‭De mata, karen hazel s.

‬
‭1.‬ ‭What topic can you propose relative to your field‬
‭specialization?‬

‭ ow did you decide on this topic?‬

H
‭Is the topic: Relevant?‬
‭Interesting?‬
‭Feasible?‬
‭Researchable?‬
‭Ethical?‬

‭2.‬ C
‭ onvert your research topic to a Research‬
‭Problem / research question‬

‭Is the research problem:‬

‭ easible?‬
F
‭Clear?‬
‭Significant?‬
‭Ethical?‬

‭3.‬ M
‭ ake a conceptual framework for your‬
‭research questions.‬

‭—---‬
‭De mata, karen hazel s.‬
‭a.‬ ‭INTERACTIVE E-BOOK‬‭FOR SENIOR HIGH SCHOOL IN UNIVERSITY OF MAKATI: As‬
‭Instructional Material for‬‭ICT Literacy‬

‭●‬ ‭RQ1. What is the level of computer skills of students prior to the use of interactive E-book?‬
‭●‬ ‭RQ2. Do students’ excel skills significantly differ after being exposed to ADDIE Model?‬
‭●‬ ‭RQ3. What is the impact of Interactive E-book on the student’s performance in studying Excel?‬
‭●‬ ‭RQ4. How would the Interactive E-book be improved? (Evaluation Aspect)‬
‭De mata, karen hazel s.‬

‭b.‬ ‭"Enhancing‬‭Employee Productivity‬‭: A‬‭Microlearning‬‭Approach to Google Productivity Suite Training"‬

‭●‬ H ‭ ow does using short and focused microlearning sessions to teach employees about Google's‬
‭productivity tools affect how well they get their work done?‬
‭●‬ ‭Do employees seem more interested and involved when they learn about Google's productivity tools‬
‭through quick and easy-to-understand microlearning compared to traditional training methods?‬
‭●‬ ‭What are the best ways to teach employees how to use Google Docs, Sheets, and Slides effectively‬
‭through brief and easy-to-follow microlearning lessons?‬
‭●‬ ‭Do employees remember and use what they learn about Google's productivity tools better when they‬
‭learn in short bursts compared to longer, traditional training sessions?‬
‭●‬ ‭What are the main challenges and helpful factors for making it easier for employees to learn about‬
‭Google's productivity tools through quick and simple microlearning sessions at work?‬
‭De mata, karen hazel s.‬

‭c.‬ E
‭ mpowering Student Learning: A Microlearning Approach to Google Productivity Suite Mastery in‬
‭Higher Education‬

‭●‬ H
‭ ow do college students perceive the effectiveness of microlearning initiatives in helping them learn‬
‭and use Google productivity tools like Google Docs, Sheets, and Slides?‬

‭●‬ W
‭ hat challenges do college students face when engaging with microlearning initiatives for Google‬
‭productivity tools, and how can these challenges be addressed to enhance their learning experience?‬

‭●‬ W
‭ hat are the most effective microlearning strategies for college students to develop proficiency in‬
‭Google productivity tools, and how do these strategies differ from traditional training methods?‬

‭●‬ H
‭ ow does the frequency and duration of microlearning sessions impact college students' retention and‬
‭application of knowledge and skills in using Google productivity tools?‬

‭●‬ W
‭ hat motivates college students to participate in microlearning initiatives for Google productivity tools,‬
‭and how can instructors and institutions encourage greater student engagement and participation?‬