
Below is an excerpt from a research study entitled “School Violence: A Qualitative Case
Study” by Altuna, S. and Baker, O. (2010). Read the selection and cite the citations used in the text,
then determine its citation standard style and the how the literature were cited (i.e. By Author; By
Topic; By Chronology). Write your answer on a separate paper.
School Violence: A Qualitative Case Study
By SadegulAkbabaAltuna and OzgurErdur Baker 2010
Literature Review
School violence has been an international concern for more than a decade for now. Despite the
remarkable efforts of research, prevention and intervention, school violence goes beyond school borders and
becomes a larger concern that must be dealt with not only by school and mental health professionals but
also by parents, policy makers, professionals working in the area of media and the community at large.
Turkish school is no exception as these concerns have been substantiated by news in media (e.g., Akbaba-
Altun, Güneri, Erdur-Baker, 2006) and the scientific research reports (Alikaúifolu et. al, 2004; Eke &Öel,
2006). For example a study by Alikaúifolu et. al, (2004) on the prevalence of school violence in Turkey
reported that 42 percent of 1,720 inner city public high school students reported having been in a physical
fight within the last 12 months; 8 percent of female and 28 percent of male students had been in a fight with
a friend; 7.5 percent had been bullied with a weapon on school grounds; and 8 percent carried a weapon
with them in schools.
Preventing school violence requires collaboration on the part of all school personnel. The
perceptions of teachers and school counsellors with regard to school violence are perhaps the most
important in terms of creating violencefree schools. According to Fisher and Kettle (2003), teachers and
school mental health professionals have more experience and insight than anyone else in terms of what
happens in school and how school systems function within a larger schema; in spite of this their
understanding of school violence has not been studied sufficiently. Zeira, Astor, and Benbenishty (2003)
claim that a comparison of viewpoints of teachers from different backgrounds may contribute to a deeper
understanding of the issue, making this a vital element for developing meaningful interventions.
A study by Schubarth (2000) utilized both qualitative and quantitative methodology to examine the
perspectives of teachers, school administrators, and students on school violence. Each of the three groups in
this study agreed in general when ranking violent incidences they had observed, with the three leading types
seen as mental aggression against schoolmates, physical assaults and vandalism. However, the study found
that both student and teachers perceptions varied according to gender and type of school (middle school,
gymnasium and remedial school). Female teachers reported more incidences of violence, especially physical
violence, than male teachers. Perceptions of the growth of violence in schools also differed between
teachers and administrators.
A qualitative study from Turkey also examined the perceptions of middle school and high school
counselors in low-income areas in Ankara, Yerin-Güneri and ÇakÕr (2003) found that counselors defined
violence mostly by physical terms (such as shoving, punching, or kicking other students) and in terms of
damage to school property. Factors perceived to contribute violence by participants were grouped as
individual (e.g., lack of social skills and life goals), family (e.g., violent parents, low SES, separated or
divorced parents), school (e.g., use of corporal punishment, ineffective discipline practices), or community
(e.g., exposure through media, political groups and cultures that reinforce aggressive behavior).
27
Reminder: Though there are choices from different referencing styles, you should use the particular style
your school recommends. Avoid mixing or combining referencing styles (www.citethisform.com/guides)
V. FINAL TASK
Application: Now focus on your research paper and related literature you selected for it. Cite them using
APA, MLA or Chicago/Turabian Style here. Your work will be evaluated using the rubric below. Write your
answers on a separate paper.
RUBRIC
Full Accomplishment Substantial Accomplishment Little or Partial Accomplishment

(15 pts) (10 pts) (5 pts)
The literature were cited using the The literature were cited using The literature were barely cited using
standard style completely, in the the standard style in a the standard style.
proper format, and in clear and somewhat consistent manner.
consistent manner.
VI. ANSWER KEY

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4
ANSWERS MAY VARY ANSWERS MAY VARY ANSWERS MAY VARY ANSWERS MAY VARY
VII. REFERENCES
https://rdc.libguides.com/c.php?g=372661&p=2697614
https://www.lib.sfu.ca/help/citewrite/citationstyleguides/chicago/websites#:~:text=Website%20citation
s%20should%20include%3A%20a uthor,the%20title%20of%20a%20book
Prieto, Nelia G. Naval C. Victoria, Carey Teresita G. "Chapter 4 Learning from others and Reviewing
the Literature." Practical Research for Senior High School: Qualitative,p 87-96 110-112.
Lorimar Publishing Company
Del Rosario Garcia, M., Jerusalem, V., Palencia, J. & Palencia, M. (2017) “ Chapter 4 Learning from
others and reviewing literature.” Practical Research 1: Basics of Qualitative Research 118 –
119. Fastbooks Ed.1
Prieto, Nelia G. Naval C. Victoria, Carey Teresita G. "Chapter 4 Learning from others and Reviewing
the Literature." Practical Research for Senior High School: Qualitative,p 81-86 110-112.
Lorimar Publishing Company Cristobal, Amadeo Jr. P, Dela- Cruz Cristobal, Maura C. “Unit 2
Review of Literature”. Practical Research 1: For Senior High School, p 110. 839 EDSA, South
Triangle, Quezon City,C&E Publishing Inc.2017
28
Senior High School

Name of Student: _____________________________________________________________________

I. OBJECTIVES
1. Define synthesis;
2. Apply the key considerations in synthesizing information; and
3. Synthesize information from relevant literature.

Synthesis is defined as the combining of separate elements into a whole. It is a way to make
connections among and between numerous and varied source materials.
There are a few different approaches you can take to help you structure your synthesis. If your
sources cover a broad time period, and you found patterns in how researchers approached
the topic over time, you can organize your discussion chronologically.
That doesn’t mean you just summarize each paper in chronological order; instead, you should
group articles into time periods and identify what they have in common, as well as signaling
important turning points or developments in the literature. If the literature covers various topics,
you can organize it thematically. That means that each paragraph or section focuses on a specific
theme and explains how that theme is approached in the literature. If your topic involves a debate
between different schools of thought, you can organize it theoretically. As you organize the
summarized documents into a logical structure, you are also appraising and synthesizing complex
information from multiple sources. Your literature review is the result of your research that
synthesizes new and old information and creates new knowledge. At the most basic level, this
involves looking for similarities and differences between your sources. Your synthesis should show
the reader where the sources overlap and where they diverge. See example below
UNSYNTHESIZED EXAMPLE
A. Franz (2008) studied undergraduate online students. He looked at 17 females and 18 males and found
that none of them liked APA. According to Franz, the evidence suggested that all students are reluctant
to learn citations style. Perez (2010) also studies undergraduate students. She looked at 42 females
and 50 males and found that males were significantly more inclined to use citation software (p < .05).
Findings suggest that females might graduate sooner. Goldstein (2012) looked at British
undergraduates. Among a sample of 50, all females, all confident in their abilities to cite and were eager
to write their dissertations.
The Chicago School
B.
SYNTHESIZED EXAMPLE
Studies of undergraduate students reveal conflicting conclusions regarding
relationships between advanced scholarly study and citation efficacy. Although
Franz (2008) found that no participants enjoyed learning citation style, Goldstein
(2012) determined in a larger study that all participants watched felt comfortable
citing sources, suggesting that variables among participant and control group
populations must be examined more closely. Although Perez (2010) expanded on
Franz's original study with a larger, more diverse sample...
The Chicago School
29
REMINDER!
After collecting the relevant literature, you need to organize your notes in a way that allows you to see the
relationships between sources. One way to do this is by creating a synthesis matrix.
A synthesis matrix is useful when your sources are more varied in their purpose and structure – for
example, when you’re dealing with books and essays making various arguments about a topic.
Each column in the table lists one source. Each row is labelled with a specific concept, topic or theme that
recurs across all or most of the sources. Then, for each source, you summarize the main points or arguments
related to the theme. See example below.
Source 1 Source 2 Source 3 Source 4

Theme 1
Theme 2
Theme 3
EXAMPLE
A STUDY ON PERSONAL LEARNING ENVIRONMENT (PLE)
Theme (Attwell 2007) (Mcloughlin & (Drezler, 2018) (Amberg

Lee,2010) Reinhardt, &
Hofmann,2019)
Definition of PLE Not a piece of PLE- a concept Networked Integration of social
Software but new adopting Web 2.0 Learning- in which software into LMS
approach in using technology to information creates new way of
technologies for promote lifelong communication web based teaching
learning learning technology is used a& learning
to promote
connections
between learners
& tutors.
Rationale for PLE PLE is an Learners able to Promote Enlarge community

extension to make educational knowledge and networking
accessing decisions and take construction access, increase
educational ownership over information which interaction and
technology to be learning for exploring participation.
responsible to experiences. knowledge, active
organize one’s Opportunities for learning tool, social
own learning both authentic learning medium to
formal & informal is personalized promote
conversing,
intellectual partner
to facilitate
reflection.
Skills/ Processes Develop own Ability to select Teacher Browse network,

Required judgement and appropriate professional collect , create,
literacy skill to use learning tools in development – on communicate,
new teachnologies. own learning going mentoring & share
environment to support personal
match on learning learning
goals & needs. management
III. LEARNING SKILLS FROM THE MELCS:

Synthesizes Information from Relevant Literature
30
III. ACTIVITIES
ACTIVITY 1.
Directions: Read and analyze the following sources of information. Follow the steps indicated below so that
you can come up with one synthesized paragraph on the following paragraphs. Write your answers on a
separate sheet of paper.
Source 1: As everyone who uses Microsoft PowerPoint knows, it is not actually used to communicate ideas,
but rather to not communicate ideas. Forget the advertisement about how PowerPoint helps you to “organize,
illustrate and deliver your ideas professionally.” It’s not used for for anything of the sort. A PowerPoint slide
presentation, with its neatly ordered bullets, generic clip art, bold, clear typeface and bright colours effectively
hides the fact that you don’t really have very much to say. Joe Jackson, 2001
Source 2: Most people use the same software for presentations and, inevitably, it makes us do things in a
similar way. Everything is reduced to a few bullet points, which makes it hard to introduce complex ideas and
guide people through a critical thinking process. PowerPoint turns almost every presentation into something
similar to a sales presentation, when that’s not always required. Maybe the problem isn’t so much with the
software as with the apparent lack of alternatives. Selena Maranjian, 2003
Source 3: Despite PowerPoint’s bad reputation, it’s still possible to use it as a powerful tool to enhance your
presentation; just follow these three simple steps. First, stop using the templates, they make the viewing
experience boring. Second, don’t use text, fill your slides with images and colour instead. Finally, make the
audience focus on you to explain everything in your presentation. Cliff Atkinson, 2003
Step 1: Decide what the topic is
Step 2: Decide how to present the topic
Step 3: Decide on the relationship between the writers
Step 4: Organize the ideas
Step 5: Underline the key ideas in the first paragraph you are going to use
Step 6: Introduce the first writer’s ideas with surname, year and a suitable verb
Step 7: Paraphrase the first writer’s ideas
Step 8: Underline the key ideas in the second paragraph you are going to use
Step 9: Introduce the second writer’s ideas
Step 10: Paraphrase that writer’s ideas
Step 11: Underline the key ideas in the third paragraph you are going to use
Step 12: Introduce the last writer’s ideas
Step 13: Paraphrase the last writer’s ideas
Step 14: Write a sentence to introduce the topic
Step 15: Check the completed synthesis to make sure that there are no changes of meaning.
ACTIVITY 2.
II. Directions: For your Chapter 2 the Review of Related Literature and Studies. Based on your own research
topic, look for books, scholarly articles, journals, etc.. Use the synthesis matrix in describing and analyzing
each selected reference. Do this on a separate sheet of paper.
31
IV. ANSWER KEY
ACTIVITY 1. ACTIVITY 2.
ACTIVITY 1.
Step 1: Decide what the topic is (PowerPoint) Answers may vary
Step 2: Decide how to present the topic (the usefulness of PowerPoint for
presentations, for and against)
Step 3: Decide on the relationship between the writers (writers one and two are
against PowerPoint, but writer three is for it, if it is used well)
Step 4: Organize the ideas (it’s best to present the ideas of writers one and two
together, as they are similar)
Step 5: Underline the key ideas in the first paragraph you are going to use: As
everyone who uses Microsoft PowerPoint knows, it is not actually used to
communicate ideas, but rather to not communicate ideas. Forget the
advertisement about how PowerPoint helps you to “organize, illustrate and
deliver your ideas professionally.” It’s not used for anything of the sort. A
PowerPoint slide presentation, with its neatly ordered bullets, generic clip art,
bold, clear typeface and bright colors effectively hides the fact that you don’t
really have very much to say. Joe Jackson, 2001
Step 6: Introduce the first writer’s ideas with surname, year and a suitable verb
(e.g. Jackson (2001) claims that)
Step 7: Paraphrase the first writer’s ideas (e.g. Jackson (2001) claims that
people don’t use PowerPoint to communicate ideas; instead, they use it to hide
the fact that they don’t really have any ideas to communicate.)
Step 8: Underline the key ideas in the second paragraph you are going to use:
Most people use the same software for presentations and, inevitably, it makes
us do things in a similar way. Everything is reduced to a few bullet points, which
makes it hard to introduce complex ideas and guide people through a critical
thinking process. PowerPoint turns almost every presentation into something
similar to a sales presentation, when that’s not always required. Maybe the
problem isn’t so much with the software as with the apparent lack of alternatives.
Selena Maranjian, 2003
Step 9: Introduce the second writer’s ideas (e.g. Furthermore, Maranjian (2003)
believes that
Step 10: Paraphrase the writer’s ideas.
VI. REFERENCES
McCombes, S. (2020, March 28). How to synthesize written information from multiple sources.
Simply Psychology. https://www.simplypsychology.org/synthesising.html
Lightbulb Idea Enlightenment. Retrieved May 15, 2020, from
https://cdn.pixabay.com/photo/2016/12/22/23/32/light-bulb-1926533_960_720.png
Notepad Memo Pencil. Retrieved May 15, 2020, from
https://cdn.pixabay.com/photo/2013/06/07/09/53/notepad-117597_960_720.png
Pautasso M (2013) Ten simple rules for writing a literature review. PLoS Computational Biology 9(7):
e1003149. https://doi.org/10.1371/journal.pcbi.1003149
32
Senior High School

Name of Student: ______________________________________________________________

I. OBJECTIVES
1. Define literature review; and
2. Write a coherent review of literature.
Coherence directs to a well-organized and unified piece of writing. It also refers on how well a
manuscript holds together as a unified document. It is important to ask yourself how well the elements of
your review connect with one another. Transitional expressions and other kinds of rhetorical markers
also help to identify the connection among the different sections as “ in the next example” or “ in a
related study”, the most recent finding in the study. Use “First, Second and Third” at the beginning of
your paragraphs to mark the development of the related points.
In the introduction, you will:

✓ Define or identify the general topic, issue, or area of concern thereby providing an appropriate
context for the remainder of the review.
✓ Point out overall trends in what has been previously published on the topic; or conflicts in theory,
methodology, evidence, conclusions, or gaps in research and scholarship.
✓ Establish your reason for reviewing this research (point of view); explain the criteria used to
search the literature; the organization of the review (sequence); and – if necessary – why certain
literature either is or is not included (scope).
✓ Demonstrate how your research either closes a gap in the literature, extends earlier work, or
replicates an important study thereby contributing new knowledge to your discipline.
Some general tips for writing the body of your literature review:
✓ Start broad and then narrow to show how past research relates to your project.
✓ Make it clear to your reader where you’re going, follow a logical progression of ideas.
✓ When appropriate, cite two or more sources for a single point but avoid long strings of
references for a single point.
✓ Use quotes sparingly.
✓ Keep your own formal academic voice throughout and keep the review focused and objective,
following a logical structure.
✓ Point out consistent findings and emphasize stronger studies over weaker ones. Point out
important strengths and weaknesses of research studies or contradictions and inconsistent
findings.
✓ Implications and suggestions for further research, or where there are gaps in the current
literature, should be specific.
Summarize your literature review, discuss implications, and create a space for future or further
research needed in this area. How do you know when you’re done? Can you answer these 11
questions:
✓ Have you clearly defined your topic and audience?
✓ Did you search and re-search the literature?
✓ Took notes while reading?
✓ Chosen the type of review you want to write?
✓ Have you kept the review focused throughout?
✓ Were you critical and consistent in your evaluation and synthesis?
✓ Is the structure of your review logical?
✓ Did you make use of feedback?
✓ Were you able to stay relevant and objective throughout?
✓ Did you maintain an objective voice?
✓ Did you cite current and older studies? (Pautasso, 2013).
33
III. LEARNING SKILLS FROM THE MELCS
✓ Write coherent review of literature.
IV. ACTIVITIES
ACTIVITY 1
Direction: Choose a topic that you want to focus on and explore in your literature review. Consider the
following. Do this on a separate sheet of paper.
A. Topic you are familiar with and interested in

B. Topic your readers and other researchers will be interested in
C. Topics that are current, well-established, and have ample research for review
List down at least three topics.
1. _____________________________
2. _____________________________
3. _____________________________
My final topic is _____________________________________________________.
ACTIVITY 2
Direction: After determining your topic, look for books, scholarly articles, journals, etc. for the review of
literature. Use the synthesis matrix used in previous learning activity sheet to be able to describe and
analyze each selected reference. Do this on a separate sheet of paper.
V. ANSWER KEY
ACTIVITY 1 ACTIVITY 2
ANSWERS MAY VARY ANSWERS MAY VARY
VI. References
Bongon, JA. (2020). Practical Research 1- Quarter 1, Module 18
34
Senior High School

Name of Student: _____________________________________________________________________

Grade-Strand-Section: ______________________________ Date:_____________________________
I. OBJECTIVES
1. acquaint oneself with the ethical standards in writing related literature;
2. distinguish the ethical standards in writing related literature; and
3. follow the ethical standards in writing related literature

Good Day! In today’s lesson, we are going to learn the do’s and don’ts in writing the related
literature. As researchers, we will borrow thoughts and concepts from related studies to strengthen
or back up your claim or arguments. In this lesson, you will know the certain rules or ethical standards
that needs to be followed and observed when writing the related literature.
Ethics in Reviewing Literature
A literature review is a way to look at the past, to assess the body of literature, to synthesize previous
work, and to locate the gaps in order to prepare for the future in directing the research process and formulating
additional questions.
A general principle underlying ethical writing is the notion that the written work of an author, be it a
manuscript for a magazine or scientific journal, a research paper submitted for a course or a grant proposal
submitted to a funding agency, represents an implicit contract between the author and the readers. According
to this contract, the reader assumes that the author is the sole originator of the written work, that any text or
ideas borrowed from others are clearly identified as such by established scholarly conventions, and that the
ideas conveyed therein are accurately represented to the best of the authors abilities. In sum, as Kolin (2002)
points out: “Ethical writing is clear, accurate,fair, and honest. Ethical writing is a reflection of ethical practice.”
(Roig, 2017)
The three important and relevant ethical issues in writing related literature:
1. Plagiarism is a term used to describe a practice that involves knowingly taking and suing
another person’s work and claiming it, directly or indirectly as your own (Neville, 2007).
Types of Plagiarism:
a. Blatant plagiarism – an act in which the writer tries to deceive the teacher or readers – either
for grade or acclaim – into believing he or she is totally responsible for or originator the content.
b. Technical plagiarism occurs when the writer is not trying to cheat or deceive but fails to follow
accepted methods of using and revealing sources.
2. Language use is another ethical consideration in writing. A writer must avoid racially-charged,
sexist, offensive language and tendencies. In other words, it is an ethical responsibility of the
writer to be sensitive to the sensibilities of his audience.
3. Fraud is fabricating data and results just to get over the course work or school requirement.
Hence, a researcher must observe the following to avoid fraud:
a. Honesty - being transparent avoiding falsifying or misinterpreting data.
b. Objectivity - avoiding bias.
c. Integrity - acting with sincerity.
d. Carefulness - avoiding careless errors and negligence
35
III. ACTIVITIES
ACTIVITY 1.
Directions: Read each line below. Then identify what ethical issues in writing related literature
is present. Choose PLAGIARISM, LANGUAGE USE, or FRAUD. Write your answers on your
notebook.
1. Cecile writes … …
Bullying is unwanted, aggressive behaviour among school aged children that involves a real or
perceived power imbalance.
____________________________________________________________
2. Joel writes… …
Man is often tempted by false promises of fulfilment.
____________________________________________________________
3. Jose writes … …
The blacks are more aggressive than the whites.
____________________________________________________________
4. Ruby writes … …
In 2015, the number of cases of teenage pregnancy in the country has risen. This is associated
with liquor intoxication, meet ups and chatting.
____________________________________________________________
5. Connie writes … …
“I shall return”, Lapu Lapu said.
____________________________________________________________
ACTIVITY 2.
Directions: Read the sample literature review below, and answer the questions that follow in
your notebook.
In 1961, Eckenhoff, Kneale, and Dripps described the phenomenon of emergence agitation
(EA), reporting signs of hyperexcitation in patients emerging from ether, cyclopropane or
ketamine anesthesia. EA during recovery from general anesthesia has been identified as a
frequent problem in the pediatric population. In children, EA has been described as a mental
disturbance that consists of confusion, hallucinations, and delusions manifested by moaning,
restlessness, involuntary physical activity, and thrashing about in bed (Sikich & Lerman, 2004).
The overall rate for EA in children is in the range of 10% to 67% (Aouad & Nasr, 2005),
which includes a period of severe restlessness, disorientation, and/or inconsolable crying during
anesthesia emergence (Cole, Murray, McAllister, & Hirschberg, 2002).
1. How did the writer of the text ensure that he did not commit plagiarism?
__________________________________________________________________________
__________________________________________________________________________
2. How can you tell that the writer is honest in the presentation of the information in the text?
__________________________________________________________________________
__________________________________________________________________________
3. What type of language was used?
__________________________________________________________________________
__________________________________________________________________________
36
ACTIVITY 3.
Directions: Read carefully the text below. Then, write related literature about the topic
“homosexuality” in two or three sentences. Write the answers in your notebook.
Schools should be safe places for everyone. But in the Philippines, students who are lesbian,
gay, bisexual, and transgender (LGBT) too often find that their schooling experience is
marred by bullying, discrimination, lack of access to LGBT related information, and in some
cases, physical or sexual assault. These abuses can cause deep and lasting harm and
curtail students’ right to education, protected under Philippine and international law.
June 21, 2017

Miguel Herras
“Just Let Us Be”
Discrimination Against LGBT Students
in the Philippines
IV. ANSWER KEY
1. Plagiarism 1. The writer properly acknowledged the ANSWERS MAY VARY

2. Language Use sources of information and followed the
3. Language Use proper way of citing sources.
4. Plagiarism 2. Sincerity is shown through the
5. Fraud citation made. This information can be
checked whether they are true or not.
3. The language used is formal and
unbiased.
V. REFERENCES
"Just Let Us Be". Human Rights Watch. (2017, September 11).

https://www.hrw.org/report/2017/06/21/just-let-us-be/discrimination-against-lgbt-students-philippines.
37
Senior High School

Name of Student: _____________________________________________________________________

I. OBJECTIVES
1. choose appropriate quantitative research design; and
2. describe sampling procedure and the sample.

Good Day! In today’s lesson, we are going to learn about the quantitative research design,
the definition of a sample, and the different sampling procedures. Each type of research follows a
particular design which aims to answer specific questions. The research design leads to the direction
of sampling procedure, data gathering and data analysis. This lesson will teach you how to choose
an appropriate research design and deciding on a sampling procedure.
Research Design
According to Barrot (2017), research design is defined as the logical and coherent overall strategy
that the researcher uses to integrate all the components of the research study. It will give meaning in the
overall process of your research study.
Quantitative research is one type of factual investigation. It means that its analysis focuses on
verifiable observations and expressed in numbers. It is also a process of collecting and analyzing numerical
data. It can be used to find patterns and averages, make predictions, test causal relationships, and generalize
results to wider populations. There are two types of Quantitative Research Design, the non – experimental
and experimental.
1. Non – experimental Research Design

According to Kowalczyk (2015), non – experimental research means there is a predictor variable of
group of subjects that cannot be manipulated by the experimenter. This suggests that different routes
should be accustomed draw conclusions, like correlation, survey or case study.
2. Experimental Research Design

It is guided by a hypothesis. Sometimes experimental research can have several hypotheses. A
hypothesis is a statement to be proven or disapproved. Once that statement is formed experiments
are begun to seek out whether the statement is true or not.
38
1. Survey Research
- uses interviews, questionnaires, and sampling polls.
- allows the researchers to review behavior and then present the
findings in an accurate way.
- usually expressed in percentage.
- can be conducted around one group specifically or used to compare
several groups.
- Example quantitative research title. Covid 19: How do Filipinos View
the Government’s Measures. This research will assist decision –
makers in formulating more acceptable policies to control the
spreading of the virus in the short term and also help restore
confidence in government for the long term.
2. Correlational Research
- tests for the relationships between two variables.
- determines what the effect of one on the opposite that affects the
relationship.
- predicts the magnitude of the association.
- Example quantitative research title: A Study on Internet Usage of
Adolescents in relation to Aggression and Psychological Well –
QUANTITATIVE RESEARCH DESIGN
being. This research aims to investigate the relationship among

internet usage, aggressive behavior and psychological well – being of
adolescents.
NON-EXPERIMENTAL
3. Descriptive Research
- is oftentimes as a survey or a normative approach.
- is a study of prevailing conditions.
- Example of quantitative descriptive research: A Study on the
Preparation of Student Teachers to Work with Diverse
Population. This study aims to describe the degree to which the
education programs prepared the students to work with diverse
population.
4. Comparative Research
- examines patterns of similarities and differences across a moderate
number of cases.
- uses limited number of cases.
- concerns to establish familiarity with each case included in a study.
- Example of quantitative comparative research: A Study of the Use of
Library and Internet as Sources of Information by Students. This
study was conducted to compare the Internet use and Library use
among students. It was based on the assumption that students use
the internet more than library.
5. Ex – Post – facto Research

- examines patterns of similarities and differences across a moderate
number of cases.
- used in studies which measure the pre – existing effects.
- is a study where the researcher has no control over the variables.
- Example of Ex – Post – facto Research: A study on One – to – One
Mobile Technology and Standardized Testing. This study
examined the impact of one – to – one mobile technology on the
number of students who passed the standardized test.
39
1. Quasi - Experimental Research
- involves selecting groups, upon which a variable is tested without
any random pre – selection process.
QUANTITATIVE RESEARCH DESIGN
- is a study where the groups are known to be already established

before the research.
- Example of Quasi – Experimental Research: Evaluating the
Cooperative Component in Cooperative Learning. This study
examined the efficacy of the cooperative learning pedagogy (Think –
Pair – Share exercises) in problem solving
EXPERIMENTAL
2. True Experimental Research

- is thought to be the most accurate type of experimental research.
- establishes cause and effect relationship.
- contains three criteria: control and experimental group; researcher –
manipulated variable; random assignment.
- Example of True Experimental Research: The effectiveness of
Family Planning Programs. This study describes the magnitude of
effects for family planning programs.
Below is a table that may help you in deciding what quantitative research design fits your study based on
the relationship between the variables in the study.
40
Sampling Procedure and the Sample
Population and Sample

The first step in determining the sample size is identifying the population of the topic of interest. The
population is the totality of all the objects, elements, persons, and characteristics under consideration.
There are two types of population used in research: target population and accessible population. The
target population is the actual population, for example, all Senior High School Students enrolled in
Accountancy, Business and Management (ABM) Strand in the Division of Bataan. While the accessible
population is a portion of the population in which the researcher has reasonable access, for example all
Senior High School enrolled in ABM strand at Bataan National High School.
When the whole population is too costly or time–consuming or impractical to consider by the researcher,
then, a sample representative is identified. Sample is the specific group that you will collect data from. Its size
is always less than the population. For example, the sample that you will be using are the two (2) sections of
ABM class of Bataan National High School.
Sampling
Sampling pertains to the systematic process of selecting the group to be analyzed in the research study.
Sampling, in research, is a word that refers to the method or procedures of choosing respondents to answer
the question. According to Paris (2013), the bigger the group from where you can choose the sample is called
population, and sampling frame is the list of members of such population from where you will get the sample.
There are two kinds of sampling: the probability sampling or unbiased sampling and non – probability
sampling.
1. Probability Sampling
This kind of sampling requires a researcher like you to have a list of your target respondents focused on
your study. This sampling provides an equal chance of participation in the selection process given to every
member listed in the sampling frame. As a researcher, always remember that the smaller the sample is, the
higher chance of sampling error. Therefore, the bigger the number of respondents will avoid sample errors.
Sample errors yield if the selection does not take place in the way it is planned by the researcher.
2. Non – probability Sampling
It disregards random selection of respondents. According to Edmond (2013), the subjects are chosen based
on the availability or the purpose of the study, in some cases it is the discretion of the researcher.
41
1. Simple Probability Sampling
- uses a pure chance selection process.
- runs from making a list of all respondents, writing each name on the
card, choosing cards through a pure chance selection.
- uses any of the following ways: fish bowl technique, roulette wheel,
or table of random numbers.
Example: population: 30; sample: 15

The researcher may write all 30 names in a clean sheet of paper, place
it in a bowl and draw 15 papers out of the bowl.
2. Systematic Probability Sampling

- uses sampling interval that will be used as quasi-random selection
PROBABILITY SAMPLING
SAMPLING TECHNIQUES
method.
- runs from determining sampling interval, determining the number of
population and sample and computing for the sampling ratio.

150/1500 = 0.1 x 100 = 10%. The sampling interval is 10.
3. Stratified Probability Sampling

- is used in a study needing group – by – group analysis.
- divides population according to strata or groups before selecting
samples.
Example: group the population according to age, gender, etc.
4. Cluster Probability Sampling

- samples economically while retaining the characteristics of a
probability sample.
- runs through multiple clusters of people from the chosen population
will be created to have homogenous characteristics.

The researcher can randomly select at least three (3) groups with 50
participants to represent the sample.
42
1. Quota Sampling
- is used when the researcher knows the characteristics of the target
population.
- is used when the budget is tight and time is limited for the study.
Example: population: 200 (100 males and 100 females); sample: 100
(25% males and 75% females).
2. Voluntary Sampling
- is a sampling technique wherein the subjects for the study are the
ones volunteering to be part of the sample.
- has no selection process.
Example: The researcher puts out a request from the members of the
population to join the sample, and the people will decide whether or not
NON-PROBABILITY SAMPLING
to be in sample.
SAMPLING TECHNIQUES
3. Purposive or Judgmental Sampling

- is used when the researcher chooses the people who are sure to
correspond to the objectives of the study.
Example: The study is about choosing a course in college. The

researcher will interview students who will pursue college education.
4. Availability Sampling
- is used when the researcher automatically includes the persons who
show willingness to participate in the study.
- Also known as convenience sampling
Example: A marketing student needs to get feedback regarding the

taste of a new variant of certain food endorsed in the market. He can
create an online survey, send a link to all the contacts on his phone,
share the link in social media, and talk to people he met on a daily basis.
5. Snowball Sampling
- does not give a specific set of samples.
- is used for a study involving unspecified group of people.
Example: a researcher is conducting a study among homeless Badjao

families in Bataan. The first homeless Badjao family he met will be the
primary data. The researcher can collect data from other homeless
Badjao families who are referred by the first Badjao family. Referral of
other homeless Badjao family may continue until the researcher
completed the number of Badjao families he will include in the study.
43
III. ACTIVITIES
ACTIVITY 1.
Directions: Determine the quantitative research design appropriate for the sample research
titles. Write your answers on your notebook.
1. Relationship between Academic Stressors and Learning Preferences of Public Senior High School
Students in Bataan
______________________________________________________________________________
2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils of Balanga
Elementary School.
______________________________________________________________________________
3. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens in Balanga.
______________________________________________________________________________
4. Measuring the Gadgets Usage of Grade 11 Students at Home during Covid Community Quarantine
______________________________________________________________________________
5. Level of Academic Achievement of Senior High Schools in Balanga in Different Learning Modalities
______________________________________________________________________________
ACTIVITY 2.
Directions: Determine what is the appropriate quantitative research design for each research
title and give a brief justification for your answer. Write your answers on your notebook.
Research Title Research Design Justification
1. Impact of the Implementation

of Covid – 19 Health Protocols
in Public Markets on
Consumer Behaviors
2. Effects of Story Telling on

Quality of Sleep of Children
ACTIVITY 3.
Directions: Identify the sampling procedure used in each given situation. Give a brief justification
for your answer. Write your answers on your notebook.
Research Title Research Design Justification

1. Richard’s target population for his study is
the employees of hotels in Bataan. Since
there are too many employees in these
establishments, he randomly selected two
(2) hotels and considered all its employees
as participants in his study.
2. Rina wants to know if the new learning
modalities in the semester affect the
academic performance of senior high
school students. He listed all students in her
school and selected every 6th name to be
part of her study.
3. Luis wants to survey all the parents in

Bataan who opt to enroll their senior high
school children to an online class. All in one
there are 30 000 parents. Luis decided to
have 450 from the target population.
44
ACTIVITY 4.
Directions: Assume the size of the population and identify the sample you will be using for the
given title below and explain the sampling technique you will use. Write your answers on your
notebook.
Example: Using Competitive Flashcard Games to Improve Math Facts in Special Pupils of Balanga
Elementary School
Research Title:
Level of Academic Achievement of Senior High Schools in Balanga in Different Learning Modalities
Size of the population
Sample size of the study
The method you will use to determine the sample

size (include computation if applicable)
Sampling procedure to be employed (explain the

steps)
Who will be your respondents?
45
IV. ANSWER KEY
Activity 1 Activity 2 Activity 3 Activity 4
1. Correlational 1.Correlational 1.Simple random ANSWERS MAY

2. Comparative research. It will study if sampling. Because of VARY
3. Correlational there is a relationship the term used
“randomly selected”.
4. Survey between the Covid-19
5. Descriptive health protocols and 2.Systematic sampling.
the Because of the
consumers’ behavior. sampling interval of
“every 6th name”.
2.True Experimental
research. The study 3.Quota sampling.
will use control and Because he just
experimental group. selected a certain
One group of children number of sample.
will be undergoing story
telling before bed time
and the other will not.
V. REFERENCES
Baraceros, Esther L. 2016. Practical Research 2. Sampaloc, Manila: Rex Bookstore, Inc.
Barrot, Jessie S. 2017. Practical Research 2 for Senior High School. Quezon City, Philippines: C &
E Publishing Inc.
Caintic, Helen E. and Cruz, Juanita M. 2018. Scientific Research Manual. C & E Publishing.
Cortez, Shiahari I, et.al. 2020. The Basics of Quantitative Research Design. Philippines: John 14 –
14 Book Publishing Center
Fraenkel, Jack R. and Wallen, Norman E. 2006. How to design and Evaluate Research in
Education. Asia: Mc – Graw Hill Companies
R, R. T. (2019, August 7). Quota Sampling: When To Use It and How To Do It Correctly - Atlan:
Humans of Data. Atlan. https://humansofdata.atlan.com/2016/04/quota-sampling-when-to-use-how-to-
do-correctly/.
Thomas, L. (2021, March 8). Quasi-Experimental Design: Definition, Types & Examples. Scribbr.
https://www.scribbr.com/methodology/quasi-experimental-design/.
46
Senior High School

Name of Student: _____________________________________________________________________

I. OBJECTIVES
1. distinguish the types of data collection, data gathering instruments and data analysis
procedures; and
2. plan data collection, data gathering instruments and data analysis.

Good Day! As you all know, research is a systematic process of rediscovering ideas and
concepts. It undergoes certain stages as you learned in the previous LAS. Today’s lesson will equip
you with knowledge on data collection, data gathering instrument and analysis procedures, which
plays a great part in any research undertaking as success of the study partly lies in them.
Data Collection
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.
Tvpes 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 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.
• Secondary Data Collection 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 published books, journals and/or online portals. In terms of ease, it is much less
expensive and easier to collect.
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.
• Experiments
• Surveys (sample surveys or census surveys)
• Interview is a data collection strategy in which participants are asked to talk about the area
under consideration
Steps for an effective interview:

1. Prepare interview schedule.
2. Select subjects/key respondent.
3. Conduct the interview.
4. Analyze and interpret data collected from the interview.
Classifications:
A. Structured Interviews: In this case, a set of pre-decided questions are prepared.
B. Unstructured Interviews: In this case, we don’t follow a system of pre-determined
questions.
C. Focused Interviews: Attention is focused on the given experience of the respondent and
its possible effects.
47
D. Clinical Interviews: Concerned with broad underlying feelings or motivations or with the
course of an individual's life experience.
E. Group Interviews: A group of 6 to 8 individuals is interviewed.
F. Qualitative and Quantitative Interviews: Divided on the basis of subject matter i.e.,
whether qualitative or quantitative.
G. Individual Interviews: Interviewer meets a single person and interviews him.
H. Selection Interviews: Done for selection of people for certain jobs.
Observation is a method under which data from the field is collected with the help of observation by
the observer or by personally going to the field. In the words of P.V Young, "observation may be defined
as systematic viewing, coupled with consideration of seen phenomenon."
Steps for an Effective Observation:

• Determine what needs to be observed.
• Select participants (Random/Selected)
• Conduct the observation (venue, duration, recording materials, take photographs)
• Compile data collected
• Analyze and interpret data collected
Classifications:
A. Structured Observation. When the observation is characterized by a careful definition
of the units to be observed, the style of recording the observed information,
standardized conditions of observation and the selection of related data of
observation.
B. Unstructured Observation. When it takes place without the above characteristics.
C. Participant Observation happens when the observer is member of the group which he
is observing.
D. Non-Participant Observation occurs when observer is observing people without giving
any information to them.
Questionnaire is predefined set of questions, assembled in a pre-determined order. It is handy when

the researcher is trying to collect information from large numbers of people.
Steps for an Effective Questionnaire:

• Prepare questions (Formulate & choose types of questions, order them, write instructions,
make copies)
• Select your respondents (Random/Selected)
• Administer the questionnaire (date, venue, time)
• Tabulate data collected
• Analyze and interpret data collected
Classifications:
A. Open-ended questions give the respondents the ability to respond in their own words.
B. Close-ended or fixed alternative questions allow the respondents to choose one of the
given alternatives.
Types: Dichotomous questions and Multiple Questions.
Schedules are very similar to Questionnaire method. The main difference is that a schedule is filled
by the enumerator who is specially appointed for the purpose. Here the enumerator goes to the
respondents, asks them the questions from the Questionnaire in the order listed, and records the responses
in the space provided. It is a must that the enumerator must be trained in administering the schedule.
Now after gathering the data needed using the different research instruments, data analysis comes
next. It is the process of evaluating data using the logical and analytical reasoning to carefully examine
each component of the data collected or provided. Also, it is one of the many steps that are taken when a
research experiment is conducted.
Qualitative Data Analysis

The data obtained through this method consists of words, pictures, symbols and observations. This
type of analysis refers to the procedures and processes that are utilized for the analysis of data to provide
some level of understanding, explanation or interpretation. Unlike the quantitative analysis, no statistical
approaches are used to collect and analyze this data. There are a variety of approaches to collecting this
type of data and interpreting it.
48
Qualitative data refers to non-numeric information such as interview transcripts, notes, video and
audio recordings, images and text documents. Qualitative data analysis can be divided into the following
five categories:
1. Content analysis. This refers to the process of categorizing verbal or behavioural data to classify,
summarize and tabulate the data.
2. Narrative analysis. This method involves the reformulation of stories presented by respondents
taking into account context of each case and different experiences of each respondent. In other
words, narrative analysis is the revision of primary qualitative data by researcher.
3. Discourse analysis. A method of analysis of naturally occurring talk and all types of written text.
4. Framework analysis. This is more advanced method that consists of several stages such as
familiarization, identifying a thematic framework, coding, charting, mapping and interpretation.
5. Grounded theory. This method of qualitative data analysis starts with an analysis of a single
case to formulate a theory. Then, additional cases are examined to see if they contribute to the
theory.
III. ACTIVITIES
ACTIVITY 1.
Directions: Label the pictures with the correct research instrument being shown.
1.
______________________________________
2.
______________________________________
3.
______________________________________
49
4.
______________________________________
5.
______________________________________
ACTIVITY 2.
Directions: Read the texts below then tell which of the type of data analysis was used in the
research and explain why you said so.
TEXT A.
These results show that the reference books used by the 19 teachers had issues on
contextualization under appropriateness. The IMs are moderately appropriate to the developmental
stage of the learners, their interests and level and skills.
In support of this, the participants during the FGD emphasized that the contents of these
reference books are found to be difficult on the part of the students. The participants said "not all
students are engaged in the tasks. There are even some who misbehaved." "Students do not display
much interest because contents of these materials are only applicable to higher level students"
another respondent added. Although the IMs have moderate extent of contextualization teachers
should strive for IMs with even higher extent of contextualization. In fact, the Division Supervisor
emphasized that "leacher should not rely only on the activities found in the book. Rather, they need
to use materials that would speak about the culture, practices, and events in a particular locality,
because when they are used in teaching, learning becomes more meaningful." In this case, the IMS
become even more appropriate.
My Premise:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
My Explanation:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
50
TEXT B.
Strauss and Corbin (1998) describe data analysis as a process of breaking down, organizing,
and reassembling data to develop a different understanding of phenomena. In accord with procedures
outlined by Strauss and Corbin regarding data analysis for grounded theory research, the following
coding procedures were implemented in the current project: open coding, axial coding, and selective
coding This section describes how data were deconstructed, and subsequently reorganized to provide
an understanding of how school psychologists respond in multicultural settings.
Several individuals, in addition to the researcher, engaged in coding and interpreting the data
for the current project. Two peer debriefers and one peer auditor participated in the analysis process.
Characteristics of both debriefers include European American background and experience working in
school settings. One of the debriefers is a practicing school psychologist while the other has had a
career as a special educator and is currently in a graduate school psychology program. The peer
debriefers assisted in the coding of data and provided feedback on coding categories and data
interpretations. The auditor for this project is a female, Latina, Doctoral-level, school psychologist. The
auditor monitored the coding and interpretation process and provided feedback. Further information
about the roles of these individuals is provided later in this chapter.
Examples of coding interview data are included in this chapter to illustrate the process.
Although explained as though the data analysis procedures represent distinct phases, often this was
not the case; different coding tasks began concurrently. Table 2 lists two passages from the interviews.
These passages are referred to throughout this section to demonstrate the open, axial, and selective
coding phases.
My Premise:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
My Explanation:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
ACTIVITY 3.
Directions: Below is a news report about bullying in the Philippines. Read and analyze the
problem and plan out what data gathering instrument and data analysis procedure are appropriate
to use. Describe them comprehensively. Copy the graphic organizers and write your answers on
your answer sheet.
Viral high school bullying video worries the Philippines

Bullying a recurring concern both for private as well as public schools
Published: December 22, 2018 15:35

Gilbert P. Felongco, Correspondent
Manila: The presidential palace has expressed alarm over viral bullying videos taken at a reputed Catholic
educational institution, and called on school authorities to implement laws against all kinds of intimidation.
A video had surfaced several days ago, showing a high school student from the Ateneo de Manila bullying
and physically assaulting a student from the same school, after challenging the latter to a fight.
The second student is bloodied in the nose and beaten up by his challenger, known on the campus as
“Taekwondo black belter.” The incident took place inside the school toilets.
51
It was also apparent that this incident was not the first time involving the bullying student, as other
videos of him involved in fights with other students also surfaced.
Presidential Spokesman Salvador Panelo said he saw the video, admitting that it was worrying. "I
think the school should investigate the incident and do something about it. You cannot be allowing bullying
inside the classroom and school," Panelo, who is also the Chief Presidential Legal Counsel, said.
The Philippines has rules against mental and emotional intimidation and causing actual physical
harm, and even cyber bullying, inside and outside the campus through the Anti-Bullying Act of 2013.
However, school authorities are apparently holding back on applying the law to every student. In this
case, the student involved in the bullying incident who was said to be related to a prominent industrialist
businessman with strong political connections.
On the education department's part, it said it would take action on the incident and such similar
occurrences as it involves the safety and well-being of students. "The Department of Education (DepEd)
observes zero tolerance against any form of violence against the child, as institutionalised by DepEd Order
No. 40, s. 2012, or the 'DepEd Child Protection Policy,' which also mandates the establishment of a Child
Protection Committee (CPC) in all public and private schools," it said.
It added that the Anti-Bullying Act of 2013 compels "any school administration, student, parent or
volunteer shall immediately report any instance of bullying".
"Private schools that fail to comply may face penalties under the law," the DepEd said.
Rep. Rodel Batocabe, one of the authors of the Anti-Bullying Act said it was disheartening that such
incidents were still happening five years after the law was passed. "I reiterate, the school is not a place for
bullies," he said, while urging the parents of the student involved to seek professional help for their child.
Senator Leila de Lima cautioned that the incident should be approached with caution and utter
objectivity, otherwise the victim will also suffer the same fate as the offender in front of the public and in
cyberspace. "When we face incidents of bullying, especially involving children, there is only one legitimate
goal: to stop the bullying. It is not to seek retribution. Punishment, especially in this case, should be a
means to an end: to end the cycle of bullying," she said.
"To merely pass judgement is counterproductive: society – especially social media – wags an
accusatory finger, the child gets defensive, the parents get defensive, the victim might get some relief, but
it doesn't solve the underlying problem. Everybody takes sides when, really, we all want the same thing.
To make sure the kid never bullies again," De Lima said.
Bullying is a recurring concern both for private as well as public school students in the Philippines.
TOPIC: _________________________________________________________________________
RESEARCH INSTRUMENT: _________________________________________________________
ANALYSIS: ______________________________________________________________________
IV. ANSWER KEY
1. Interview ANSWERS MAY VARY ANSWERS MAY VARY

2. Questionnaire
3. Observation
4. Survey
5. Experiment
52
V. REFERENCES
Atondo, H. B. (2019). Contextualized Instructional Materials in Teaching Reading and Writing Skills
(unpublished thesis). Bicol University, Legazpi City
Felongco, G.P. (2018). "Viral high school bullying video worries the Philippines.” Retrieved from:
https://gulfnews.com/world/asia/philippines/viral-high-school-bullying-videoworries-the-philippines-
1.61074536
7 Data Collection Methods & Tools for Research. Retrieved from: https://www.formpl.us/blog/data-
collection-method
“Qualitative Data Analysis.” Retrieved from: https://research-methodology.net/research-methods/data-

analysis/qualitative-data-analysis/
53
Senior High School

Name of Student: _____________________________________________________________________

I. OBJECTIVES
1. present written research methodology

Good Day! You are halfway to completing your study. You are expected to have already
chosen the appropriate qualitative research design for your study, described sampling procedure and
sample and planned data collection, data gathering instrument and analysis procedures, which were
discussed.
Review the TERMS!

 METHOD is a technique which the researcher uses to gather and generate data about the subject
of study
 METHODOLOGY is the section of the research paper which explains why the researcher chose to
use particular methods. It also includes the descriptions of any and all theoretical and/or ideological
concepts informing and influencing the course of the study, and the researcher’s rationale behind
adhering to these concepts.
 RESEARCH DESIGN is a plan which structures a study to ensure that the data collected and
generated will contain the information needed to answer the initial inquiry as fully and clearly as
possible.
Research methodology is a description of how exactly you conducted your research. You should provide
detailed information on the research design, participants, equipment, materials, variables and actions taken
by the participants. The method section should provide enough information to allow other researchers to
replicate your experiment or study. (Cherry, 2017)
How to Write the RESEARCH METHODOLOGY
Step 1: PARTICIPANTS
The Participants section tells the reader a minimum of 3 pieces of information:

1. Who was in your study;
2. The population used;
3. Any restriction on the nature of your participant pool. (APA Method Section, 2017)
You must give the following information in your Participants section:

1. The total number of participants and the number assigned to each experimental condition
2. The major demographic characteristics of the participants (such as age, etc.)
3. You must report the way the participants were selected
4. You must indicate if your participants are not representative of general population and if the
selection process was restricted in any way.
5. If they went to different groups, were they randomly assigned? (APA Method Section, 2017)
54
Step 2: MATERIALS OR APPARATUS
The Materials or Apparatus section tells the reader what equipment and tools you used to run your
experiment and to acquire data.
The rules for writing this subsection are as follows:
1. Standard equipment (such as screens, timers, keyboards, etc.) can be mentioned just by
name and without details.
2. Specialized equipment should give name, model number, and supplier name and location.
3. Complex equipment is named and then the reader is referred to the Appendix for
illustrations and greater details.
4. Custom equipment is named and labeled as custom equipment. Then, the reader is referred
to the Appendix for illustrations and greater details.
5. In your descriptions of the apparatus and materials, do NOT tell in detail how you will use
them.
How apparatus and materials are used belongs in the Procedure section.
Step 3: DESIGN & PROCEDURE
Describe the type of design used in the research. Specify the variables as well as the levels of these
variables. (Cherry, 2017: “APA Method Section,” 2017) this subsection gives the reader a summary of each
step in the execution of the research. This summary must be concise, precise and logical. Do not burden
the reader with too much detail but give enough so the reader can follow what is being done. (“APA Method
Section”, 2017)
Take Note!!
 Describe what you did and how you did it. The interested reader should be able to repeat the study
from the account provided. (‘APA style: Method,” 2017)
 Be concise, precise, and logical in your writing.
 Use the past tense in writing the methods section.
 Provide enough details to enable the reader to make an informed assessment of the methods used
in obtaining the results in relations to the research problem.
III. ACTIVITIES
ACTIVITY 1.
Directions: Choose five (5) sentences that are concise, precise, and logical. Write the numbers of
your choice on your answer sheet.
1. The participants were all the 121 laborers in Barangay Kasipagan who became
unemployed due to Covid-19 pandemic.
2. The researchers gave out the same questionnaire.
3. The participants were 136 managers.
4. The study employed the Action Research Design as its results will be used to help
improve organization and its processes.
5. The researchers interviewed the libraries and observed their manual process of
lending and retrieving books borrowed to be able to adjust the proposed online system.
6. The researchers chose the most appropriate research design which served as their guide.
7. The study did not include barangay officials who were not elected during barangay
elections such as Barangay Health Workers, Barangay Secretary and Treasurer.
8. The researchers used the shot story The Emperor’s New Clothes to measure the
children’s reading skills (see Appendix A).
55
ACTIVITY 2.
Directions: The three (3) sentences you did not choose in Activity 1 are the ones you believe are
NOT concise, precise, and logical. Revise them to fit the guidelines in writing the Research
Methodology. Write your answers on your answer sheet. Be guided by the rubric below.
INDICATORS 3 2 1
The sentence is clear. Some parts of the The sentence is
Clarity sentence are not clear vague.
or not explained well.
The sentence is Only some parts of the The sentence is not
concise. sentence are concrete. concise at all. It’s too
Conciseness wordy, making it
difficult to follow and
understand.
No grammatical errors 1-3 grammatical errors 4 or more grammatical
were found. were found. errors were found.
Grammar and
tense Past tense was used Past tense was used, The sentence did not
all throughout the but only in some parts use the past tense of
sentence. of the sentence. the verb.
ACTIVITY 3.
Directions: Identify/Enumerate the following from your own study. In Materials and/or Apparatus,
write NONE if you did not use any. Write your answers on your answer sheet.
1. Participants
2. Materials and/or Apparatus
3. Research Design
4. Data Gathering Method/s Used
56
IV. ANSWER KEY
1, 4, 5, 7, 8 ANSWERS MAY VARY ANSWERS MAY VARY
V. REFERENCES
Cristobal, A.P. & Cristobal, M.C.D. (2017). Practical Research for Senior High School. Quezon
City, Manila: & E Publishing, Inc.
Jerusalem, V.L., Garcia, M.D.R, Palencia, J.M. & Palencia, M.M. (2017). Practical research 1:
Basic of Qualitative Research. Sampaloc, Manila: Fastbooks.
57
Senior High School

Name of Student: ______________________________________________________________

I. OBJECTIVES
1. Illustrate the importance of Reference and Citation in the different fields of discipline; and
2. Proper manner of writing Reference and Citation.

Hello! You have probably used several information from different sources as you go through your
own research. Remember that it is very important that you give credits to certain people for their works.
In this Learning Activity Sheet, you are going to know and understand the importance of citations
and references. Thus you avoid committing plagiarism.
Reference vs. Citation
Reference- detailed description of where you took certain information. It often includes the following—
name of the author/s, year of publication, title of the source, publisher, page range, & the
URL(only when applicable). It is usually placed at the end of the research paper with “REFERENCES”
as the heading.
Example: Concordia University. (1905). APA Citation and Style Guide. https://libguides.cu-
portland.edu/APA_style/references (Source:Website)
Dobson, J. (1988). Dare to Discipline. Tyndale House Publishers. (source: Book)
Citation- is a shorter version of a reference which often includes 3 information—last name/s of the
author, the year of publication, and the page number (only when applicable). It is commonly placed
inside a parenthesis, right after the paraphrased or quoted information, or as part of the sentence.
Example: “Discipline in the child’s early experiences begins with the fundamental relationship
between his parents and himself, particularly his mother.” (Dobson, 1988)
Or
According to Dobson(1988), discipline in the child’s early experiences begins with the
fundamental relationship between his parents and himself, particularly his mother.
Citing or documenting the sources used in your research serves three purposes:
1. It gives proper credit to the authors of the words or ideas that you incorporated into your research.
2. It allows those who are reading your work to locate your sources to learn more about the ideas that
you include in your paper.
3. Citing your sources consistently and accurately helps you avoid committing plagiarism in your writing.
There are two most commonly used reference style: APA style and MLA Style. (See attached document
for reference)
American Psychological Association (APA)- used by Education, Psychology, and Sciences

Modern Language Association (MLA)- used by the Humanities
Based on RM 86, s. 2020 with some modifications
58
Format for Reference Page
 One inch (2.54 cm) page margin on all sides.

 Times New Roman font in 12 pt.
 ‘References’ as title (centered)
 Running Head (top left corner)
 Page Number (top right corner)
 Double spacing within and between references
 ½ inch hanging indent for references longer than one line
 References should be alphabetized
III. LEARNING SKILLS FROM THE MELCS

 list references
IV. ACTIVITIES
ACTIVITY 1.
Directions: Create a list of References using the information provided below. You may use
either APA or MLA style. Remember to follow the formatting guidelines in making a reference list.
Write your answer on a separate sheet of paper.
Source 1 (book)
Title: Positive Thinking: Get Health, Happiness, and Optimism
Author: Horn, Nils
Year: 2015
City/Location: Munich, Germany
Publisher: BookRix GmbH & Co. KG
Source 2 (journal article)

Title: The Tragedy of Dehydration
Author: Antemano, Rowena R. & Tolete, Janet R.
Year: 2019
Journal Name: Health and Home
Pages: 20-21
Source 3 (website)
Name of Webpage: PsychCentral
Name of Website: www.psychcentral.com
Title: 10 Highly Effective Study Habits
Author: Grohol, John M.
Year: 2020
Month: January
Day: 17
URL: https://psychcentral.com/lib/top-most-effective-study-habits/
Source 4 (book)
Title: Graphic Design Theory
Author: Armstrong, Helen
Year: 2009
City/Location: New York
Publisher: Princeton Architectural Press.
59
ACTIVITY 2.
Directions: Create a list of references for your own research paper. You may do it manually on a
separate sheet of paper or encode it using Microsoft Word application.
60
V. ANSWER KEY
ACTIVITY 1
APA Style
Antemano, R. R., & Tolete, J. R. (2019). The Tragedy of Dehydration. Health and Home , 20-21.
Armstrong, H. (2009). Graphic Design Theory. Princeton Architectural Press.
Grohol, J. M. (2020, January 17). 10 Highly Effective Study Habits. Retrieved from PsychCentral:
https://psychcentral.com/lib/top-most-effective-study-habits/
Horn, N. (2015). Positive Thinking: Get Health, Happiness, and Optimism. BookRix GmbH & Co. KG.
MLA Style
Antemano,Rowena R. , & Janet R. Tolete. The Tragedy of Dehydration. Health and Home , 2019: 20-21.Print
Armstrong, Helen. Graphic Design Theory. Princeton Architectural Press, 2019. Print
Grohol, John M. 10 Highly Effective Study Habits. 17 January 2020. https://psychcentral.com/lib/top-most-
effective-study-habits/. Accessed on June 5, 2020.
Horn, Nils. Positive Thinking: Get Health, Happiness, and Optimism. BookRix GmbH & Co. KG. 2015. Print
ACTIVITY 2
ANSWER MAY VARY.
VI. REFERENCES
Sandagon, NG. (2020) Practical Research 1 Quarter 2 Module 10.
61

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Nabua National High School

Senior High School

LEARNING ACTIVITY SHEET NO. 1

Name of Student: _____________________________________________________________________

II. INTRODUCTORY CONCEPT

Qualitative and Quantitative Research

Characteristics Soft Science Hard Science

8. seeks to confirm a hypothesis

10. meaning and discovery

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3

Jerusalem, V. L., Garcia, M. D. R., Palencia, J. M. & Palencia, M. M. (2017). Practical

LEARNING ACTIVITY SHEET NO. 2

Name of Student: _____________________________________________________________________

II. INTRODUCTORY CONCEPT

1. Positive or Scientific Approach

3. Triangulation/ Mixed Method

1. Anti-social Personality Disorder

2. Race, Nationality, Ethnicity

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3

Dictionary.com. (n.d.). Research. Dictionary.com. Retrieved from

IndayManasseh Follow. (n.d.). Qualitative Research: Importance in Daily Life. Slideshare.

What is Field Knowledge. IGI Global. (n.d.). Retrieved from https://www.igi-

LEARNING ACTIVITY SHEET NO. 3

Name of Student: _____________________________________________________________________

II. INTRODUCTORY CONCEPT

CHARACTERISTICS OF A GOOD RESEARCH TITLE

1. summarizes the main idea/s of your study

REMINDERS IN WRITING A RESEARCH TITLE

HOW TO WRITE A RESEARCH TITLE

Let us take this sample title:

Working Research Title:

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3

ANSWERS MAY VARY ANSWERS MAY VARY ANSWERS MAY VARY

LEARNING ACTIVITY SHEET NO. 4

Name of Student: _____________________________________________________________________

III. INTRODUCTORY CONCEPT

Topic: Mental Health

Subtopic: Depression and anxiety among teenagers

Research Question Is it a good If YES, justify your answer

2. What are the causes of global

3. How can drunk driving be prevented?

4. How have daily meditation affected

5. Where do majority of Overseas

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3

ANSWERS MAY VARY ANSWERS MAY VARY ANSWERS MAY VARY

Laurier Library, YouTube.com https://www.youtube.com/watch?v=1oJNO6PYZe4&t=199s

LEARNING ACTIVITY SHEET NO. 5

Name of Student: ______________________________________________________________

II. INTRODUCTORY CONCEPT

Scope and Delimitation

How to Indicate the “Scope and Delimitation of the Study”

Scope and Delimitation Example from Actual Studies

II. LEARNING SKILLS FROM THE MELCS

Title of the Study:

Bongon, JA. (2020). Practical Research 1- Quarter 1, Module 12

LEARNING ACTIVITY SHEET NO. 6

Comparison of Referencing Styles

Ways of Citing Related Literature

Book (p. 799)

Author Surname, Book Title, page #.

E-Book (p. 824-8)

Author Surname, Book Title, page #.

C. CONTRIBUTION TO A MULTI-COLORED BOOK