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PR-2 Module-4 - Modules

BS Accountancy (Batangas State University)

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12
Practical
Research 2
Quarter 1 – Module 4:
RESEARCH TITLE AND ITS
BACKGROUND

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Subject Area – Grade Level

Self-Learning Module (SLM)
Quarter 1 – Module 4: Research Title and Its Background
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Adonis C. Bayron
Editors: Kathy Lyn G. Daga-as and Charmaine Rose T. Estandarte
Reviewers: Evelyn C. Frusa PhD, Rolex L. Lotilla and Arvin M. Tejada
Illustrator:
Layout Artist: Den R. Fernandez
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Crispin A. Soliven Jr., CESE – Schools Division Superintendent
Roberto J. Montero, CESE – Asst. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gilda O. Orendain – REPS, Subject Area Supervisor
Belen L. Fajemolin PhD – CID Chief
Evelyn C. Frusa PhD – Division EPS In Charge of LRMS
Bernardita M. Villano – Division ADM Coordinator

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph

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12

Practical
Research 2
Quarter 1 – Module 4:
RESEARCH TITLE AND ITS
BACKGROUND

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Introductory Message
For the facilitator:

Welcome to the Practical Research 2 for Grade 12 Self-Learning Module (SLM) on

Research Title and Its Background!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 2 for Grade 12 Self-Learning Module (SLM) on

Research Title and Its Background!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the!

The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

The module is composed of one lesson only:

 Lesson 1 – Research Title and Its Background

After going through this module, you are expected to:

1. discuss ways in writing a research title;
2. determine ways in crafting research background; and
3. craft a research title according to the field taken.

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What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

For number 1 to 3, analyze the research title below.

TARDINESS MITIGATION SCHEME AMONG SENIOR HIGH SCHOOL STUDENTS

OF KNCHS FOR SCHOOL YEAR 2017-2018
1. What problem/issue does the study wish to solve?
A. Behavior of senior high school students
B. Tardiness of all senior high school students
C. Tardiness of some senior high school students
D. Time management of senior high school students

2. The best research question will be_______.

A. Why students are always late?
B. Who among those students are always late?
C. What are the effects of student’s mitigation?
D. What intervention program can be implemented to mitigate students’
tardiness?=

3. Which statement is NOT true about research title?

A. A. It must be time bounded.
B. It must be brief and concise.
C. It can’t be revised once it’s approved by the adviser/panel.
D. The title should not include the terms <study of=, <investigation of= or <an
analysis=.

4. In the title: EFFECT OF PARTICIPATION IN INTERSCHOOL CONTEST ON SHS

STUDENTS’ ACADEMIC PERFORMANCE, the population involved in the study
is_____.
A. STEM students of SHS B. All participating schools
C. TVL class D. SHS participating students

5. In the title: KNCHS SCHOOL-WIDE LANDSCAPING PROJECT: ITS EFFECT ON

ATTITUDES AND PERCEPTION OF PARENTS, the scope of the study is ______.
A. KNCHS B. Koronadal Division
C. SHS-KNCHS D. JHS-KNCH

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Lesson
RESEARCH TITLE AND ITS
4 BACKGROUND

What’s In

Directions: In your own words, describe/define the terms: variable, independent

variable, and dependent variable. Write your answers on the given
graphic organizer.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

VARIABLE

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What’s New

Directions: Compose a free verse poem about covid-19 pandemic crisis. Think a
catchy title of the poem. Write your composition on the blanks provided

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Title

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What is It

Criteria:
Content -10 points
Writing ability -5 points
Title -5 points
TOTAL -20 POINTS

How to craft a good research title?

A good title is usually a compromise between being curt/concise

and explicit or categorical. Drafting a perfect research paper title

requires some serious thought. Researchers tend to be focused on their

research versus the title because that is per se the general nature of

people inclined towards discovery.

According to Maxine Hairston and Michael Keene, a good title

does several things:

1. It predicts content.

2. It catches the reader's interest.

3. It reflects the tone or slant of the piece of writing.

4. It contains keywords that will make it easy to access by a

computer search.

5. It should be SMART (Specific, Measurable, Attainable,

Reliable/Relevance, and Time bounded)

Like any piece of writing, an effective title does not appear in one

magic moment; it takes brainstorming and revising. Richard Leahy's

<Twenty Titles for the Writer= exercise helps writers slow down and

engage in the process of title-writing (Leahy, 2007).

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SELECTED GUIDELINES IN THE CHARACTERISITCS OF A GOOD

FORMULATION OF A RESEARCH TITLE
TITLE 1. A title should give readers
information about the contents
1. The title must contain of the
of the research and is preferable
following elements:
to one that is vague or general.
a. The subject matter or 2. Titles do not need to be stuffy or
research problems dull but generally it should give
b. The setting or locale of the the readers some idea at the
study outset of what the research
c. The respondents or paper will contain.
participants involved in the 3. Choose a title that is a phrase
study rather than a complete
d. The time or period when the sentence.
study to be conducted (if 4. Select a straightforward title
the title becomes too long over the kinds.
5. Use no punctuation at the end
because of these elements,
of the title.
the timeframe or period
6. Do not underline the title of
may be omitted except in research or enclose in quotation
evaluation studies marks, instead, use a word
2. The title must not be broad processing program or printer
enough and it should be that permits italics. Use them in
concise and brief as possible. place of underlining (Fatatado,
3. The terms a <Analysis of=, <A 2016).
Study of=, An Investigation of=
HERE ARE SOME TITLES OF
and the like should be avoided
RESEARCHES APPROVED IN
of. All of these are understood VARIOUS
to have been done in research. DISCIPLINES/PROGRAMS:
4. If the title contains more than
one line, it should be written in 1. HIGHER ORDER THINKING SKILLS
inverted pyramid. IN READING OF FRESHMEN IN
5. When typed or encoded in the UNIVERSITY OF EAST, ACADEMIC
YEAR 2016-2017
title page, all words in the title
should be in capital letters 2. TAX REMITTANCE AND JOB
6. If possible, the title should not VACANCY OF REGION 12, FISCAL
be longer 15 substantive words YEAR 208-2019
7. Avoid a long, detailed title that
3. LEVEL OF ACCEPTABILITY OF THE
gives too much information. TRACING GUIDE FOR CHILDREN
8. To shorten the title, delete the WITH CELEBRAL PALSY BY THE
terms <assessment= or SPED TEACHERS, SY 2012-2013
<evaluation= if these are
emphasized in the text 4. ORGANIC FARMING AND
(Fatatado, 2016). ECONOMIC INCOME OF SOUTH
COTABATO PROVINCE

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What is background of research?

So you have carefully written your article and probably ran it

through your colleagues ten to fifteen times. While there are many
elements to a good research article, one of the most important elements
for your readers is the background of your study.
The background of your study will provide context to the
information discussed throughout the research paper. Background
information may include both important and relevant studies. This is
particularly important if a study either supports or refutes your thesis.
In addition, the background of the study will discuss your
problem statement, rationale, and research questions. It links
introduction to your research topic and ensures a logical flow of ideas.
Thus, it helps readers understand your reasons for conducting the
study.
The reader should be able to understand your topic and its
importance. The length and detail of your background also depend on
the degree to which you need to demonstrate your understanding of the
topic. Paying close attention to the following questions will help you in
writing background information:

 Are there any theories, concepts, terms, and ideas that may be
unfamiliar to the target audience and will require you to provide
any additional explanation?
 Any historical data that need to be shared in order to provide
context on why the current issue emerged?
 Are there any concepts that may have been borrowed from other
disciplines that may be unfamiliar to the reader and need
an explanation?
 Is the research study unique for which additional explanation is
needed? For instance, you may have used a completely new
method?

Your background should begin with defining a topic and audience.

It is important that you identify which topic you need to review and what
your audience already knows about the topic. You should proceed by
searching and researching the relevant literature (Brians, 2011).

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What’s More

Directions: Based on the concepts presented regarding research title crafting,

make your own title considering your topic of interest and your
strand. Follow the guidelines and characteristics in making a
research title.
1. ___________________________________________________________________________
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2. ___________________________________________________________________________
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3. ___________________________________________________________________________
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4. ___________________________________________________________________________
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5. ___________________________________________________________________________
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6. Based on the discussion presented, why do we need to follow the guidelines

in crafting a title?
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7. What do you think is the significance of having a good research title?

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8. Make a research title related to COVID-19 pandemic.

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What I Have Learned

Directions: Answer what is asked. Write your answer on the graphic organizer
provided each number.

1. What are the guidelines in formulating research title? Write them in a ladder
web.

2. What are the characteristics of a good research title? Write them in a petal
map.

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3. What are the concepts included in the research background? Discuss it

inside the bubble map.

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What I Can Do

Directions: Craft research title out of the given situations. Consider the guidelines in
making a research title. Write your answers on the space provided.

1. This study made a contextualized teaching-learning module to improve the writing

organization skills of KNCHS-SHS students. Such study would like to see the effect of
this module on the writing organization skills of KNCHS-SHS students.

___________________________________________________________________
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2. Every marketer faces different challenges. Although they typically share similar
goals, some teams are stuck on hiring top talent, while others are having trouble finding
the right technology for their needs.
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3. Technological advances have made the spread of information far easier than ever
before, but they have also enabled child sexual abuse material to be widely shared
online.
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4. Researchers face perpetual struggle to secure and sustain funding. While the
scientific workforce is increasing, the funding in most countries has been on a decline
over the past decade. The situation is particularly perilous for early career researchers
who find it hard to compete for funds with senior researchers .
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5. The study made an intervention program to improve the reading comprehension of

elementary pupils of Region XII. The study would like to see the impact of intervention
program to the elementary pupils of Region XII.
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Criteria: Content-3 points

Grammar/Spelling-2 points
Total- 5 points each item

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Assessment

Directions: Fill in the missing word of the selection below. Write your answers on the
space provided.

So you have carefully written your 1._____________ and probably ran it through

your 2._____________ ten to fifteen times. While there are many elements to a good

research article, one of the most important elements for your readers is the

3._____________ of your study.

The 4._____________ of your study will provide context to the information

discussed throughout the 5.__________________. Background information may

include both important and relevant studies. This is particularly important if a study

either supports or refutes your 6._____________.

In addition, the background of the study will discuss your 7._____________,

rationale, and research 8._____________. It links introduction to your research topic

and ensures a 9._____________ of ideas. Thus, it helps readers understand your

reasons for conducting the 10._____________.

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Additional Activities

A. Directions: Define/describe the following terms. Write your answers on the

blanks provided.

1. Objectives of the study

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2. Research questions

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3. Scope and Delimitation of the study

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Criteria:

Content-3 points
Grammar/Spelling-2 points
Total- 5 points each item

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B. Directions: Write a short reflection regarding the topic discussed. Write

it on the space provided.

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source: https://www.thoughtco.com/essay-rubric-208136

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