R epublic of the P hilippines

D epartment of E ducation
MIMAROPA Region
Schools Division of Oriental Mindoro
Domingo Yu Chu National High School
Maluanluan, Pola, Oriental Mindoro

DOMINGO YU CHU
School NATIONAL HIGH Grade 11 HUMSS 1
GRADE 11 SCHOOL Level/Section 11 HUMSS 2
11 HUMSS 3
DAILY PRACTICAL
LESSON Teacher CHERRYL G. MARIGOCIO Learning Area RESEARCH 1
LOG Teaching
Dates and Week 4 Session 1 Semester/Quarter Second Semester /
Time (March 6-7, 2023) Quarter 3

I. OBJECTIVES
A. Content Standard The learners demonstrates understanding of…
1. The value of qualitative research; its kinds, characteristics,
uses, strengths, and weaknesses
2. The importance of qualitative research across fields of inquiry.
B. Performance Standard The learner is able to decide on suitable qualitative research in
different areas of interest.
C. Learning Competency/ The learner…
Objectives 1. Describes characteristics, strengths and weaknesses, and
kinds of qualitative research CS_RS11-IIIb-1
2. Illustrates the importance of qualitative research across fields.
CS_RS11-IIIb-2
II. CONTENT
A. Topic The Research Problem and the Research Title
B. Subtopics
III. LEARNING
RESOURCES
A. Reference

B. Materials
IV. PROCEDURES
Preliminaries
1. Health Protocols
2. Prayer
Daily Routine 3. Greetings and Class Mantra
4. Putting the Class in Order
5. Checking of Attendance

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A. Presenting the new lesson

B. Establishing purpose for At the end of the lesson, the students are expected to:
the lesson 1. design a research project related to daily life; and
2. write a research title.
C. Presenting
examples/instances of the “Let’s Watch and Learn”
new lesson

https://www.youtube.com/watch?v=ktP_hNTh3uY
“Discussion”
D. Discussing new concepts
and practicing new skills The teacher will discuss the topic.

The Research Problem

In starting with a research project, the researcher must have a clear

problem in mind. Basically, a research problem refers to a
statement that promptly suggests for investigating. Moreover, a
research problem to be designed must deal with some concerns in
a particular field that may need an improvement or a solution.

The researcher must also observe gaps in existing scholarly

literature, theories, and practices to come up with a good and
relevant research problem. This designed problem then will serve
as a guide to know what kind of research study will be most suitable
to address the perceived concern.

Sources of Research Problem

There is a need for a socially relevant problem when the researcher

will attempt to conduct a study. Hence, it is said that identifying and
designing a research problem is quite a challenging task. Familiarity
with the potential sources, meanwhile, may help the researcher to
come up with a good research problem. As cited from Sacred Heart
University Library (2020), four (4) varied sources can be
considered. These are as follows:

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 1. Theory. Existing social philosophies and generalizations which
the researcher is familiar with may be of a great help to design a
research problem. The researcher may observe if there is a gap
between theory and practice. Difference between what is said by
the elders and what the youngsters see and observe may be a
potential source of a problem.

2. Practitioners. Consultation with the people who have direct

experiences in a field of interest may provide the researcher an idea
of what relevant problem he/she may investigate. Practitioners such
as teachers, social workers, health care providers, etc. are
considered to be a good source of problem since they are directly
experiencing difficulties and challenges which are needed to be
addressed.

3. Personal experience. Daily experiences can provide the

researcher an idea of what problem that needs a solution.
Observation on what is happening in the community may allow
him/her to see the common concerns of people or institutions which
may be subjected for investigation.

4. Relevant literature. An extensive and thorough review of

literature and studies relevant to the problem interest of the
researcher may enable him/her to come up with a potential study.
Through reviewing other available researches, the researcher may
be able to determine gaps in knowledge and to subject them for
replication. Thus, a good research problem will be ensured.

Considerations in Formulating the Research Problem

As cited from the book of Cristobal and Cristobal (2017), there are
criteria which should be considered by the researcher in order to
arrive with a good research problem. Here they adopted the
proposed criteria of Barrientos-Tan (1997) from the book entitled A
Research Guide in Nursing Education. These are further subdivided
into external and internal criteria.

1. External Criteria

a. Novelty. The research problem must carry “newness.” With this,

its practical value would be easily perceived.

b. Availability of subjects. A research problem, when is subjected to

a further investigation, requires data from the target subjects.
Hence, the researcher must ensure that there will be available
participants who are capable of providing data needed for the study.

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 c. Support of the academic community. The academic community,
which consists of administrators, teachers, staff, students, and
parents, should be considered by the researcher in what problem
will be investigated. Each member plays a vital role in the conduct
of the study. Hence, the research problem should be clearly
perceived as beneficial once it is subjected for investigation. In
addition, securing permission among the said members must be
done before conducting the actual data collection procedure.

d. Availability and adequacy of facilities and equipment. Necessary

common devices such as computers and telephones which will be
used in undertaking a study should be considered. Likewise, other
needed materials required by the research problem should be
checked if they are available and sufficient.

e. Ethical considerations. A research problem, when is subjected to

a study, must not pose any unethical demands most especially on
the part of the research participants.

2. Internal Criteria

a. Qualifications of the researcher. These pertain to the expertise of

the researcher to the problem. It is important to the researcher that
he/she has enough knowledge and training when the research
problem is subjected to further investigation so as to ensure the
success of the undertaking.

b. Motivation and interest of the researcher. The research problem

which is in the interest of the researcher may give him/her
satisfaction and enjoyment. Hence, completion of the research
tasks will be efficiently attained.

c. Time factor. A research problem, when is subjected to a study,

should suggest to be time-efficient. With this, the undertaking will be
possibly accomplished in a given time frame.

d. Costs and returns. It is also important that the researcher should

consider a research problem which suggests to be cost-efficient.
When it is subjected to a study, it must not be a sort of an
expensive undertaking.

e. Hazards and handicaps. This means that a research problem

should not put the researcher in danger. The proposed study should
be safe not only to the participants but moreover to the researcher
himself/herself. Physical and mental health of the researcher must
always be considered.

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 Research Title

Once the researcher has already had a problem that will be

subjected for a study, he/she may now begin formulating a good
research title that will best represent the problem and the study
itself in general. As cited from Sacred Heart University Library
(2020), a research title should help the readers to see the main idea
as well as the

summary of the whole study. Further, it usually contains fewest

possible words that can bring understanding of the content and the
purpose of the study among the readers.

Characteristics of a Research Title

As commonly observed, a research title is the first one to be read

before proceeding to the other parts of the research paper. Hence,
it is really important to know for the researcher what makes a
research title an effective one in order to capture the interest of the
readers towards the problem to be investigated. Here are some of
the characteristics of a research title that the researcher should put
into considerations:

1. It should be limited only to substantive words with high

consideration to the key variables such as the phenomenon under
investigation, the participants, and the setting of the study.

2. It should use words that can create a positive impression among

the readers. Avoid using abbreviations as well as some word
constructions such as: “method,” “result,” and “investigation.”

3. It should be in the form of a phrase with correct use of

capitalization, that is, the first letter appeared in the title as well as
the first letter of each noun word should be capitalized.

4. It should be concise by adequately implying the participants and

the coverage of the study. In addition, a researcher may also put a
subtitle which is commonly employed in social science research
papers. This subtitle may be done: (1) to state the scope, context,
and theory under investigation; and (2) to provide a substantive and
appealing literary title.

Examples of Qualitative Research Title

Similar with all other parts of a research paper, the title must be
carefully formulated.

Other existing research titles may serve as a basis especially for

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E. Developing Mastery
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beginning researchers. Below are the examples of title in qualitative
research:
1. The ‘Need to Transcend’: A Phenomenological Study on the
Lived Experiences of Millennial Teachers (Lacdo-O et al., 2018)
2. The Educated Citizen: Cultural and Gender Capital in the
Schooling of Aetas’ Children in the Municipality of Janiuay
(Moralista & Delariarte, 2014)
3. This Too Shall Pass: A Grounded Theory Study of Filipino
Cancer Survivorship (de Guzman et al., 2012)
4. Local Studies Centers: Transforming History, Culture and
Heritage in the Philippines (Perez & Templanza, 2012)
5. President Rodrigo Roa Duterte’s Political Speeches: A Critical
Discourse Analysis (Remorosa, 2018)
Now that you have already known the considerations in selecting a
research problem and in formulating its corresponding title, there is
no doubt that you may begin to propose a study by clearly
indicating the problem with its corresponding title that is highly
relevant to your need, experience, interest, and capability as a
student researcher.
Write Yes if the given situation from each item indicates good
practice in the selection
of the problem or in the formulation of the title and No if not. Write
your answers on
your notebook.
1. Harold conducts a study which has already been done in his
school with similar
objective and participants.
2. Jessica pursues her study because she observes that there are
existing research
gaps in her field of interest.
3. Gerald plans to consult the SPED teachers in his community in
order to know
the focus of his study regarding the life of SPED students.
4. Joana secures the approval of the school administrator before
subjecting her
perceived problem into a study.
5. The research problem proposed by Ulysses requires more time
and may exceed
the target time frame when it is subjected into a study.
6. In the formulation of his research title, Willy includes only
essential words and
 variables of the study.
7. To make her research title appears brief, April used the
abbreviation of a
terminology.
8. Bea capitalizes all the first letters of each word appearing in her
research title.
9. Xian includes his participants and the setting of the study in his
research title.
10. In order to indicate clearly the context of her study, Olivia used
a subtitle.

F. Formative Assessment
“What Can I Do”

Think of a problem (e.g., societal issue) which you can relate to.
Then, formulate one qualitative research title that will seek to
answer the problem being perceived. Write your proposed research
title on your notebook. Answers will be graded based on the given
rubric.

G. Finding practical
application of concepts and “Let’s Do This”
skills in daily living
Formulate one qualitative research title based on the problem
perceived in the illustration below. Your answers will be graded
through the provided rubric. Write your answers on the given
activity sheet.

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H. Making generalizations
about the lesson “What I Have Learned”

Write the summary of your learnings by surrounding the light bulb

with important ideas you acquired from the lessons.

I. Evaluating learning
“Assessment”

Read each statement carefully. Choose the letter that corresponds to the
correct answer.
1. Who is a practitioner?
a. a student
b. a professional
c. a critically ill patient
d. anyone who belongs in a community

2. Which of the following is the most efficient way to determine a research

gap?
a. interviewing at least a person
b. immersing oneself in a community
c. reading relevant literature and studies
d. synthesizing ideas from a day-to-day experience

3. What does “novelty” suggest?

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 a. fairness
b. newness
c. conciseness
d. completeness

4. What criterion in the selection of research problem emphasizes the

security and safety among the participants?
a. novelty
b. time factor
c. ethical considerations
d. availability of equipment

5. Which of the following is an external criterion in the selection of the

research problem?
a. time factor
b. costs and returns
c. availability of subjects
d. interest of the researcher

6. Which of the following is not an internal criterion in the selection of the

research problem?
a. time factor
b. costs and returns
c. qualification of the researcher
d. support of the academic community

7. What does “substantive” mean?

a. important
b. subjective
c. interesting
d. researchable

8. Which of the following should be avoided in the formulation of a

research title?
a. subtitle
b. key variables
c. incomplete sentence
d. abbreviation of terms

9. Which of the following should always be capitalized in a research title?

a. first letter of a noun
b. first letter of an article
c. first letter of an adjective
d. first letter of a preposition

10. What is not indicated from the given research title below?
“Maninindigan ako”: A Phenomenological Study of the Lived Experiences
of Single Parents
a. setting
b. method
c. participant
d. main variable

J. Additional activities for

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 application or remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Annotations
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Prepared by: Checked by: Noted by:

CHERRYL G. MARIGOCIO CYNTHIA ILAO-LONTOC LORETO S. LABRADOR

SHS Teacher II SHS Master Teacher II Secondary Principal IV

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