LEARNING ACTIVITY SHEET IN ENGLISH 10

Quarter: 4 Worksheet No.4.1

Learner’s Name : ___________________________________________
Grade Level/Section :____________________________________________
Date :____________________________________________
LET’S GET STARTED!
I. LEARNING SKILLS
A. Most Essential Learning Competency
Compose a research report on a relevant social issue (EN10SS-IVe-2.3)
B. Objectives:
1. Identify essential parts of a research report
2. Discuss the basic steps in writing a research report
.
II. INTRODUCTORY CONCEPT
A research report is an end product of a project work. It contains the description of
events, pertinent facts discovered during investigation, conclusion and recommendation.
The role of a research report is to disseminate the findings and results of a research
with the readers/audiences. It is a record that reflects the investigation process or what the
researcher did. In a report each important term pertaining to research problem is defined,
limiting factors are recognized, procedures are described, references are carefully
documented, results are objectively recorded, and conclusions are presented with scholarly
spirit. Planning to write a report and writing the same can be tough; however, learning the
basic steps and the way each is done, doing so will be a valuable learning experience and
worth one’s time. http://egyankosh.ac.in/bitstream/123456789/43737/1/Unit-22.pdf

ESSENTIAL PARTS OF A RESEARCH REPORT

https://www.questionpro.com/blog/research-reports/
Main components of a productive research report:
Creating a Research Title: Tips on Crafting a Research Title

 Write the title after you have written your paper and abstract.
 Include all the essential terms in your paper.
 Keep it short and to the point (-16 words or fewer).
 Avoid any jargon or abbreviations.
 Use keywords that closely relate to the content of your paper.
 Never include a period at the end. Your title is not a sentence.
Source:https://wordvice.com/how-to-write-the-perfect-title-for-your-research-paper/

Example: The Impact of Mobile Phone Use in Staff/Team Meetings

1. Summary or Abstract: The entire objective along with the overview of research is to be
included in a summary which is a couple of paragraphs in length. It should be interesting
enough to capture all the key elements of the report. This is important as it is the first thing
that your reader will see and they are likely to start forming an opinion based on it.
An abstract is written after you have finished writing up your research report as it
summarizes what your project contains.
Example:
Example: The aim of this report was to investigate UniLab staff attitudes to personal
mobile phone use in staff and team meetings. A staff survey on attitudes towards the use of
mobile phones in the staff / team meetings was conducted. The results indicate that

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the majority of staff find mobile phone use a major issue in staff meetings. The report
concludes that personal mobile phones are disruptive and should be turned off in meetings. It
is recommended that UniLab develops a company policy banning the use of mobile phones
except in exceptional circumstances.
2. Introduction: The researcher specifies the research problem and also outlines the
significance of the systematic investigation. Also, the researcher is expected to outline any
jargon and terminology that are contained in the research. This covers answers related to the
goal and establish a thesis which will be included to strive and answer it in detail.
Example: There has been a massive increase in the use of personal mobile phones

over the past five years and there is every indication that this will continue. According to
Black (2002) by 2008 almost 100% of working people in Australia will carry personal
mobile phones. Black describes this phenomenon as ‘serious in the extreme,
potentially undermining the foundations of communication in our society’ (2002, p
167). Currently at UniLab, 89% of staff have personal mobile phones.
Recently a number of staff have complained about the use of personal mobile
phones in meetings and asked what the official company policy is. At present there is
no official company policy regarding phone use. This report examines the issue of
mobile phone usage in staff meetings and small team meetings. It does not seek to
examine the use of mobile phones in the workplace at other times, although some
concerns were raised.
For the purposes of this report a personal mobile phone is a personally funded phone
for private calls as opposed to an employer funded phone that directly relates to
carrying out a particular job.
3. Methodology: This is the most important section of the report where all the important
information lies. The readers can gain data for the topic along with analyzing the quality of
provided content. Thus, this section needs to be highly informative with each aspect of
research discussed in detail. Information needs to be expressed in chronological order
according to its priority and importance. Researchers should include references in case they
gained information from existing techniques.
Example: This research was conducted by questionnaire and investigated UniLab staff
members’
attitudes to the use of mobile phones in staff / team meetings. A total of 412
questionnaires were distributed with employees' fortnightly pay slips (see Appendix 1).
The questionnaire used Lekert scales to assess social attitudes (see Smith 2002) to
mobile phone usage and provided open ended responses for additional comments.
Survey collection boxes were located in every branch for a four-week period. No
personal information was collected; the survey was voluntary and anonymous.
4. Results: (Data or Findings) The data provided here give short description of the results
along with calculations conducted to achieve the goal will form this section of results. Usually,
the exposition after data analysis is carried out in the discussion part of the report.
Example: There was an 85% response rate to the questionnaire. A breakdown of the
responses is listed below in Table 1. It can be clearly seen from the results that mobile
phones are considered to be disruptive and should be turned off in meetings.

Personal mobile phone Strongly Agree % Disagree Strongly

usage in staff and team agree % % disagree %
meetings is…
Not a problem 5 7 65 23
An issue 40 45 10 5
Disruptive 80 10 7 3
That phones should be 6 16 56 22
permissible
That phones should be 85 10 3 2
turned off

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 Allowed in some 10 52 24 14
circumstances
5. Discussion/Interpretation of Results: The results are discussed in extreme detail in this
section along with a comparative analysis of reports that could probably exist in the same
domain. Any abnormality uncovered during research will be deliberated in the discussion
section. While writing research reports, the researcher will have to connect the dots on how
the results will be applicable in the real world.
Example: It can be seen from the results in Table 1 that personal mobile phone use is
considered to be a problem; however, it was acknowledged that in some situations it
should be permissible. 80% of recipients considered mobile phones to be highly
disruptive and there was strong support for phones being turned off in meetings
(85%). Only 12% thought that mobile phone usage in staff and team meetings was
not a problem, whereas 85% felt it was an issue. The results are consistent
throughout the survey. Many of the respondents (62%) felt that in exceptional
circumstances mobile phones should be allowed, eg medical, but there should be
protocols regarding this. These findings are consistent with other studies.
According to Smith (2005) many companies have identified mobile phones as
disruptive and have banned the use of mobile phones in meetings. Havir (2004)
claims that 29% of staff meeting time is wasted through unnecessary mobile
phone interruptions. This affects time management, productivity and team focus.
6. Conclusion:
The research findings along with mentioning each author, article or any content piece
from where references were taken are concluded. This part summarizes the study's findings
in an easy-to-understand manner. This explains the practical implications of those findings,
and points to recommended directions for future research in that area.
Example: The use of mobile phones in staff meetings is clearly disruptive and they
should be switched off. Most staff felt it is not necessary to receive personal phone calls in
staff meetings except under certain circumstances, but permission should first be
sought from the team leader, manager or chair.
7. Recommendations: This indicates what needs to be done as a result of the findings.
Example: It is recommended that UniLab develops an official policy regarding the use of
mobile phones in staff meetings. The policy should recommend:
• mobile phones are banned in staff meetings
• mobiles phone may be used in exceptional circumstances but only with the
permission of the appropriate manager or chair
Finally, the policy needs to apply to all staff in the company.
8. References
The references section, or bibliography, lists all the sources, alphabetically by authors' last
names, that were directly used in writing the report. Every source cited in the paper must be
included in the references, and every entry listed in the references must appear in the
paper. Style manuals, such as the APA (American Psychological Association) manual, will
give you the correct procedure for all in-text and reference citations. This form is usually
different for books, journal articles, and magazine articles. It is recommended that you use
the APA style. It is important that whatever form is used be followed consistently.
Example: Source of sample research report: Learning Skills Unit RMIT Universiry
https://emedia.rmit.edu.au › learninglab › content › rep..

III. ACTIVITIES
A. Practice Tasks
1. Directions: Read and analyze each of the following sets of ideas. Be able to identify the
part of the research report to which each pertains. Write the letter corresponding to your
answer on the line provided for each item.

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A. Abstract B. Introduction C. Method D. Findings E. Conclusion F. Discussion G.
Recommendations
_______ a. The line, The COVID-19 pandemic remains to be a public health emergency of
global concern. The fight against the threats of COVID-19 pandemic have brought profound
effects and impacts on almost all sectors of the human race. One of the most affected is the
educational sector. The COVID-19 crisis has forced schools to close in almost 200 countries,
disrupting the learning process of more than 1.7 billion children, according to the Organization
for Economic Cooperation and Development (OECD). This closure has affected more than 28
million learners in the Philippines.i
To make sure that learning remains unhampered, DepEd implements a distance learning
approach – a learning delivery mode where interaction takes place between the teacher and
the students who are geographically remote from each other during instruction. This means
lessons will be delivered outside the traditional face-to-face setup.ii
________b. The following data in Table 1 showed the respondents’ age range, gender and
socio-economic backgrounds which may have influenced their perception on the new normal
of education.
Table 1.1
Age Range

Respondents Age Range

Students 9-10
Parents 43-58
Teachers 23-47
LGU/Community Leaders 51-63
Table 1.2
Gender

Gender Frequency
Male 5
Female 7
Table 1.3
Socio-Economic Background

Income Group Definition Range of Monthly Number of Persons

Family Incomes
Poor Less than the official Less than Php 11, 3
poverty threshold 690 per month
Low Income (but not Between the poverty line Between Php 11, 690- 6
poor) and twice the poverty Php23, 381
line
Lower Middle Income Between two and four Between Php 23, 381- 3
times the poverty line Php 46, 761
Table 2
Gadgets Owned and Being Used by Students, Parents and Teachers as Assessed by Them and By the
Community Leaders

Gadgets Gadgets Owned Gadgets being Used for Studying

Students Parent Teachers LGU/ F Stud Parents Teachers F

s Communit ents

y Leaders

Cellphone / / / / 4 / / / 3

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 Desktop / / 2 / 1

Computer

Laptop / / / 3 / / / 3

Computer

Netbook / 1 / 1

Tablet / / 2

Others / 1

None

_______c. As observed, reduced academic quality is perceived to be felt by all the

respondents, along with financial difficulties, and mental and social dilemma. Truly, there are
advantages gained but romanticizing the situation will only invalidate their struggles. The shift
to distance learning was founded as a compliance to the quarantine measures implemented
by the government to curve virus infection rate. A year later into the pandemic, no directive to
return to face-to-face instructions has been issued. This was supposed to be a temporary
thing but dragging it for more than a year will ultimately drive the stakeholders to the point of
exhaustion.
_______d. According to the data collected, the primary gadget owned by the respondents is
cellphone. This is closely followed by laptop computer. The same gadgets are reflected as the
commonly used gadgets for studying and teaching. This may be attributed to the socio-
economic background of the respondents. A look at Table 1.3 revealed that all respondents
belong to the low-income class. Android cellphones are the most affordable gadget with
features sufficient for study use. Meanwhile, laptops are widely available in the market today
with various unit types at different price ranges fitting for the budget of a low-income
household.
The pandemic and the government-imposed quarantines and lockdowns took a toll to
learned the values of self-control, optimism, patience and resourcefulness. Enduring the
hardships brought about by the new normal, they try to see the bright side of the situation.
Correspondingly, the students extend their gratitude to their teachers who were
considerate enough to understand their situations. Based on the survey, they view their
teachers as competent, responsible, industrious and cooperative.

_______e. The researcher adheres to the recommendations given by the Alliance of

Concerned Teachers Philippines (ACT). The group reiterates the need for the Duterte
government to take proactive measures against the local spread of existing strains of the virus
and the ‘equally pressing’ need to strengthen the education system to make it ‘pandemic-
responsive.’

As what the group learned after the world’s longest lockdown, mere restrictions will not suffice
in addressing health crisis. The government must employ concrete actions to:
a) combat the virus by bolstering public health;
b) curb its spread by installing preventive health measures; and
c) enabling the delivery of accessible quality education through ample resource provision.iii

_______f. To give enlightenment on the success or failure of the education system in the new
normal, this paper delved onto the stakeholders’ perceptions on the 'new normal' in teaching
and learning particularly focusing on the learning modalities used by students, the resources
being utilized for studying, the challenges encountered by different stakeholders of education
in the community and their realizations in the studying and or learning in the new normal.

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______ g. To make this study a possibility, three (3) respondents from four (4) stakeholders
were surveyed, namely; students, parents, teachers, and LGU/Community leaders. A total of
12 respondents were surveyed on their perceptions on 'new normal' in teaching and learning.
Due to the granular lockdown imposed in the barangay scope of the study, the researcher
chose the respondents based on their close proximity to the former’s residence. Printed survey
questionnaires were handed out to the respondents and were gathered the next day with the
exception of one survey completed online.
Practice Task 2. Directions: Arrange the letters corresponding to the items given above in the
order that they should appear in a research report.
1. _______ 3. _________ 5. _________
2. _______ 4. _________ 6. _________

7-10. Do the ideas clearly explain or illustrate the parts of the research report? Explain
briefly.
_____________________________________________________________
______________________________________________________________
______________________________________________________________
B. ASSESSMENT:
Directions: Identify each of the sets of the ideas as to what part of the research report it
belongs. Write the word on the blank provided in the table. Then, arrange the following
sets of ideas in the order that they should appear in a research report. Write the letters
only.

Parts Order
a.
b.
c.
d.
e.
f.
A. The aim of this report was to investigate university teaching staff attitudes to the use of
mobile phones by students in tutorials. A survey of teaching staff from each college was
conducted in first semester of the academic year. Overall, the results indicate that the
majority of staff found student mobile devices use a major disruption in tutorials. The
report concludes that the predominant view of staff is that mobile phones are disruptive
and should be turned off during tutorials. It is recommended that the university develops
guidelines which would support staff in the restriction of student use of mobile phones in
tutorials except in exceptional circumstances.
B. The research used a quantitative methodology based on the approach advocated by
Williams (2009). This study was conducted by questionnaire and investigated university
teaching staff attitudes to the use of mobile phones in tutorials (see Appendix 1). The
questionnaire used Likert scales to assess social attitudes (Jones 2007) to student mobile
phone use and provided open ended responses for additional comments. The survey was
voluntary and anonymous. A total of 412 questionnaires were distributed online to
randomly selected staff from each of the three colleges within the university.
C. There was an 85% response rate to the distribution of questionnaires to staff. The
results clearly show that student mobile phones are considered by teaching staff to be
disruptive (see Table 1). As a result, most staff would prefer that mobile phones were
turned off in tutorials.
Table 1
Mobile phone use in tutorials
It is not a problem Agree % Disagree % Strongly disagree %
Sometimes it is a 315 28 7

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 problem
It is often a 219 76 55
problem
It should be 34 41 275
allowed
It should be turned 318 16 16
off
It should be 109 204 37
allowed in some
circumstances
D. It is evident from the results in Table 1 that student mobile phone use in tutorials is
considered to be a significant problem; however, it was acknowledged that in some
cases it should be permissible. Given that such high numbers of teaching staff (85
%) consider that student mobile phone usage in tutorials is a problem, clearly this is
a teaching issue that needs to be addressed.
E. The student use of mobile phones in tutorials is clearly intrusive to teaching staff and
detrimental to learning environments in general. The study highlights the concerns of
teaching staff with regard to mobile phone usage. The fact that the majority of staff
views the student use of mobile phones in tutorials as disruptive suggests
appropriate guidelines and policies need to be developed.
F. There has been a great increase in the use of personal mobile phones over the past
five years with every indication that this usage will continue to increase. Indeed,
widespread use of mobile devices in educational contexts for non-educational
purposes has been reported as distracting and disruptive to learning environments.

G. It is recommended that the university develops official guidelines regarding the use
of mobile phones in tutorials. The guidelines should recommend that: teaching staff
have the right to restrict mobile phone usage according to their discretion, and that
mobile phones may only be used by students in exceptional circumstances.
Source: https://emedia.rmit.edu.au/learninglab/content/example

IV. REFERENCES

Bea, Baby Ruth Aryan B. Mini-Survey on Stakeholders’ Perceptions on the 'New Normal' in Teaching and Learning. Survey
conducted on May 4, 2021.
https://emedia.rmit.edu.au/learninglab/content/example
https://www.dlsweb.rmit.edu.au › lsu › reports_LL
Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal. International
Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001. https://doi.org/10.30935/ijpdll/8311
Dollanganger, C. (2020). Philippines: The Rich and Poor Divide in Distance Learning. The News Lens.
https://international.thenewslens.com/article/142537
Magsambol, B. (2020). FAST FACTS: DepEd's modular learning. Rappler. https://www.rappler.com/newsbreak/iq/things-to-know-
deped-modular-learning
Handog, M. (2020). The pandemic is reshaping education, here's how the Philippines is coping. Rappler.
https://www.rappler.com/brandrap/tech-and-innovation/coronavirus-reshaping-distance-learning-education-philippines
Ramos-Araneta, M. (2021). Duterte Halts Face-to-Face Classes. Manilastandard.net.
https://manilastandard.net/news/national/343044/duterte-halts-face-to-face-classes.html
Prepared by:

MARILYN B. BEA, Teacher 111

Tabaco National High School, Tabaco
City Division

Edited by:

SHANE B. BOMBON, Teacher 111

Tabaco National High School, Tabaco City Division

Quality Assured by

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LANY M. ABAINZA, EPS-1, ENGLISH
Tabaco City Division

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i

ii

iii