Learning Module

&
Research Guide

NAME:_____________________________________________________________________________________

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 MOST ESSENTIAL LEARNING COMPETENCIES

ENGLISH – 3rd QUARTER

CONTENT STANDARD

The learner demonstrates understanding of how world literature and other text types serve as
sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how
to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and
structures of modification.

PERFORMANCE STANDARD

The learner skillfully delivers a speech for a special occasion through utilizing effective verbal
and non-verbal strategies and ICT resources.

Quarter Domain Code Learning Competencies

Quarter 3 Compose a research report on a relevant social issue

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 RESEARCH – WEEK 1-2

Learning Competency:

Compose a research report on a relevant social issue

Topic:

LESSON 1: Chapter II - Review of Related Literature & Studies

Chapter II - Review of Related Literature & Studies

A literature review is a summary of studies related to a particular area of research. It identifies and
summarizes all the relevant research conducted on a particular topic. It is important that your literature
review is focused. Therefore, you should choose a limited number of studies that are central to your topic
rather than trying to collect a wide range of studies that might not be closely connected.

Literature reviews help you accomplish the following:

• Evaluate past research

Collecting relevant resources will help you see what research has already been done. This will
also help avoid duplication.

• Identify experts
It is important to identify credible researchers who have knowledge in a given field, in order to
seek their help if you get stuck with certain aspects of your research.

• Identify key questions

Your ultimate aim is to bring something new to the conversation. Collecting resources will help
you determine the important questions that need to be addressed.

• Determine methodologies used in past studies

Knowing how others have approached a particular topic will give you the opportunity to identify
problems and find new ways to research and study a topic. If the reported methodology was
successful, you can use it and save time that you would otherwise be spending on optimization.

ACTIVITY 1. REVIEW OF RELATED LITERATURE AND

STUDIES

In this activity, you will write the review of related literature and
studies of your thesis. Make sure to watch the video provided by the
teacher about this topic and check the example RRL before making
your own. The link for the video will be provided by your teacher on
your group chat.

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 RESEARCH – WEEK 3

Learning Competency:

Compose a research report on a relevant social issue

Topic:

LESSON 1:

Chapter III – Research Methodology

Research methodology is the specific procedures or techniques used to identify, select, process,
and analyze information about a topic. In a research paper, the methodology section allows the reader to
critically evaluate a study's overall validity and reliability. It contains the following:

1. Research Design – this explains the type of research to be conducted and refers to the overall
strategy that you choose to integrate the different components of the study in a coherent and
logical way, thereby, ensuring you will effectively address the research problem; it constitutes the
blueprint for the collection, measurement, and analysis of data.
2. Respondents of the Study - are those persons who have been invited to participate in a particular
study and have actually taken part in the study.
3. Instrumentation - refers to the tools or means by which investigators attempt to measure
variables or items of interest in the data-collection process.
4. Data Gathering and Procedure - Data collection is the process of gathering and measuring
information on variables of interest, in an established systematic fashion that enables one to
answer stated research questions, test hypotheses, and evaluate outcomes.
5. Statistical Treatment of Data - The term “statistical treatment” is a catch all term which means
to apply any statistical method to your data. Treatments are divided into two groups: descriptive
statistics, which summarize your data as a graph or summary statistic and inferential statistics,
which make predictions and test hypotheses about your data.

ACTIVITY 2. RESEARCH METHODOLOGY

In this activity, you will write the third chapter of your thesis. Make
sure to watch the video provided by the teacher about this topic and
check the example Chapter III before making your own. This is
probably one of the easiest chapters because there is a format that you
will follow and just edit it according to your own research. The link
for the video will be provided by your teacher on your group chat.

In making the research design, bear in mind that we are making use of descriptive design, just include
two definitions of descriptive design in research from any resource, like books, online articles and even
other researches. Use the format given by the teacher as well as for the other parts of this chapter.

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 RESEARCH – WEEK 4-5

Learning Competency:

Compose a research report on a relevant social issue

Topic:

LESSON 3: Questionnaire

A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering
information from respondents. Questionnaires can be thought of as a kind of written interview. They can
be carried out face to face, by telephone, computer or post.
Data can be collected relatively quickly because the researcher would not need to be present when the
questionnaires were completed. This is useful for large populations when interviews would be
impractical. Questionnaires can be an effective means of measuring the behavior, attitudes, preferences,
opinions and, intentions of relatively large numbers of subjects more cheaply and quickly than other
methods.

Designing Likert-type questions

A Likert scale is made up of 4 or more questions that assess a single attitude or trait when response
scores are combined. Each question may measure a separate component of that overall topic.

For example, if you want to assess attitudes towards environmentally-friendly behaviors, you can design
a Likert scale with a variety of questions that measure different aspects of this topic.

Phrasing as questions vs statements

Both statements and questions are often used in Likert scales. Using a mix of both can keep your
participants engaged and attentive during your survey.

When deciding how to phrase questions and statements, it’s important to ensure that they are easily
understood and do not bias your respondents in one way or another.

Positive vs negative framing

Use both positive and negative frames in your questions. If all your questions only ask about things in
socially desirable ways, your participants may be biased towards agreeing with all of them to show
themselves in a positive light.

•
Negative framing
Environmental damage caused by single use water bottles is a serious problem.

Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree

Avoid double negatives

Double negatives can lead to confusion and misinterpretations as respondents will be unsure of what
they are agreeing to.

• Bad example

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 I never buy non-organic products.

Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree

Ask about only one thing at a time

If you use double-barreled questions, your respondents may selectively answer about one topic but
ignore the other, or try to pick a neutral but inaccurate answer.

•
Good example
I have knowledge about climate change and food systems.

Very poor Poor Fair Good Excellent

Selecting the response items

Likert scales commonly have 5 or 7 items, and the items on each end are called response anchors. The
midpoint is often a neutral item with positive items on one side and negative items on the other. Each
item is given a score from 1–5 or 1–7.

Number of items
More items give you deeper insights but make it harder for participants to decide on answers because
there are more choices. Fewer items mean you capture less detail, but the scale is more user-friendly.

Types Of Items
You can measure a wide range of perceptions, motivations, and intentions using Likert scales.
Some of the most common types of items include:

• Agreement: Strongly agree, Agree, Neither agree nor disagree, Disagree, Strongly disagree
• Quality: Very poor, Poor, Fair, Good, Excellent
• Likelihood: Not at all likely, Somewhat likely, Extremely likely
• Experience: Very negative, Somewhat negative, Neutral, Somewhat positive, Very positive

Example Research Questionnaire

Questionnaire for Selected Senior High School Students of John Paul College
Senior High School Department

Part I – Status of Task-Based Strategies used in Second Language Learning at John Paul College
Senior High School Department

Directions: Below is a list of questions which would determine the Status of Task-Based Strategies used
in Second Language Learning at John Paul College Senior High School Department. Encircle the
number that corresponds to your answer using the Likert Scale where:

1 – Needs Improvement 2 – Below Average 3 – Average

4 – Commendable 5 – Very Commendable

A. TYPES OF TASKS

1. The tasks are incorporated with authentic situations so that

I will feel more natural in doing it. 1 2 3 4 5

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2. The tasks are relevant to the topic that has been discussed. 1 2 3 4 5

3. The tasks given are diverse enough to use English language in 1 2 3 4 5

different situations.
4. The tasks given focus more on the development of accuracy
and fluency rather than forms or structure. 1 2 3 4 5

5. The tasks given are consistent to give learners opportunity to 1 2 3 4 5

develop speaking skills.

B. TEACHER’S ROLE

1. The teacher shares and specifies the objectives of the tasks before letting us do it. 1 2 3 4 5

2. The teacher effectively directs and stimulates participation. 1 2 3 4 5

3. The teacher uses a wide range of well-chosen, effective strategies, 1 2 3 4 5

questions, materials and groupings to accelerate student learning.

4. The teacher ensures that the students understand the grammar and 1 2 3 4 5
vocabulary items by giving real communicative tasks and drills.

5. The teacher works as a facilitator and monitors the group work in the 1 2 3 4 5
classroom and attends to the needs of diverse students.

C. TIME ALLOTMENT

1. I maximize the time given to accomplish the goals of task. 1 2 3 4 5

2. The tasks given to us were allotted enough time depending on complexity. 1 2 3 4 5

3. I am more driven to accomplish goals if there is a specific time limit. 1 2 3 4 5

4. The time limit helps both the teacher and the students to determine 1 2 3 4 5
which group or individual worked faster or slower.

5. The time limit lets me keep track of the things I should know and be able to do. 1 2 3 4 5

Part II – The Effects of Task-Based Strategies used in Second Language Learning to the Language
Proficiency of Selected Senior High School Students at John Paul College

Directions: Below is a list of questions which would determine the effects of Task-Based Strategies used
in Second Language Learning to the Language Proficiency of Selected Senior High School students at
John Paul College. Encircle the number that corresponds to your answer using the Likert Scale where:

1 – Needs Improvement 2 – Below Average 3 – Average

4 – Commendable 5 – Very Commendable

A. ORAL COMMUNICATION SKILLS

1. I am able to respond appropriately and extend my responses to tasks 1 2 3 4 5

using the English language.

2. I can read and pronounce words correctly at a good pace and make 1 2 3 4 5
the necessary pause or stop at punctuations.

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3. I can articulate thoughts or ideas effectively in oral communication. 1 2 3 4 5

4. I speak in English with varied volume and expression. 1 2 3 4 5

5. I can speak the English language with confidence and lesser mistakes. 1 2 3 4 5

B. LEARNERS’ ROLE

1. I prepare myself everytime I go to school so I can be ready for whatever 1 2 3 4 5

task the teacher will give me.

2. I express my genuine interest in tasks and involve myself in it. 1 2 3 4 5

3. I give the right amount of interaction and appropriate responses during tasks. 1 2 3 4 5

4. I am more eager to learn and participate if my hard works and efforts 1 2 3 4 5

are recognized.

5. I request for the teacher or my classmates’ help or review if there is something 1 2 3 4 5

that I didn’t understand clearly.

C. MOTIVATION TO IMPROVE LANGUAGE PROFICIENCY

1. I am challenged when the teacher provides opportunity for choice in tasks. 1 2 3 4 5

2. I enjoy learning the English language through fun yet challenging tasks. 1 2 3 4 5

3. I am more eager to learn and participate if my hard works and efforts are recognized. 1 2 3 4 5

4. I am more eager to participate in familiar tasks rather than unfamiliar ones. 1 2 3 4 5

5. Participating in tasks gives me a feeling of personal satisfaction. 1 2 3 4 5

ACTIVITY 3. QUESTIONNAIRE. Make a set of questionnaire for your

research. Include all the variables of your study following the format given on this
lesson. Choose the type of items appropriate for your study. Make at least three (3)
statements for each variable.

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 REFERENCES

Review of Related Literature and Studies. Retrieved October 3, 2020.

https://www.enago.com/academy/literature-review-tips-for-the-introduction-and-discussion-
sections/#:~:text=A%20literature%20review%20is%20a,your%20literature%20review%20is%20focused.

Gonzales, M.C. Undergraduate Thesis – Academic Year 2018-2019. Accessed October 3, 2020.
The Task-based Strategies and the Second Language Learning of the Selected Senior High
School Students at John Paul College

Prepared by: Checked by:

MAYBELL C. GONZALES, LPT JERIECA LYKA S. RUBIO, LPT

English 10 Teacher Head Teacher, Junior High School

Recommending Approval: Approved by:

NERISSA S. DELOS REYES, MAEd, SMRIEdr DR. RAMON E. WOO, JR., CPA, DFRIEdr
VPO/Basic Education Principal VPAA/Dean of Studies

Noted by:

DR. ROSALINA S. ANDAYA, Ed.D., DFRIEdr

President

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