PR1 1st Quarter LAS QUARTER 1

Practical Research 1
(Qualitative Research)
nd
1st Quarter, 2 Semester
LEARNING ACTIVITY SHEETS

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 1
COPYRIGHT PAGE
Practical Research 1
Alternative Delivery Mode
Quarter 1- 2nd Semester
First Edition 2021
Copyright Permission © 2021 Charisma Archibido Frace, Ph. D, Department of Education,

Division of Tuguegarao City and Cagayan National High School- Senior High
ALL RIGHTS RESERVED. No part of this book may be reproduced or used in any manner
without written permission of the writer and consultants.
Writer: CHARISMA ARCHIBIDO FRACE, PH. D.
Content Editors: ENGR. MARK KENNETH C. SUMBILLO

MARY ANN A. BALANZA, PH. D
Language Editors: MYNNA S. CATUBAG

JENIFER V. PASCUAL
Consultants: JONALYN D. CALLUENG

Asst. Principal II- Academics
GRACE T. MACABABBAD
Secondary School Principal II
PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH)
Name of Learner: ____________________________ Grade Level: ___________________
Section: ____________________________________ Score: ________________________
LEARNING ACTIVITY SHEET
THE IMPORTANCE OF RESEARCH IN DAILY LIFE
Background Information for Learners
NATURE OF INQUIRY AND RESEARCH
Inquiry
• It is a learning process that motivates you to obtain knowledge or information about
people, things, places, or events.
• You do this by investigating or asking questions about something.
• It requires you to collect data, meaning, facts, and information about the object of your
inquiry, and examine such data carefully.
• In your analysis, you execute varied thinking strategies that you ought to perform in
discovering and understanding the object of inquiry.
Characteristics:
• It is an active learning process.
• It is a problem-solving technique.
• It elevates your thinking power.
• It allows you to shift from one level of thought to another.
• It does not go in a linear fashion; rather, it operates in an interactive manner. •
It includes cooperative learning
Governing Principles or Foundations of Inquiry
Three Educational Theories:
1. John Dewey’s theory of connected experiences for exploratory and reflective thinking
2. Lev Vygotsky’s Zone of Proximal Development (ZPD)
3. Jerome Bruner’s theory on learners’ varied world perceptions for their own
interpretative thinking of people and things around them.
Directions and Instructions
Good day, learner! This learning activity sheet focuses on the importance of research in
daily life. There are tasks that you need to do to deepen your understanding about the
importance of research. Strictly follow the instructions in every activity and accomplish the
activity within the given timeline. Before you start, sign the contract below. Good luck,
learner!
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish
the activity package and submit it to your teacher (____________________) on
(____________________).
Learning Competency:
MELC: The learner shares experiences and knowledge of research and explains the
importance of research in daily life.
K12 CG Code: CS_RS11-IIIa-1 and CS_RS11-IIIa2
Activity 1: BOOST YOUR UNDERSTANDING!

Directions: In your own words, explain briefly and substantially your understanding
on the following significance of research.
1. A tool for building knowledge and for facilitating learning
___________________________________________________________________________
___________________________________________________________________________
2. Means to Understand Various Issues and Increase Public Awareness
___________________________________________________________________________
___________________________________________________________________________
3. An Aid to Business Success
___________________________________________________________________________
___________________________________________________________________________
4. A Way to Prove Lies and to Support Truths
___________________________________________________________________________
___________________________________________________________________________
5. Means to Find, Gauge, and Seize Opportunities
___________________________________________________________________________
___________________________________________________________________________
6. A Seed to Love for Reading, Writing, Analysing, and Sharing Valuable Information
___________________________________________________________________________
___________________________________________________________________________
7. Nourishment and Exercise for the Mind
___________________________________________________________________________
__________________________________________________________________________
_
Activity 2: LET’S SHARE IT!

Directions: Think of your experiences in conducting research in the past and complete
the graphic organizer with information that you have researched.
Biography Research
WHO Person’s Name
Who is his/her family?
WHAT What are his/her character traits?
What did he/she like to do?

WHERE When did he/she live? Date of birth:
Date of death:
Where is his/her birth place? Where did she spend most

of her life?
WHY Why is this person famous?
HOW How did he/she influenced others or changed the world?
Activity 3: LET’S HEAR IT FROM YOU!

Directions: In your own understanding, explain the importance of research to other
fields.
1. Research and Economy
_____________________________________________________________________
_____________________________________________________________________
2. Research and Social Sciences
_____________________________________________________________________
_____________________________________________________________________
3. Research and Environmental Science
_____________________________________________________________________
_____________________________________________________________________
4. Research and Culture
_____________________________________________________________________
_____________________________________________________________________
5. Research and Health
_____________________________________________________________________
_____________________________________________________________________
Activity 4: LET’S INTERVIEW

Directions: Demonstrate your understanding of the importance of research in daily life
by conducting an interview to at least 3 professionals in different fields (e.g. medicine,
education, arts, humanities, information and communication technology and social
inquiry) asking them the importance of research in their daily life. Then, make a 3-
minute video presentation about the importance of research that your interviewees have
found in their daily activities. Submit your output via email or any social media
depending on the chosen platform of your subject teacher.
Note: Since face-to-face interaction is not yet allowed due to pandemic, the interview
can be done through phone call, chat/video call using social media, or email. Make
sure to submit also your evidence that you conducted interview.
The rubric below will be your guide.
7-10 5-6 3-4 1-2
Content Content shows Fairly well Portions may Not

& a continuous documented and be poorly organized.
Organiz progression of organized. documented
ati on ideas and tells Format is easy and/or Difficult
a complete, to organized. to
easily Hard to follow.
follow. Good
followed follow the Poo r
quality
content. Well explanation progressions shows

documented shows good of the poor
and organized. effort. content. effort.
Excell ent, well Explana tion
thought shows some
out effort.
explanation
shows
superior
effort.
Usefulness Project is Project is Project Project’s

focused and focused and demonstrated usefulness
very informative; development is in
informative; promotes the use of computer question.
promotes the of computer technology; D oes not
use of technology to has problems inform;
computer create the video staying does not
technology to to deliver focused on stay
create the information. topic. focused on
video and the topic.
makes others
want to use the
same type of
format in
delivering
information to
an audience.
Creativi Excellent Good use of Minimal use Use of
ty & sense of design. Some of design elements
Elements design. transitions are elements. No detracts
of Design Effective inappropriately transitions. from
camera placed. Sound Soun d is video.
techniques quality is lacking or Too
used for the okay. Video is inappropriate many
video. Video clear and in or scratchy. transition
is focused focused. Video may be s.
and of out of Sounds
good focus or “shaky”. detract
quality. from
Smooth content.
transitions are Vi deo is
appropriate out of
and aid in focus and
delivery of the “shaky”.
presentation.
Oral Well Fairly fluid Some Great

Presenta rehearsed. delivery. difficulty difficulty
tio ns Voice, eye Communi cates communicati communi
Skills contact and ideas with ng ideas. cat ing
pacing hold proper voice Poor ideas.
interest and projection; voice Poor
attentions of perhaps one projections; voice
audience; mispronounced some eye projection;
introduced work; made eye contact; no no eye
self and contact; introduction; contact; no
project. introduced self mispronounced introductio
and project. a few words; n;
long pauses; mispronou
somewhat n ced
confused. words;
stopped or
had long
pauses;
confused.
(Adapted from www.cheney268.com/Learning/.../VideoPresentationRubric.doc)
Reflection
Reflect on what you have learned after taking up this lesson by completing the K-W
L chart below.
What I KNOW What I WANT to know What I have LEARNED
I thought that … I want to … I learned that …
References:
Baraceros, E.2016. RBS Practical Research 1
Practical Research 1 Teacher’s Guide. Department of Education
https://owlcation.com/academia/Why-Research-is-Important-Within-and-Beyond-the
Academe
Answer Key:
Activity 1: BOOST YOUR UNDERSTANDING! Activity 2: LET’ HEAR IT FROM YOU! 1.
Students’ answer vary Students’ answer vary 2. Students’ answer vary
3. Students’ answer vary Activity 3: LET’S SHARE IT! 4. Students’ answer vary
Students’ answer vary 5. Students’ answer vary
6. Students’ answer vary Activity 4: LET’S INTERVIEW 7. Students’ answer vary
Students’ answer vary
CHARISMA ARCHIBIDO FRACE, Ph. D.

charisma.archibido@deped.gov.ph
Teacher III- Cagayan National High School- Senior High
Writer

Section: ____________________________________ Score: ________________________
THE CHARACTERISTICS, PROCESSES, AND ETHICS OF
RESEARCH Background Information for Learners
Research Defined
• Research is defined as the scientific investigation of phenomena which includes
collection, presentation, analysis and interpretation of facts that lines an individual‘s
speculation with reality.
Characteristics of Research
1. Empirical. Research is based on direct experience or observation by the researcher.
2. Logical. Research is based on valid procedures and principles.
3. Cyclical. Research is a cyclical process because it starts with a problem and ends
with a problem.
4. Analytical. Research utilizes proven analytical procedures in gathering the data,
whether historical, descriptive, and experimental and case study.
5. Critical. Research exhibits careful and precise judgment.
6. Methodical. Research is conducted in a methodical manner without bias using
systematic method and procedures.
7. Replicable. The research design and procedures are replicated or repeated to enable
the researcher to arrive at valid and conclusive results.
Ethics in Research
Ethics generally is considered to deal with beliefs about what is right or wrong, proper
or improper, good or bad. According to a dictionary definition (Webster‘s 1968), to be
ethical is to conform to accepted professional practice.

Hello, learner! New lesson has been introduced to you and this lesson strengthens your
knowledge and skills on different concepts that involve research. You need to finish activities
for your understanding to be deepened. These activities will facilitate your understanding of
what research really is. Strictly follow the instructions in every activity and accomplish the
activity within the given timeline. Before you start, sign the contract below. Good luck,
learner!
LEARNING CONTRACT
(____________________).

Learning Competency:
MELC: The learner describes the characteristics, processes and ethics of research.
K12 CG Code: CS_RS11-IIIa-3
Activity 1: EXPLAINING LEARNED CONCEPTS

Directions: Express your judgement or decision about each line by checking the box
representing your choice. On the lines provided, write your agreement or disagreement
on the given statement.
1. Your zero or poor knowledge of research means you are not in a quality
school. Agree Disagree
___________________________________________________________________________
___________________________________________________________________________
2. To have rich understanding of every aspect of your research means to approach it in a
naturalistic way.
Agree Disagree
___________________________________________________________________________
___________________________________________________________________________
3. You can quantify people’s world views.
Agree Disagree
___________________________________________________________________________
___________________________________________________________________________
4. Research is exactly the same as inquiry.
Agree Disagree
___________________________________________________________________________
___________________________________________________________________________
5. You behave like a scientist in research.
Agree Disagree
Activity 2: ENLIGHTEN IT!
Directions: Explain briefly why the following processes in conducting a research are
important.
1. Select a general problem
___________________________________________________________________________
___________________________________________________________________________
2. Review the literature of the problem
___________________________________________________________________________
___________________________________________________________________________
3. Select a specific research problem, question, or hypothesis
___________________________________________________________________________
___________________________________________________________________________
4. Collect data
___________________________________________________________________________
___________________________________________________________________________
5. Analyze and present or display data
___________________________________________________________________________
___________________________________________________________________________
6. Interpret the findings and state conclusions or generalizations regarding the problem
___________________________________________________________________________
___________________________________________________________________________
Activity 3: YOU DECIDE!
Directions: Read and analyse the following
statements. Draw if the statement observes ethical
considerations in conducting research, otherwise draw . _____1. Objectivity and
integrity
_____2. When analyzing the data, reveal only part of the facts, present facts out of context,
falsify findings or offer misleading presentation such as lying with statistics _____3. Asking a
respondent a question that causes him or her extreme embarrassment; guilt emotional turmoil
by remaining him or her of an unpleasant experience _____4. Respect of the research subjects
‘right to privacy and dignity and protection of subjects from personal harm.
_____5. Invading the privacy of a respondent
_____6. Acknowledgement of research collaboration and assistance
_____7. Presentation of research findings
_____8. Studying the respondents or research subjects without their
knowledge _____9. Deceiving a respondent about the true purpose of a study
_____10. Distortions of findings by sponsor
Activity 4: SKETCH IT!

Directions: In the space provided, create a sketch describing a noble researcher.
PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES

10
Be guided with the rubrics below:
Drawing Average (2pts) Proficient (3pts) Advanced (4pts)
The sketch The sketch The sketch

shows some shows some shows that it
effort toward 3- effort toward 3- applies
D. A lack of D. A lack of techniques such as
planning is evident. planning is evident. shading and value
to create a 3-D
effect.
Creativity The sketch lacks The sketch The sketch
sincere originality. somewhat lacks demonstrates a
sincere originality. unique level of
originality.
Craftsmanship The sketch is The sketch is The sketch is

messy and shows somewhat messy very neat and
marks and rips, and shows either shows no
tears, or folds. marks or rips, evidence of
tears, or folds marks, rips,
tears, or folds.
Reflection:
Write your answer for the following:
1. I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. I enjoyed the lesson most on

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. I want to learn more on

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:

11
Answer Key:
1. Students’ answer vary
Activity 2: ENLIGHTEN IT!


1. . 6.
2. . 7.
3. . 8.
4. . 9.
5. 10.
Activity 4: SKETCH IT!

CHARISMA ARCHIBIDO FRACE, PH. D.

Teacher III- Cagayan National High School- Senior
High Writer

12
Section: ____________________________________ Score: ________________________
QUANTITATIVE AND QUALITATIVE RESEARCH
Definition of Quantitative and Qualitative Research
Quantitative research is a type of educational research in which the researcher decides what
to study; asks specific, narrow questions; collects quantifiable data from participants; analyzes
these numbers using statistics; and conducts the inquiry in an unbiased, objective manner.
Qualitative research is a type of educational research in which the researcher relies on the
views of participants; asks broad, general questions; collects data consisting largely words
(text) from participants; describes and analyzes these words for themes; and conducts the
inquiry in a subjective, biased manner.
Differences between Quantitative and Qualitative Research

Quantitative Methodologies Qualitative Methodologies
Preference for precise hypothesis stated at Preference for hypotheses that

the outset emerge as the study develops
Preference for precise definitions stated at Preference for definitions in context

the outset or as study progresses
Data reduced to numerical scores Preference for narrative description
Much attention to assessing and improving Preference for assuming that

reliability of scores obtained from reliability of inferences is adequate
instruments
Assessment of validity through a variety of Assessment of validity through

procedures with reliance on statistical crosschecking sources of
indices information (triangulation)
Differing Philosophical Assumptions of Quantitative and Qualitative Researchers

Assumptions of Quantitative Assumptions of Qualitative
Researchers Researchers
There exists a reality “out there”, The individuals involved in the

independent of us, waiting to be known. research situations construct reality;
The task of science is to discover the thus, realities exist in the form of
nature of reality and how it works. multiple mental constructions.
Research investigations can potentially Research investigations produce

result in accurate statements about the way alternative visions of what the world
the world really is. is like.

13
It is possible for the researcher to It is impossible for the researcher to
remove him- or herself—to stand stand apart from the individuals he or
apart—from that which is being she is studying.
researched.
Hi, dear learner! We are now at the stage of deepening your understanding on the
differences of quantitative and qualitative data to avoid confusion during the conduct of your
research. So in this learning activity sheet, your task is to identify and determine quantitative
and qualitative research in the given activities. This will clarify the differing philosophical
assumptions of quantitative and qualitative researchers. Strictly follow the instructions in
every activity and accomplish the activity within the given timeline. Before you start, sign the
contract below. Good luck, learner!
LEARNING CONTRACT
(____________________).
Learning Competency
MELC: The learner differentiates qualitative from quantitative research.

Activity 1: UNLOCK YOUR UNDERSTANDING!

Directions: Based on what you have understood on the definitions of
qualitative and quantitative research, complete the table below.
QUALITATIVE QUANTITATIVE
Objectives
Data Analysis
Outcomes

14

Directions: Read and analyse the following statements and determine which
statement applies to quantitative and qualitative methodologies.
__________1. Much attention to assessing and improving reliability of scores obtained from
instruments.
__________2. Unwillingness to tamper with naturally occurring phenomena.
__________3. Preference for statistical summary of result.
__________4. Preference for narrative/literary descriptions of procedures __________5.
Much attention to assessing and improving reliability of scores obtained from instruments.
__________6. Primary reliance on researcher to deal with procedural
bias __________7. Preference for precise definitions stated at the outset.
__________8. Preference for hypotheses that emerge as study develops.
__________9. Preference for expert information (purposive) samples.
_________10. Preference for logical analysis in controlling or accounting for extraneous
variables.
Activity 3: SCAVENGER HUNT!

Directions: Search for researches in journals, the internet or ask your parents, siblings,
or relatives of some researches that they have conducted before. List the title of the
researches and identify whether the research is qualitative or quantitative. Explain why
those researches are classified as qualitative or quantitative. Use the space provided
below.
Source Title of the Study Type of Research Explanation
15
Reflection
Reflect on what you have learned after taking up this lesson by completing the K-W
L chart below.
What I KNOW What I WANT to know What I have LEARNED
I thought that … I want to … I learned that …
References:
Answer Key:
Activity 1: UNLOCK YOUR UNDERSTANDING!
1. Quantitative
2. Qualitative
3. Quantitative
4. Qualitative
5. Quantitative
6. Qualitative
7. Qualitative
8. Quantitative
9. Qualitative
10. Quantitative
Activity 3: SCAVENGER HUNT!

Writer

16
Section: ____________________________________ Score: ________________________
THE KINDS OF RESEARCH ACROSS FIELDS OF INQUIRY
Types of Research
1. Based on Application of Research Method (Goal)
a. Pure research deals with concepts, principles, or abstract things. It aims to increase
your knowledge about something.
b. Applied aims apply your chosen research to societal problems or issues, finding ways
to make positive changes in society.
2. Based on Purpose of Research
a. Descriptive research aims at defining or giving a verbal portrayal or picture of a person,
thing, event, group, and situation
b. Correlational research shows relationships or connectedness of two factors,
circumstances, or agents called variables that affect the research.
c. Explanatory research elaborates or explains not just the reasons behind the
relationship of two factors, but also the ways by which such relationship exists. d.
Exploratory research's purpose is to find out how reasonable or possible it is to conduct
a research study on a certain topic.
e. Action research studies an on-going practice of a school, organization, community, or
institution for the purpose of obtaining results that will bring improvements in the
system.
3. Based on Types of Data Needed
a. Qualitative research requires non-numerical data, which means that the research uses
words rather than numbers to express the results, the inquiry, or investigation about
people’s thoughts, beliefs, feelings, views, and lifestyles regarding the object of the
study. Verbal language is the right way to express your findings in qualitative
research.
b. Quantitative research involves measurements of data. It presents research findings
referring to the number of frequency of something in numerical forms
4. Based on Levels of Investigation
a. Exploratory research- the researcher studies the variables pertinent to a specific
situation.
b. Descriptive research- the researcher studies the relationships of the variables c.
Experimental research- the experimenter studies the effects of the variables on each
other

17
5. Based on Type of Analysis
a. Analytic approach- the researcher attempts to identify and isolate the components of
the research situation.
b. Holistic approach- it begins with the total situation, focusing attention on the system
first and then on its internal relationships.
6. Based on Time element
a. Historical research describes what was.
b. Descriptive research describes what is.
c. Experimental research describes what will be.
Types of Data
a. Primary data is obtained through direct observation or contact with people, objects,
artifacts, paintings, etc.
b. Secondary data are already been written about or reported on and are available for
reading purposes.
Approaches to Research
1. Scientific or positive approach- you discover and measure information as well as
observe and control variables in an impersonal manner.
2. Naturalistic approach- uses words. It directs you to deal with qualitative data that speaks
of how people behave toward their surroundings (people-oriented).
3. Triangulation approach- combination of the two approaches.
- You are free to gather and analyze data using multiple methods, allowing you to
combine or mix up research approaches, research types, data gathering, and data
analysis techniques.
- Gives you the opportunity to view every angle of the research from different
perspectives. (Badke, 2012; Silverman, 2013)

Hello, learner! You are about to explore your learning/s on examples of research in areas
of interest of research. Just follow the instructions given for every task. Before you start, sign
the contract below. Good luck, learner!
LEARNING CONTRACT
(____________________).
Learning Competency
MELC: The learner provides examples of research in areas of interest


18
Activity 1: ELABORATING LEARNED CONCEPTS
Directions: Identify the specific type of research for each given topic by entering the
letter of the research type in the correct column. After which write the importance of
such research in your day-to-day life below the letter representing your answer.
Action Pure Applied Descriptive Explanatory Correlation
a. Theory of Relativity in Learning- Teaching Situations

b. University Belt Street Foods h. The Why and How of Internet Use i.
c. Landline vs. Cell Phone Effects of Korean Telenovelas on Filipino
TV viewers
d. Reasons behind Tuition Fee j. Digital Age
Increase e. Manila Flash Food k. Teaching through PowerPoint
Solutions Presentations
f. College Assessment Practices l. Archimedes’ Principle of Buoyance
Activity 2: DATA PROCESSING

g. Critical Thinking and Creative Thinking
Direction: Do what is stated in the following:

1. Identify two researches in an area of interest (arts, humanities, sports, science, business,
agriculture and fisheries, information and communication technology, and social inquiry).
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Differentiate the researches by identifying their similarities and differences.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Directions: Think of your own topic for each research type. Keeping in mind what you
have understood in this lesson, come to an agreement about the reasons to justify the
specific research type for each chosen topic.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
19
Reflection:
1. I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Answer Key:
Action Pure Applied Descriptive Explanatory Correlation
E A, L B,C,F,G,H,J, D, E I
Activity 2: DATA PROCESSING


Writer

20
Section: ____________________________________ Score: ________________________
THE VALUE OF QUALITATIVE RESEARCH— ITS KINDS,
CHARACTERISTICS, USES, STRENGTHS, AND WEAKNESSES AND THE
IMPORTANCE OF QUALITATIVE RESEARCH ACROSS FIELDS OF
INQUIRY
Characteristics of Qualitative Research
1. Human understanding and 4. Specificity to
interpretation generalization 5.
2. Active, powerful, and forceful 3. Contextualization
Multiple research approaches and 6. Diversified Data in real-life
methods situations 7. Abounds with words and
visuals 8. Internal analysis
Strengths of Qualitative Research
1. It adopts a naturalistic approach to its subject matter; which means that those involved
in the research understand things on what they find meaningful.
2. It promotes a full understanding of human behaviour or personality traits in their natural
setting.
3. It is instrumental for positive societal changes.
4. It engenders respect for people’s individuality as it demands the researchers’ careful
and attentive stand toward people’s world views.
5. It is a way of understanding and interpreting social interactions.
6. It increases the researchers’ interest in the study as it includes the researchers’
experience or background knowledge in interpreting verbal and visual data. 7. It offers
multiple ways of acquiring and examining knowledge about something.
Weaknesses of Qualitative Research

1. It involves a lot of researchers’ subjectivity in data analysis.
2. It is hard to know the validity or reliability of the data.
3. Its open-ended questions yield “data overload” that requires long-time analysis.
4. It is time-consuming.
5. It involves several processes, which results greatly depend on the researchers’ views
or interpretations.

21
TYPES OF QUALITATIVE RESEARCH
1. CASE STUDY involves a long-time study of a person, group, organization, or
situation. It seeks to find answers to why such a thing occurs to the subject. 2.
ETHNOGRAPHY is the study of a particular cultural group to get a clear understanding
of its organizational set-up, internal operations, and lifestyle. 3. PHENOMENOLOGY
is the study of how people find their experiences meaningful. 4. CONTENT &
DISCOURSE ANALYSIS
▪ CA is a method that requires an analysis or examination of the substance or
content of the mode of communication (letters, books, journals, photos, etc) used
by a person, group, organization, or any institution in communicating.
▪ DA is when there is a study of language structures used in the medium of
communication to discover effects on the content.
5. HISTORICAL ANALYSIS makes you understand the connection of past events to
the present time.
6. GROUNDED THEORY takes place when you discover a new theory to underlie
your study at the time of data collection and analysis.
Hello, learner! Perform the different activities in this learning material. Just follow the
instructions given for every task. Before you start, sign the contract below. Good luck,
learner!
LEARNING CONTRACT
(____________________).
Learning Competency
MELC: The learner provides examples of research in areas of interest.

K12 CG Code: CS_RS11-IIIb-1 and 2

Directions: Explain the concepts that you have learned by answering the
following questions.
1. What comes to your mind the moment you hear qualitative research?
___________________________________________________________________________
___________________________________________________________________________
2. If you need to conduct research about your favourite restaurant in town, what method of
qualitative research is appropriate in your study? Explain your choice.
___________________________________________________________________________
___________________________________________________________________________
22
3. Differentiate subjectivity from objectivity.
___________________________________________________________________________
___________________________________________________________________________
4. Explain the connection between subjectivity / objectivity and your research work.
__________________________________________________________________________
5. How is grounded theory different from other qualitative research methods?
___________________________________________________________________________
___________________________________________________________________________
6. Is the researcher himself / herself the data gathering instrument? Why? Why not?
___________________________________________________________________________
___________________________________________________________________________
7. Can all research methods be used in one study? Give reasons for your answer.
___________________________________________________________________________
___________________________________________________________________________
8. Pretend you are the subject of a phenomenological study. How will the researcher obtain
data through you?
___________________________________________________________________________
___________________________________________________________________________
9. Given the chance to research, would you right away choose qualitative research? Give
reasons for your answers.
___________________________________________________________________________
___________________________________________________________________________
10. If you will do qualitative research about the area in which your house is situated, what
could be your research problem or topic?
___________________________________________________________________________
__________________________________________________________________________
_

Directions: Name the type of qualitative research best suited for the following topics. 1.
The Mangyans’ Burial Practices _____________________________________________
2. Relatives of Typhoon Victims _______________________________________________
3. The Effectiveness of the K-12 Curriculum _____________________________________
4. Spiderman: The Very First Film in the 21st Century ______________________________
5. Philippines’ Political Party System: Then and Now
_______________________________ 6. Filipino Caregivers in
Japan_________________________________________________
7. Travails of Senior Citizens at the LRT/ MRT Stations
_____________________________ 8. The Lone Grade VI Speed Readers of UST High
School __________________________ 9. Grade 11 Science Textbook
________________________________________________ 10. Student Activism since the
Marcos Era _______________________________________
PRACTICE PERSONAL HYGIENE PROTOCOLS AT

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Activity 3: LET’S START!

Directions: Draw a table with three columns where you can list down topics of your own for a
qualitative research. The first column is for the topic, second, for the purpose, and third, for
the type of qualitative research to be used.
Topic Purpose Type of Qualitative
Research to be Used
Reflection:
1. I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:

24
Answer Key:
1. Ethnography
2. Phenomenology
3. Case Study
4. Historical Analysis
6. Phenomenology
7. Phenomenology
8. Case Study
9. Content and Discourse Analysis

Teacher III- Cagayan National High School- Senior
High Writer

25
Section: ____________________________________ Score: ________________________
THE RANGE OF RESEARCH TOPICS IN THE AREA OF INQUIRY, THE VALUE
OF RESEARCH IN THE AREA OF INTEREST
Guidelines in Choosing a Research Topic
1. Interest in the subject matter 5. Personal resources
2. Availability of Information
3. Timeliness and relevance of the
topic
Research Topics to be avoided 5. Too narrow subjects

1. Controversial topics 6. Vague subjects (several, many,
2. Highly technical subjects some…)
3. Hard-to-investigate subjects
4. Too broad subjects
Sources of Research Topics 4. General Periodicals

1. Mass Media Communication 5. Reading Assignments
2. Publications 6. Work Experience
3. Professional Periodicals
4. Limitations on the subject
RESEARCH QUESTIONS
Guidelines in Formulating Research Questions
1. Establish a clear relation between the research questions and the problem or topic.
2. Base your research questions on your RRL.
3. Formulate research questions that can arouse your curiosity and surprise you with
your discoveries or findings.
4. State your research questions in such a way that they include all dependent and
independent variables referred to.
5. Let the set of questions be preceded by one question expressing the main problem of
the research.
6. Avoid asking questions that are answerable with yes or no and use the how questions
only in a qualitative research.
7. Be guided by the acronym SMART.
learner!
26
LEARNING CONTRACT
(____________________).
Learning Competency
MELC: The learner designs a research project related to daily life, writes a research title,
and provides justifications for conducting research.
K12 CG Code: CS_RS11-IIIc-e-1, 2 and 3
Activity 1: TRANSFORMING LEARNED CONCEPTS

Directions: Using your favorite online social communication network, ask your
friends, cousins, relatives or neighbours what college they belong to and what
research experience they have already gone through. Specifically, ask about the title
of any research paper they have already done, plus their reasons for having conducted
such research studies. Based on the title given, determine the quality of the topic
expressed by the title with respect to the guidelines or pointers you have learned about
research topic selection.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Directions: Narrow down each of the following general subjects to make it a good
research topic.
1. General subject: Communications
NARROWED
______________________________________________________________ Narrowed
further ___________________________________________________________ Narrowed
further ___________________________________________________________
27
2. General subject: The Philippine Government
NARROWED
______________________________________________________________ Narrowed
further ___________________________________________________________
Activity 3: LET’S DO IT!

Directions: Design a research project related to daily life and provide justifications for
conducting the chosen research topic. Follow the steps below and use the table
provided for your answers.
Research Steps:
1. Choose your topic. What are you interested in learning about?
2. Make a plan. Where will you look for information?
3. Take notes. In your own words, write down important facts and big ideas.
4. Cite your sources. Write down the places you found your information.
MY RESEARCH NOTE
Topic:
Main Idea: In your own words, write about the topic.
Justifications for conducting the chosen research topic.
Details: These are interesting facts Source: Where did you find this
that support the main idea. information? Write the title and
Paraphrase each fact in your own page number of the book or the
words. name and URL of the website
Example: Japanese spider crabs Crab Facts

have legs that are 13 feet long. https://www.education.com/workshe
et/ article/crab-facts/
28
Reflection:
1. I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Answer Key:
Activity 3: LET’S START
Writer

29
Section: ____________________________________ Score: ________________________
THE SPECIFICITY AND FEASIBILITY OF THE PROBLEM
POSED Background Information for Learners
Statement of the Problem
The definition of the problem is the first main step in writing a research paper. It should be
stated precisely, accurately, and clearly. The problem can be expressed in question or
declarative form.
Example:
Generally, this study aims to qualitatively assess sources of stress, signs or symptoms of stress
and coping mechanisms employed among high school students.
Specifically, it seeks to answer the following questions:

What are the causes of students’ stress?
What are the signs or symptoms that students exhibit when under stress? What
specifically do students do to help cope with the stress of being in high school?
GUIDELINES IN FORMULATING RESEARCH QUESTIONS (BARACEROS, 2016)
1. Establish clear relation between the research questions and the problem or topic 2. Base
the research problem on the RRL. Convincing solutions to research problems stem from
their alignment to what the world already knows or what previous research studies have
already discovered
3. Formulate research questions that arouse curiosity.
4. State the research questions in such a way that they include all dependent and
independent variable in your underlying research work.
5. Avoid research questions that are answerable by “Yes or No” and use the “How”
question only in quantitative research.
6. Apply the SMART (Specific, Measurable, Attainable, Realistic and Time-bound) in
formulating the questions.

learner!
LEARNING CONTRACT
(____________________).

30
Learning Competency
MELC: The learner states research questions.

K12 CG Code: CS_RS11-IIIc-e-4
Activity 1: STIRRING UP IMAGINATION

Directions: Compare and contrast the words PROBLEM and QUESTION. In the space
below, make an appropriate graph (e.g., table or a venn diagram) to show their
similarities and differences.
PROBLEM VS. QUESTION

Directions: Keeping in mind what you have understood in this lesson, do the following:
1. Make a list of some problems in your environment that need immediate solutions.
___________________________________________________________________________
___________________________________________________________________________
2. Choose one problem in the list. Based on this problem you selected, identify your research
topic, give or describe the justifications/ reasons behind your decision to do a research work,
and mention, too, the benefits and the beneficiaries of your research work.
___________________________________________________________________________
___________________________________________________________________________
3. Formulate one general or “mother” question to reflect your research problem or topic.
___________________________________________________________________________
___________________________________________________________________________
4. Banking on whatever background knowledge you have about your chosen topic, formulate
five research questions or sub- problems that are closely related to the general question.
___________________________________________________________________________
___________________________________________________________________________
31
Reflection:
1. I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Answer Key:
Activity 1: STIRRING UP IMAGINATION
CHARISMA ARCHIBIDO FRACE, Ph. D.
Writer

32
Section: ____________________________________ Score: ________________________
THE SPECIFICITY AND FEASIBILITY OF THE PROBLEM
POSED Background Information for Learners
Significance of the Study
This part states the significance of the study and its result. It covers an expression of the
study’s relevance to fill certain needs.
Example:
This study is beneficial to the following:
Students. This study will help them know the factors of stress and coping skills that can help
them navigate through various challenges and problems in life.
Guidance counsellors. This study will give them ideas on how to help students respond more
appropriately to stressful predicaments.
Parents. This study will give them knowledge on how to deal with their children coping with
stress.
Future researchers. The findings presented may be used as reference data in conducting
related researches.
Scope and Delimitation of the Study
The scope of the study identifies a reasonable area covered by the study. A specific statement
of the study must indicate the subjects, the number, and the treatment involved in the study.
Example:
The study will focus on the stressors, stress symptoms and coping mechanisms of high school
students. The data collection will be conducted among 60 students with 10 students each
grade level in the STEM curriculum/ strand of Cagayan National High School, School Year
2019- 2020. The respondents will be determined using purposive and availability sampling.
The students who do not belong in the STEM strand of Cagayan National High School are
not within the scope of this research. The study will be done through the utilization of
questionnaires to the students as surveys and through conducting an interview.
learner!
LEARNING CONTRACT
(____________________).

33
Learning Competency
MELC: The learner indicates scope and delimitation of research, cites benefits and
beneficiaries of research and presents a written statement of the problem. K12 CG Code:
CS_RS11-IIIc-e-4
Activity 1: CRAFT IT!

Directions: From your responses in the previous activity, present your general
and specific research questions in the space provided below.
Research Title:
__________________________________________________________ Statement of
the Problem
Generally, this study aims to:

___________________________________________________________________________
___________________________________________________________________________
Specifically, it seeks to answer the following questions:

1.________________________________________________________________________
_ 2.
________________________________________________________________________ 3.
________________________________________________________________________

Directions: Using your research topic and research questions as bases, indicate
the scope and delimitation of your chosen research topic and cite benefits and
beneficiaries of your study. Use the space provided below.
Scope and Delimitation of the Study

The study will focus on ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
The study will be beneficial to the following:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
34
Reflection:
1. I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
LEARNED CONCEPTS Answer Key:

Activity 1: CRAFT IT!
Teacher III- Cagayan
Writer

35
Section: ____________________________________ Score: ________________________
THE CRITERIA IN SELECTING, CITING, AND SYNTHESIZING RELATED
LITERATURE
A review of related literature (RRL) is an analysis of man’s written or spoken
knowledge of the world. You examine representations of man’s thinking about the world to
determine the connection of your research with what people already know about it.
An important part of research is giving credit to the sources that you use. This is called
citing your sources. A final list of sources used in a research paper is called a bibliography.
When sources are organized into a bibliography, they must be in alphabetical order.
Purposes of RRL
Your reasons for reviewing relate literature are true for both qualitative and
quantitative research. You re-examine written works related to your research for the
following purposes:
1. To find out the connection of your research to the current conditions or situations
of the world.
2. To know more about theories or concepts underlying your research and learn from
them with respect to your own research study.
3. To discover the relation of your research with previous research studies. 4. To
obtain information on the accuracy or relevance of your research questions. 5. To
familiarize yourself with technical terms related to your research.
Standard Styles in RRL Citations or References
Three terms used to express appreciation.
1. Acknowledgment- the beginning portion of the work that identifies individuals who
have contributed something for the production of the paper.
2. References or Bibliography- a complete list of all reading materials, including books,
journals, periodicals, etc. from where the borrowed ideas came from.
3. Citation or In-text Citation- references within the main body of the text, specifically in
RRL
How to Write a Concise Review of Related Literature
Doing the review of related literature is not the usual enumeration of references.
Presentation of the data gathered should be by topic based on the given objectives of the
research. The literature should not be too detailed or brief. Text should be based on the current
edition of the American Psychological Association (APA), Modern Language Association of
America (MLA) or the Chicago Manual of Style and other standards relevant to one‘s
discipline.

36
The type of reference style will depend on the research studies of the student namely:
1) APA: Psychology, Education and other Social Sciences; 2) MLA: Arts and Humanities;
3) Chicago: History and many other subjects in scholarly and non-scholarly work 4)
Turbian: an adoption of the Chicago Style; 5) AMA: Medicine, health, and Biological
courses.
The references for each of the following styles may be seen and searched on the
following websites for references: (Note: You may ask your subject teacher to provide you
a copy).
1. APA:
∙ http://student.ucol.ac.nz/library/onlineresources/Documents/APA_guide_2015
.pdf
∙ http://web.calstatela.edu/library/guides/3apa.pdf
∙ http://www.ecu.edu/csdhs/laupuslibrary/upload/apa_style_guide_6th_ed_oct0
9.pdf
2. MLA:
∙ http://www.lib.washington.edu/help/guides/44mla.pdf
∙ http://lib.trinity.edu/research/citing/MLACitationStyle.pdf
∙ https://www.library.unlv.edu/help/mla_2009.pdf
3. Chicago:
∙ https://www.utica.edu/academic/library/Chicago.pdf
∙ https://www.mvsu.ca/site/media/msvu/StyleGuideChicago(1).pdf
4.Turabian/Chicago
∙ https://writing.wisc.edu/Handbook/PDF/chicago_turabian_uwmadison_writin
gcenter_june2013.pd
∙ http://www.otago.ac.nz/library/pdf/chicago-turabianstyle.pdf
5. AMA:
∙ http://www.lib.jmu.edu/citation/amaguide.pdf
∙ http://library.stkate.edu/sites/default/files/sites/citingwriting/citeAMA.pdf
In-text Citation
All reading materials related to your research that you intend to review or re-examine
offer you concepts, ideas, or information belonging to other people. Having honesty,
respect, or courtesy to the owners of these varied forms of knowledge as well as
gratefulness for their valuable contribution to the field, you see to it that the names of these
idea owners or authors appear in the appropriate sections of your research paper.
Other people’s idea incorporated in the central section or main body of your paper are
to be cited or referred to the true owners of borrowed ideas. Referring to authors within the
main body of the paper is called Citation or In-text Citation. As mentioned earlier, there are
different styles of citing information in a literature review. The two most commonly used
are the American Psychological Association (APA) citation style and the Modern
Language Association (MLA) citation style
The APA style is commonly used within the social sciences discipline. It follows the
author-date system of citation. This means that the last name of the author and the date of
publication of the work must appear in the text (e.g., Avilla, 2009), and the complete

37
bibliographic information should appear on the “Reference List” page. Note that in APA
citation style, the page number is used only if you are directly quoting the material, or making
reference to an entire book, article or other work.
The following are the basic guidelines when using the APA style of citation which is
adapted from Purdue University Writing Lab.
∙ Work by a Single Author: The last name of the author and the year of publication
are place in the text. When the name of the author is part of the narrative, only the
date is placed in the parentheses. When both information are in the parenthesis, the
year is separated from the surname with a comma.
Examples:
Santos (2014) asserted that education alleviates poverty.
…education alleviates poverty (Santos, 2014).
∙ Work by Two Authors: Name both authors in the signal phrase or in the
parentheses each time you cite the work. Use the word “and” between the authors’
names within the text and use the ampersand in the parentheses.
Examples:
Santos and Reyes (2014) explained that …
… as has been shown (Santos & Reyes, 2014)
∙ Work by Three to Five Authors: List all the authors in the signal phrase or in
parentheses the first time you cite source. Use the word “and” between the authors’
names within the text and use ampersand in the parentheses.
Examples:
David, Garcia, and Isabelo (2014)
(David, Garcia, & Isabelo, 2014)
In subsequent citations, only use the first authors’ last name followed by “et
al.” in the signal phrase or in parentheses.
(David et al., 2014)
∙ Six or more Authors: use the first authors’ name followed by “et al.” in the signal
phrase or in parentheses.
Examples:
David et al. (2014) argued …
(David et al., 2014)
∙ Unknown Author: If the work does not have an author, cite the source by its title in
the signal phrase or use the first word or two in the parentheses. Titles of books
and reports are italicized or underlined; titles of articles, chapters, and Web pages
are in quotation marks.
Example:
A similar study was done of students learning to format research papers
(“Using APA”, 2001).
Note: In the rare case the “Anonymous” is used for the author, treat it as the
author’s name (Anonymous, 2001). In the reference list, use the name
“Anonymous” as the author.

38
∙ Organization as an Author: If the author is an organization or a government
agency, mention the organization in the signal phrase or in the parenthetical
citation the first time you cite the source.
Examples:
First Citation: According to the National Institute of Chemistry (2013),
… (National Institute of Chemistry, 2013)
Second citation: (NIC, 2013)
Commonly used within the liberal arts and humanities disciplines, the MLA format
follows the author-page method of in-text citation. Instead of the author’s surname and year of
publication, this style uses the author’s last name and the page number(s) from which the
quotation or paraphrase in the citation was lifted, and the complete bibliographic information
appears on the “Works Cited” page. The author’s name may appear either in the sentence
itself or in parentheses following the quotation or paraphrase, but the number(s) should
always appear in the parentheses, not in the text of your sentence.
Examples:
Author’s name in text:
Palomar emphasized that (20-21)
Author’s name in parentheses:
This is given emphasis (Palomar 20-21)
Multiple authors:
This formula (Avilla and Santos 9) proved
… to be tested (Garcia and Reyes 24)
Organization as Author:
(National Institute of Chemistry, 40-42)
You have to take note that whatever style is used, you have to make sure that all the
sources cited, not in the literature review but throughout the research paper, should appear in
the “Reference” list for APA or “Works Cited” list for MLA.

learner!
LEARNING CONTRACT
(____________________).
Learning Competency
MELC: The learner selects relevant literature and cites related literature using standard
style. K12 CG Code: CS_RS11-IIIf-j-1and 2
39
Directions: Use your research title as a basis in selecting relevant literature or studies
that will help you come up with a meaningful research. Use the space provided below.
Make sure to cite the related literature using standard style using the format given in
each box.
Your Research Title:__________________________________________________

Type of Information needed for Bibliography Title Of the Study
Reference Bibliography (Follow
this Format)
Book Author’s Last Name, Author’s

First Name. Title of Book. City
of Publication: Publisher, Date
of Publication
Book with Author’s Last Name, Author’s

Two (or First Name and Author’s Last
more) Name, Author’s First Name.
Authors Title of Book. City of
Publication: Publisher, Date of
Publication
Magazine Author’s Last Name, Author’s

First Name. “Title of Article”.
Magazine Title. Date: Page
Number.
Website Author’s Last Name, Author’s

First Name. “Title of Article”.
Title of Website. Date You
Visited.<Website URL>
Encyclopaed “Title of Article.” Name of the
ia Article Encyclopaedia. Volume
Number. City Where the Book
was Published: Name of the
Publisher, Year Published.
Activity 2: IN A BUBBLE
Directions: Identify and write down all the important words or phrases that come to
mind in relation to your topic. These are likely to be useful terms when researching for
your relevant literature. Write these words inside the bubble map graphic organizer.
Out
40
of the identified words, formulate sentences relevant to your study using in-text citations with
the correct formatting according to MLA or APA.
Title/Topic
of your
Study
Rubric for Sentence

Construction using In-text
Citations
Criteria Exemplary Developed (4) Average (3) Undevelop Deficie

(5) ed (2) nt (1)
Content Explicit Adequate to Some Brief Relevan

Relevan relationsh good explanation mention of ce of
ce of ip explanation of relationsh publish
published between of relationship ip of ed
studies to relevant literature’s of literature literature studies
literature and relationship to to to current to
current

41
current current current current topic; topic not

topic topic topic topic explanati addressed.
demonstrat provided. provided. on
ed. lacking.
APA/ML All Citations Citations Text Text
A citations within text within text citations citations
referenci are are present are present are missing.
n g style present but but occasional
format and there are few with frequent ly
correctly inconsistenci inconsistenci present.
formatted. es or errors. es or error. Format is
inconsiste
nt or
incorrect.
Reflection:
1. I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Avilla, R. (2016). Practical Research 1 (pp 39-40). DIWA LEARNING SYSTEMS INC
Websites:
LibGuides: Research Help: Types of Sources. Libguides.merrimack.edu. (2020). Retrieved 18

June 2020, from https://libguides.merrimack.edu/research_help/Sources
Practical research 1. (2020). [Ebook] (1st ed.). Retrieved 18 June 2020, from
https://lrmds.deped.gov.ph/pdf-view/13028
42
How to do a literature search. The Royal Literary Fund. (2020). Retrieved 6 July 2020, from
https://www.rlf.org.uk/resources/how-to-do-a-literature-search/.
Library and Academic Success: APA (6th ed.) Citing Guide: Citation within a Quotation.
Library.georgiancollege.ca. (2020). Retrieved 6 July 2020, from
https://library.georgiancollege.ca/citing/citequote.
Library Guides: MLA Citation Guide (MLA 8th Edition): In-Text Citation.
Guides.library.unr.edu. (2020). Retrieved 6 July 2020, from
https://guides.library.unr.edu/mlacitation/in
textcite#:~:text=In%2Dtext%20citations%20include%20the,list%2C%20such%20as%20quo
t ation%20marks.
Answer Key:
Activity 2. IN A BUBBLE
Rubric based assessment. Student’s presentation may vary.

Writer

43

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Practical Research 1

LEARNING ACTIVITY SHEETS

Copyright Permission © 2021 Charisma Archibido Frace, Ph. D, Department of Education,

Writer: CHARISMA ARCHIBIDO FRACE, PH. D.

Content Editors: ENGR. MARK KENNETH C. SUMBILLO

Language Editors: MYNNA S. CATUBAG

Consultants: JONALYN D. CALLUENG

Activity 1: BOOST YOUR UNDERSTANDING!

Activity 2: LET’S SHARE IT!

WHO Person’s Name

Who is his/her family?

WHAT What are his/her character traits?

What did he/she like to do?

Where is his/her birth place? Where did she spend most

WHY Why is this person famous?

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 4

HOW How did he/she influenced others or changed the world?

Activity 3: LET’S HEAR IT FROM YOU!

Activity 4: LET’S INTERVIEW

Content Content shows Fairly well Portions may Not

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 5

content. Well explanation progressions shows

Usefulness Project is Project is Project Project’s

Oral Well Fairly fluid Some Great

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 6

(Adapted from www.cheney268.com/Learning/.../VideoPresentationRubric.doc)

I thought that … I want to … I learned that …

CHARISMA ARCHIBIDO FRACE, Ph. D.

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 7

Directions and Instructions

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 8

Activity 1: EXPLAINING LEARNED CONCEPTS

Activity 2: ENLIGHTEN IT!

Activity 4: SKETCH IT!

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES

The sketch The sketch The sketch

Craftsmanship The sketch is The sketch is The sketch is

2. I enjoyed the lesson most on

3. I want to learn more on

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES

Activity 2: ENLIGHTEN IT!

Activity 3: YOU DECIDE!

Activity 4: SKETCH IT!

CHARISMA ARCHIBIDO FRACE, PH. D.

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES

Differences between Quantitative and Qualitative Research

Preference for precise hypothesis stated at Preference for hypotheses that

Preference for precise definitions stated at Preference for definitions in context

Data reduced to numerical scores Preference for narrative description

Much attention to assessing and improving Preference for assuming that

Assessment of validity through a variety of Assessment of validity through

Differing Philosophical Assumptions of Quantitative and Qualitative Researchers

There exists a reality “out there”, The individuals involved in the

Research investigations can potentially Research investigations produce

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES

Directions and Instructions

MELC: The learner differentiates qualitative from quantitative research.

Activity 1: UNLOCK YOUR UNDERSTANDING!

PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES

Activity 2: YOU DECIDE!

Activity 3: SCAVENGER HUNT!

I thought that … I want to … I learned that …

CHARISMA ARCHIBIDO FRACE, PH. D.