Annex1B to DepEd Order No. 42, s.

2016

GRADES 1 TO 12 Timalang National High 12-Diamond (Humanities and Social Sciences, Home
School Grade Level
DAILY LESSON School Economics, and Industrial Arts)
LOG Teacher Sonny M. Cordova Learning Area Practical Research 2
October 2-6, 2023
Teaching Dates and
2:00 PM-3:00 PM Quarter 1
Time
(MTWTHF)
I.OBJECTIVES At the end of the lesson, the At the end of the lesson, the students At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the students
students should be able to: should be able to: students should be able to: students should be able to: should be able to:

1. selects relevant literature 1. selects relevant literature

1. Designs a research used in 1. Designs a research used in daily 1. Designs a research used
life in daily life 2. cites related literature 2. cites related literature using
daily life
2. Write a research title 2. Write a research title using standard style (APA, standard style (APA, MLA or
2. Write a research title MLA or Chicago Manual Chicago Manual of Style)
3. Describe background of 3. Describe background of 3. Describe background of
research research of Style) 3. synthesizes information from
research
4. State research questions 4. State research questions 3. synthesizes information relevant literature
4. State research questions
5. Indicate scope and delimitation 5. Indicate scope and from relevant literature 4. writes coherent review of
5. Indicate scope and
6. Present written statement of the delimitation 4. writes coherent review of literature
delimitation
problem 6. Present written statement literature 5. follows ethical standards in
6. Present written statement
7. Perform tasks confidently of the problem 5. follows ethical standards writing related literature
of the problem
7. Perform tasks confidently 7. Perform tasks in writing related literature 6. illustrates and explain
confidently 6. illustrates and explain conceptual framework
conceptual framework 7. defines terms used in study
7. defines terms used in 8. lists research hypotheses (if
study appropriate)
8. lists research hypotheses 9. presents written review of
(if appropriate) related literature and
9. presents written review of conceptual framework
related literature and
conceptual framework

WEEK 6 Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of... understanding of... understanding of... understanding of... understanding of...

1. the range of research topics 1. the range of research topics in 1. the range of research 1. the criteria in selecting, 1. the criteria in selecting,
in the area of inquiry the area of inquiry topics in the area of citing, and synthesizing citing, and synthesizing
2. the value of research in the 2. the value of research in the area inquiry related literature related literature
area of interest of interest 2. the value of research in 2. the ethical standards in 2. the ethical standards in
3. the specificity and 3. the specificity and feasibility of the area of interest writing related literature writing related literature
feasibility of the problem the problem posed 3. the specificity and 3. the formulation of 3. the formulation of
1
 posed feasibility of the problem conceptual framework conceptual framework
posed 4. the research hypotheses 4. the research hypotheses (if
(if appropriate) appropriate)
5. the definition of terms 5. the definition of terms as
as used in the study used in the study
B. Performance Standards The learner is able to... The learner... The learner... The learner... The learner...

formulate clearly the statement formulate clearly the statement of formulate clearly the 1. select, cite, and 1. select, cite, and synthesize
of research problem research problem statement of research synthesize judiciously judiciously related literature
problem related literature and and use sources according to
use sources according ethical standards
to ethical standards 2. formulate clearly conceptual
2. formulate clearly framework, research
conceptual framework, hypotheses (if appropriate),
research hypotheses (if and define terms used in
appropriate), and define study
terms used in study 3. present objectively written
3. present objectively review of related literature
written review of and conceptual framework
related literature and
conceptual framework
C. Learning Competencies The learners... The learners... The learners... The learners... The learners...
/ Code:
1. Design a research used in 1. Design a research used in daily 1. Design a research used 1. selects relevant literature 1. selects relevant literature
daily life life in daily life CS_RS12-If-j-1 CS_RS12-If-j-1
CS_RS12-Id-e-1 CS_RS12-Id-e-1 CS_RS12-Id-e-1 2. cites related literature 2. cites related literature using
2. Write a research title 2. Write a research title 2. Write a research title using standard style (APA, standard style (APA, MLA or
CS_RS12-Id-e-2 CS_RS12-Id-e-2 MLA or Chicago Manual Chicago Manual of Style)
CS_RS12-Id-e-2
3. Describe background of 3. Describe background of of Style) CS_RS12-If-j-2
3. Describe background of
research research CS_RS12-If-j-2 3. synthesizes information from
CS_RS12-Id-e-3 CS_RS12-Id-e-3 research
3. synthesizes information relevant literature
4. State research questions 4. State research questions CS_RS12-Id-e-3 from relevant literature CS_RS12-If-j-3
CS_RS12-Id-e-4 CS_RS12-Id-e-4 4. State research questions
CS_RS12-If-j-3 4. writes coherent review of
5. Indicate scope and 5. Indicate scope and delimitation CS_RS12-Id-e-4 4. writes coherent review of literature
delimitation CS_RS12-Id-e-5 5. Indicate scope and literature CS_RS12-If-j-4
CS_RS12-Id-e-5 6. Present written statement of the delimitation CS_RS12-If-j-4 5. follows ethical standards in
6. Present written statement problem CS_RS12-Id-e-5 5. follows ethical standards writing related literature
of the problem CS_RS12-Id-e-6 6. Present written statement in writing related literature CS_RS12-If-j-5
CS_RS12-Id-e-6 7. Perform tasks confidently of the problem CS_RS12-If-j-5 6. illustrates and explain
7. Perform tasks confidently CS_RS12-Id-e-7
CS_RS12-Id-e-6 6. illustrates and explain conceptual framework
CS_RS12-Id-e-7
7. Perform tasks conceptual framework CS_RS12-If-j-6
confidently CS_RS12-If-j-6 7. defines terms used in study
CS_RS12-Id-e-7 7. defines terms used in

2
 study CS_RS12-If-j-7
CS_RS12-If-j-7 8. lists research hypotheses (if
8. lists research hypotheses appropriate)
(if appropriate) CS_RS12-If-j-8
CS_RS12-If-j-8 9. presents written review of
9. presents written review of related literature and
related literature and conceptual framework
conceptual framework CS_RS12-If-j-9
CS_RS12-If-j-9

II.CONTENT Identifying the Inquiry and Identifying the Inquiry and Stating Identifying the Inquiry and Learning from Others and Learning from Others and
Stating the Problem the Problem Stating the Problem Reviewing the Literature Reviewing the Literature
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None None None None
2. Learner’s Materials PRACTICAL RESEARCH 2 PRACTICAL RESEARCH 2 PRACTICAL RESEARCH 2 Practical Research 2 Quarter Practical Research 2 Quarter 3 –
pages Quarter 3: Module 2 The Quarter 3: Module 2 The Research Quarter 3: Module 2 The 3 – Module 3: Conceptual Module 3: Conceptual
Research Problem Page 1-10 Problem Page 1-10 Research Problem Page 1-10 Framework & Review of Framework & Review of
Related Literature Page 1- Related Literature Page 1-10
10
3. Textbooks pages None None None None None
4. Additional Materials
pages from learning None None None None None
Resources (LR) portal
B. Other Learning Resource DepEd Schools Division of DepEd Schools Division of Negros DepEd Schools Division of DepEd Schools Division of DepEd Schools Division of
Negros Oriental Oriental Negros Oriental Negros Oriental Negros Oriental
Alternative Delivery Mode Alternative Delivery Mode (ADM) Alternative Delivery Mode Alternative Delivery Mode Alternative Delivery Mode
(ADM) Senior High School Senior High School (ADM) Senior High School (ADM) Senior High School (ADM) Senior High School
IV.PROCEDURES Inquiry-Based Learning Using 7Es Model

3
A. Reviewing previous Task 1. Directions: Fill in the Task 1. Directions: Fill in the blank Task 1. Directions: Fill in the Task 1.
lesson or presenting the blank with the choices found with the choices found inside the blank with the choices found Directions: Read each item
inside the box. Write your box. Write your answer in your inside the box. Write your carefully. Write TRUE if
new lesson. answer in your activity activity notebook answer in your activity the statement is true and
ELICIT notebook write FALSE if the
statement is incorrect. Write
your answers in your
ActivityNotebook/ Activity
Sheets.
1. Conceptual frameworks
give life to a research.
2. If theoretical
framework and/or
notebook conceptual framework
are applied wrongly, the
result their research
findings become weak.
3. It is the researcher’s
explanation of how the
research problem would
be explored.
4. The research activities
are planned to verify
the hypothesis and not
to find out the solution
of the problem or to
seek an answer to a
question.
5. Hypothesis is called
also a leap into the
dark.
6. Hypothesis predicts
what the researchers
expect to see, the goal
of research is to
determine whether this
guess is right or wrong.
7. The goal literature
review is to bring the
reader up to date with
current literature on a
topic and form the basis
for another goal, such
as the justification for
Task 1.
Directions: Read each item
carefully. Write TRUE if the
statement is true and write
FALSE if the statement is
incorrect. Write your answers in
your ActivityNotebook/ Activity
Sheets.
1. Conceptual frameworks
give life to a research.
2. If theoretical framework
and/or conceptual
framework are applied
wrongly, the result their
research findings become
weak.
3. It is the researcher’s
explanation of how the
research problem would be
explored.
4. The research activities are
planned to verify the
hypothesis and not to find
out the solution of the
problem or to seek an
answer to a question.
5. Hypothesis is called also a
leap into the dark.
6. Hypothesis predicts what
the researchers expect to
see, the goal of research is
to determine whether this
guess is right or wrong.
7. The goal literature review is
to bring the reader up to
date with current literature
on a topic and form the
basis for another goal, such
as the justification for future
research in the area.
8. A good literature review
gathers biases information
about a particular subject
from any sources.
4

B. Establishing a purpose Task 2. Brainstorming Session
for the lesson. 1. Recall the most interesting
topic you identified in your
ENGAGE chosen field of
interest/tract? (You may
refer to your preferred title
in Module 1.)
2. What interests you to
conduct this research?
Task 2. Brainstorming Session
1. Recall the most interesting
topic you identified in your
chosen field of interest/tract?
(You may refer to your
preferred title in Module 1.)
2. What interests you to conduct
this research?
future research in the 9. The introduction and
area. conclusion to your review of
8. A good literature the literature should show
review gathers biases how your research project
information about a will join the on-going
particular subject from conversation.
any sources. 10. The main aim in structuring
9. The introduction and your review of the literature
conclusion to your is to lead your reader to
review of the literature understand the need to
should show how your precisely conduct the form
research project will of literature review or
join the on-going research paper that you
conversation. propose or have done.
10. The main aim in
structuring your review
of the literature is to
lead your reader to
understand the need to
precisely conduct the
form of literature
review or research
paper that you propose
or have done.
Task 2. Brainstorming Task 2: Task 2:
Session Complete the KWL Complete the KWL Chart
1. Recall the most Chart based on your based on your knowledge on the
interesting topic you knowledge on the following following topics provided below.
identified in your chosen topics provided below. Accomplish the last column after
field of interest/tract? Accomplish the last column reading the content of this
(You may refer to your after reading the content of module.
preferred title in Module this module.
1.)
2. What interests you to
conduct this research?
5
C. Presenting
examples/instances of
the new lesson.
ENGAGE
D. Discussing new concepts What is a Research Problem?
and practicing new skills A research problem is
exactly that – a problem that
#1. someone would like to research
EXPLORE (Fraenkel and Wallen, 2010). A
problem can be anything that a
person finds unsatisfactory or
unsettling, a difficult of some
sort, a state of affairs that needs
to be changed, anything that is
not working aswell as it might.
Problems involve areas of
concern to
researchers,conditions they
want to improve, difficulties
they want to eliminate,
questions for which they seek
answers.
What is a Research Problem?
A research problem is exactly
that – a problem that someone
would like to research (Fraenkel and
Wallen, 2010). A problem can be
anything that a person finds
unsatisfactory or unsettling, a
difficult of some sort, a state of
affairs that needs to be changed,
anything that is not working aswell
as it might. Problems involve areas
of concern to researchers,conditions
they want to improve, difficulties
they want to eliminate, questions for
which they seek answers.
Research Questions
Usually, a research problem is
initially posed as a question which
What is a Research
Problem?
A research problem is
exactly that – a problem that
someone would like to
research (Fraenkel and
Wallen, 2010). A problem
can be anything that a person
finds unsatisfactory or
unsettling, a difficult of some
sort, a state of affairs that
needs to be changed,
anything that is not working
aswell as it might. Problems
involve areas of concern to
researchers,conditions they
want to improve, difficulties
they want to eliminate,
questions for which they seek
Task 3
Study the diagram below
and answer the questions
that follow.
Modular Print Modality and
College Preparedness of
Selected Senior High
School Students of Siaton 3
Disrict
1. What do you call this
diagram?
2. Formulate at least 2
questions based on the
title given above.
3. If the title above is to be
undertaken, what do
you think will be the
result? Answer in a
paragraph form.
What is a Conceptual
Framework?
A conceptual
framework is a structure
which the researcher
believes can best explain the
flow of the natural
progression of the
phenomenon to be studied
(Camp, 2001). It is the
organization of research
variables wherein research
problem would be explored.
It is arranged in a logical
structure toaid provide a
picture or visual display of
how ideas in a study relate
to one another (Grant &
Osanloo, 2014).
Task 3
Study the diagram below and
answer the questions that follow.
Modular Print Modality and
College Preparedness of
Selected Senior High School
Students of Siaton 3 Disrict
1.
W
hat do you call this
diagram?
2. Formulate at least 2
questions based on the title
given above.
3. If the title above is to be
undertaken, what do you
think will be the result?
Answer in a paragraph
form.
What is a Conceptual
Framework?
A conceptual framework is a
structure which the researcher
believes can best explain the
flow of the natural progression
of the phenomenon to be studied
(Camp, 2001). It is the
organization of research
variables wherein research
problem would be explored. It is
arranged in a logical structure
toaid provide a picture or visual
display of how ideas in a study
relate to one another (Grant &
Osanloo, 2014).
Interestingly, conceptual
framework shows the series of
action the researcher intends
6
Research Questions
Usually, a research
problem is initially posed as a
question which serves as the
focus of the researcher’s
investigation. The following
examples of possible research
in education are not sufficiently
developed for actualuse in a
research project but would be
suitable during the early stage
of formulating a quantitative
research question.
 Do teachers behave
differently towards
students of different
genders? (Causal-
comparative research)
 How can we predict which
students might have trouble
learning certain kinds of
subject matter?
(Correlational research).
There are other kinds of
questions, however, that cannot
be answered by collecting and
analyzing data. The following
are the examples:
 Should philosophy be
included in the high school
curriculum? [This is a
question of value. It
implies notions of right and
wrong, proper, and
improper- and therefore
does not have any
empirical (or observable)
referents.]
What is the meaning of life?
[This is metaphysical in nature
– that is beyond the physical,
transcendental. Answers to this
sort of question lie beyond the
serves as the focus of the
researcher’s investigation. The
following examples of possible
research in education are not
sufficiently developed for actualuse
in a research project but would be
suitable during the early stage of
formulating a quantitative research
question.
 Do teachers behave differently
towards students of different
genders? (Causal-comparative
research)
 How can we predict which
students might have trouble
learning certain kinds of subject
matter? (Correlational
research).
There are other kinds of
questions, however, that cannot be
answered by collecting and
analyzing data. The following are
the examples:
 Should philosophy be included
in the high school curriculum?
[This is a question of value. It
implies notions of right and
wrong, proper, and improper-
and therefore does not have any
empirical (or observable)
referents.]
What is the meaning of life? [This is
metaphysical in nature – that is
beyond the physical, transcendental.
Answers to this sort of question lie
beyond the accumulation of
information].
answers. Interestingly,
conceptual framework
Research Questions shows the series of action
Usually, a research the researcher intends
problem is initially posed as a carrying out in a research
question which serves as the study (Dixon, Gulliver &
focus of the researcher’s Gibbon, 2001). The
investigation. The following framework makes it easier
examples of possible research for the researcher to easily
in education are not specify and define the
sufficiently developed for concepts within the problem
actualuse in a research of the study (Luse,
project but would be suitable Mennecke & Townsend,
during the early stage of 2012). Miles and Huberman
formulating a quantitative (1994) opine that conceptual
research question. frameworks can be
 Do teachers behave graphical or in a narrative
differently towards form showing the key
students of different variables or constructs to be
genders? (Causal- studied and the presumed
comparative research) relationships between them.
 How can we predict
which students might The Importance of
have trouble learning Conceptual Framework in
certain kinds of subject Research
matter? (Correlational The conceptual
research). framework guides the
researcher in his
There are other kinds of investigation to achieve the
questions, however, that objectives of the study. It
cannot be answered by offers many benefits to a
collecting and analyzing data. research. For instance, it
The following are the assists the researcher in
examples: identifying and constructing
 Should philosophy be his/her worldview on the
included in the high phenomenon to be
school curriculum? [This investigated (Grant & and how s/he conceptually
is a question of value. It Osanloo, 2014). It is the
implies notions of right simplest way through which
and wrong, proper, and a researcher presents his/her
improper- and therefore asserted remedies to the
does not have any problem s/he has defined
empirical (or observable) (Akintoye, 2015). It
referents.] accentuates the reasons why
carrying out in a research study
(Dixon, Gulliver & Gibbon,
2001). The framework makes it
easier for the researcher to easily
specify and define the concepts
within the problem of the study
(Luse, Mennecke & Townsend,
2012). Miles and Huberman
(1994) opine that conceptual
frameworks can be graphical or
in a narrative form showing the
key variables or constructs to be
studied and the presumed
relationships between them.
The Importance of Conceptual
Framework in Research
The conceptual framework
guides the researcher in his
investigation to achieve the
objectives of the study. It offers
many benefits to a research. For
instance, it assists the researcher
in identifying and constructing
his/her worldview on the
phenomenon to be investigated
(Grant & Osanloo, 2014). It is
the simplest way through which
a researcher presents his/her
asserted remedies to the problem
s/he has defined (Akintoye,
2015). It accentuates the reasons
why a research topic is worth
studying, the assumptions of
aresearcher, the scholars s/he
agrees with and disagrees with
grounds his/her approach
(Evans, 2007). Akintoye (2015)
posits that the conceptual
framework is mostly used by
researchers when existing
theories are not applicable or
sufficient in creating a firm
7
 accumulation of information]. What is the meaning of life?
[This is metaphysical in
nature – that is beyond the
physical, transcendental.
Answers to this sort of
question lie beyond the
accumulation of
information].
a research topic is worth
studying, the assumptions of
aresearcher, the scholars
s/he agrees with and
disagrees with and how s/he
conceptually grounds
his/her approach (Evans,
2007). Akintoye (2015)
posits that the conceptual
framework is mostly used
by researchers when
existing theories are not
applicable or sufficient in
creating a firm structure for
thestudy.
The following is an
example of a conceptual
framework of the study on
Student’s Motivation and
Academic Performance of
Senior High Students of
Bolocboloc High School,
SY 2017-2018 (Deguit,
Salinas, Catherine, Samson,
structure for thestudy.
The following is an example
of a conceptual framework of the
study on Student’s Motivation
and Academic Performance of
Senior High Students of
Bolocboloc High School, SY
2017-2018 (Deguit, Salinas,
Catherine, Samson, Don, 2018).
The study posited that that
academic performance of senior
high school students is affected
by the profile (age, sex, family
income) and Motivation
(intrinsic,
extrinsic).

Don, 2018). The study

E. Discussing new concepts Characteristics of Good Research
Questions
and practicing new skills Once a research question has
#2 been formulated, researchers want
EXPLORE to turn it into as good question as
possible. Good research questions
Characteristics of Good Research Characteristics of Good
Questions Research Questions
Once a research question has been Once a research question
formulated, researchers want to turn it has been formulated, researchers
into as good question as possible. Good want to turn it into as good
research questions possess four essential question as possible. Good
posited that that academic
performance of senior high
school students is affected
by the profile (age, sex,
family income) and
Motivation (intrinsic,
extrinsic).
What is a research What is a research hypothesis?
hypothesis? A research hypothesis is a
A research hypothesis is statement of assumption or
a statement of assumption or prediction that will be tested by
prediction that will be tested research.

8
possess four essential
characteristics (Fraenkel and
Wallen, 2010).
1. The question is feasible (i.e., it
can be investigated without
expending an undue amount of
time, energy, or money)
2. The question is clear (i.e.,
most people would agree as to
what the key words in the
question mean).
3. The question is significant
(i.e., it is worth investigating
because it will contribute
important knowledge about
the human condition).
4. The question is ethical (i.e., it
will not involve physical or
psychological harm or damage
to human beings or to the
natural or social environment
of which they are a part).
The Purposes of a Problem
Statement
1. Introduces the reader to the
importance of the topic being
studied. The reader is oriented
to the significance of the study
and the research questions or
hypotheses to follow.
2. Places the problem into a
particular context that defines
the parameters of what is to be
investigated.
3. Provides the framework for
reporting the results and
indicates what is probably
necessary to conduct the study
and explain how the findings
will present this information.
Do not confuse a research
problem with a research topic. A
topic is something to read and
obtain information about whereas a
problem is something to solve or
framed as a question that must be
answered. A good research
question helps to- guide the
research process; construct a
characteristics (Fraenkel and Wallen,
2010).
1. The question is feasible (i.e., it can
be investigated without expending
an undue amount of time, energy,
or money)
2. The question is clear (i.e., most
people would agree as to what the
key words in the question mean).
3. The question is significant (i.e., it
is worth investigating because it
will contribute important
knowledge about the human
condition).
4. The question is ethical (i.e., it will
not involve physical or
psychological harm or damage to
human beings or to the natural or
social environment of which they
are a part).
The Purposes of a Problem Statement
1. Introduces the reader to the
importance of the topic being
studied. The reader is oriented to
the significance of the study and
the research questions or
hypotheses to follow.
2. Places the problem into a particular
context that defines the parameters
of what is to be investigated.
3. Provides the framework for
reporting the results and indicates
what is probably necessary to
conduct the study and explain how
the findings will present this
information.
Do not confuse a research problem
with a research topic. A topic is
something to read and obtain
information about whereas a problem is
something to solve or framed as a
question that must be answered. A good
research question helps to- guide the
research process; construct a logical
argument; write a literature review; plan
thesis chapters; and devise efficient
search strategies. A well-defined
research question has six properties.
A research question is not the same
research questions possess four
essential characteristics
(Fraenkel and Wallen, 2010).
1. The question is feasible
(i.e., it can be investigated
without expending an
undue amount of time,
energy, or money)
2. The question is clear (i.e.,
most people would agree as
to what the key words in
the question mean).
3. The question is significant
(i.e., it is worth
investigating because it will
contribute important
knowledge about the
human condition).
4. The question is ethical (i.e.,
it will not involve physical
or psychological harm or
damage to human beings or
to the natural or social
environment of which they
are a part).
The Purposes of a Problem
Statement
1. Introduces the reader to the
importance of the topic
being studied. The reader is
oriented to the significance
of the study and the
research questions or
hypotheses to follow.
2. Places the problem into a
particular context that
defines the parameters of
what is to be investigated.
3. Provides the framework for
reporting the results and
indicates what is probably
necessary to conduct the
study and explain how the
findings will present this
information.
Do not confuse a research
problem with a research topic. A
topic is something to read and
obtain information about
by research. Before formulating your
Before formulating your research hypothesis, read about
research hypothesis, read the topic of interest to you. From
about the topic of interest to your reading, which may include
you. From your reading, articles, books and/or cases, you
which may include articles, should gain sufficient
books and/or cases, you information about your topic that
should gain sufficient will enable you to narrow or
information about your limit it and express it as a
topic that will enable you to research question. The research
narrow or limit it and question flows from the topic
express it as a research that you are considering. The
question. The research research question, when stated as
question flows from the one sentence, is your Research
topic that you are Hypothesis. In some disciplines,
considering. The research the hypothesis is called a “thesis
question, when stated as one statement.” Other words for
sentence, is your Research “hypothesized” are
Hypothesis. In some “posited,”“theorized” or
disciplines, the hypothesis is “proposed”. Remember, your
called a “thesis statement.” hypothesis must REQUIRE two
Other words for or more disciplines, one of
“hypothesized” are which is law. Thisis essential,
“posited,”“theorized” or since your paper is
“proposed”. Remember, interdisciplinary and a
your hypothesis must demonstration of the
REQUIRE two or more interdisciplinary process.
disciplines, one of which is In your hypothesis, you are
law. Thisis essential, since predicting the relationship
your paper is between variables. Through the
interdisciplinary and a disciplinary insights gained in
demonstration of the the research process throughout
interdisciplinary process. the year, you “prove” your
In your hypothesis, you hypothesis. This is a process of
are predicting the discovery to create greater
relationship between understandings or conclusions. It
variables. Through the is not a strict proof as in logic or
disciplinary insights gained mathematics. Example
in the research process
throughout the year, you Research Question:
“prove” your hypothesis. Is there a significant
This is a process of relationship between profile
discovery to create greater (age, sex, family income) and
understandings or academic performance of senior
9
logical argument; write a literature
review; plan thesis chapters; and
devise efficient search strategies. A
well-defined research question has
six properties.
A research question is not the
same as a thesis title, research
problem, hypothesis or research
focus, although they are
interrelated and support one
another.
 A research question
summarizes the significant
issue your research will
investigate.
 The title consists of the topic
and outcome of a research
project.
 The research problem explains
the knowledge gap your
research will address.
 A hypothesis is a predicted
answer to the research
question that can be tested and
is based on prior research.
 A research focus specifies the
scope or domain of inquiry.
The Value of Research in the Area
of Interest
A research problem is a
statement about an area of concern,
a condition to be improved, a
difficulty to be eliminated, or a
troubling question that exists in
scholarly literature, in theory, or in
practice thatpoints to the need for
meaningful understanding and
deliberate investigation. In some
Social Science Disciplines, the
research problem is typically posed
in the form of a question. A
research problem does not state
how to do something, offer a vague
or broad proposition, or present a
value question.
Any problem that is not
significant to the nation or
profession is notworth
as a thesis title, research problem,
hypothesis or research focus, although
they are interrelated and support one
another.
 A research question summarizes
the significant issue your research
will investigate.
 The title consists of the topic and
outcome of a research project.
 The research problem explains the
knowledge gap your research will
address.
 A hypothesis is a predicted answer
to the research question that can be
tested and is based on prior
research.
 A research focus specifies the
scope or domain of inquiry.
The Value of Research in the Area of
Interest
A research problem is a statement
about an area of concern, a condition to
be improved, a difficulty to be
eliminated, or a troubling question that
exists in scholarly literature, in theory,
or in practice thatpoints to the need for
meaningful understanding and
deliberate investigation. In some Social
Science Disciplines, the research
problem is typically posed in the form
of a question. A research problem does
not state how to do something, offer a
vague or broad proposition, or present a
value question.
Any problem that is not significant
to the nation or profession is notworth
consideration of the investigator. It is
helpful for investigator to keepin mind
the following aspects while selecting the
area of problem forresearch –
 The problem to be chosen should
be such as to be meaningfully
related to the interest of the
investigator himself/herself.
 The problem having alliance with
the chain of thinking or research
already in existence can be handled
more confidently.
whereas a problem is something conclusions. It is not a strict high students?
to solve or framed as a question proof as in logic or
that must be answered. A good mathematics. Example Statement of Research Null
research question helps to- guide
hypothesis (Prediction is not
the research process; construct a
logical argument; write a
Research Question: true).
literature review; plan thesis Is there a significant
chapters; and devise efficient relationship between profile There is no significant
search strategies. A well-defined (age, sex, family income) relationship between profile
research question has six and academic performance (age, sex, family income) and
properties. of senior high students? academic performance of senior
A research question is not high students.
the same as a thesis title, Statement of Research Null
research problem, hypothesis or
hypothesis (Prediction is not
research focus, although they are
interrelated and support one true).
another.
 A research question There is no significant
summarizes the significant relationship between profile
issue your research will (age, sex, family income)
investigate. and academic performance
 The title consists of the of senior high students.
topic and outcome of a
research project.
 The research problem
explains the knowledge gap
your research will address.
 A hypothesis is a predicted
answer to the research
question that can be tested
and is based on prior
research.
 A research focus specifies
the scope or domain of
inquiry.
The Value of Research in the
Area of Interest
A research problem is a
statement about an area of
concern, a condition to be
improved, a difficulty to be
eliminated, or a troubling
question that exists in scholarly
literature, in theory, or in
practice thatpoints to the need
for meaningful understanding
and deliberate investigation. In
some Social Science Disciplines,
10
consideration of the investigator. It
is helpful for investigator to keepin
mind the following aspects while
selecting the area of problem
forresearch –
 The problem to be chosen
should be such as to be
meaningfully related to the
interest of the investigator
himself/herself.
 The problem having alliance
with the chain of thinking or
research already in existence
can be handled more
confidently.
 The ambitious problems
covering a wide range of area
of interest should be avoided
and the problems of
manageable size and limits
should be taken up.
 An important consideration
for selecting the problem area
relates to its feasibility in
terms of the application of
scientific techniques,
availability of resources in
terms of money, personnel,
and equipment.When the
researcher considers the points
mentioned above, researcher is
essentially trying to answer
some such questions as – Is
the problem researchable,
interesting, research already in
existence ormanageable size?
Is it a new problem or the
work on the problem has
already in existence?
The sources for identification of
problem are diverse and would
largely depend upon the area of
interest of the investigator and the
nature of the problem under
investigation. However, the
problem can be identified from –
a) Advanced study and critical
reading.
b) Analysis and interpretation of
 The ambitious problems covering a
wide range of area of interest
should be avoided and the
problems of manageable size and
limits should be taken up.
 An important consideration for
selecting the problem area relates
to its feasibility in terms of the
application of scientific techniques,
availability of resources in terms of
money, personnel, and
equipment.When the researcher
considers the points mentioned
above, researcher is essentially
trying to answer some such
questions as – Is the problem
researchable, interesting, research
already in existence ormanageable
size? Is it a new problem or the
work on the problem has already in
existence?
The sources for identification of
problem are diverse and would largely
depend upon the area of interest of the
investigator and the nature of the
problem under investigation. However,
the problem can be identified from –
a) Advanced study and critical
reading.
b) Analysis and interpretation of the
already available evidence,
practices, trends or needs in a
particular area.
the research problem is typically
posed in the form of a question.
A research problem does not
state how to do something, offer
a vague or broad proposition, or
present a value question.
Any problem that is not
significant to the nation or
profession is notworth
consideration of the investigator.
It is helpful for investigator to
keepin mind the following
aspects while selecting the area
of problem forresearch –
 The problem to be chosen
should be such as to be
meaningfully related to the
interest of the investigator
himself/herself.
 The problem having
alliance with the chain of
thinking or research already
in existence can be handled
more confidently.
 The ambitious problems
covering a wide range of
area of interest should be
avoided and the problems
of manageable size and
limits should be taken up.
 An important consideration
for selecting the problem
area relates to its feasibility
in terms of the application
of scientific techniques,
availability of resources in
terms of money, personnel,
and equipment.When the
researcher considers the
points mentioned above,
researcher is essentially
trying to answer some such
questions as – Is the
problem researchable,
interesting, research already
in existence ormanageable
size? Is it a new problem or
the work on the problem
has already in existence?
11
 the already available evidence,
practices, trends or needs in a
particular area.
F. Developing mastery Research Topics to be Avoided
1. Controversial topics -These
(Leads to Formative are topics that depend greatly
Assessment 3) on the writer’s opinion, which
EXPLAIN tend to be biased or
prejudicial. Facts cannot
support controversial topics
2. Highly technical subjects -For
a beginner, researching on
topics that require an advance
study, technical knowledge
and vast experience is very
difficult.
3. Hard-to-investigate subjects -
A topic or a subject is hard to
investigate if there is no
available dataor reading
materials about it and such
materials are not updated
(obsolete).
4. Too broad subjects -A subject
or a topic that are too broad
will prevent the researcher
from giving a concentrated or
in-depth analysis of the
subject matterof the research
paper.
5. Too narrow subjects -The
subjects are so limited or
specific that an extensive or
thorough searching or reading
for information about the
subject is necessary.
6. Vague subjects -Choosing
Research Topics to be Avoided
1. Controversial topics -These are
topics that depend greatly on the
writer’s opinion, which tend to be
biased or prejudicial. Facts cannot
support controversial topics
2. Highly technical subjects -For a
beginner, researching on topics that
require an advance study, technical
knowledge and vast experience is
very difficult.
3. Hard-to-investigate subjects -A
topic or a subject is hard to
investigate if there is no available
dataor reading materials about it
and such materials are not updated
(obsolete).
4. Too broad subjects -A subject or a
topic that are too broad will
prevent the researcher from giving
a concentrated or in-depth analysis
of the subject matterof the research
paper.
5. Too narrow subjects -The subjects
are so limited or specific that an
extensive or thorough searching or
reading for information about the
subject is necessary.
6. Vague subjects -Choosing topics
like these will prevent you from
having a clear insight or focus on
your study. For instance, topics
like “Some Remarkable Traits of a
Negrosanon”, “Several Comments
The sources for identification
of problem are diverse and
would largely depend upon the
area of interest of the
investigator and the nature of the
problem under investigation.
However, the problem can be
identified from –
a) Advanced study and critical
reading.
b) Analysis and interpretation
of the already available
evidence, practices, trends
or needs in a particular
area.
Research Topics to be Avoided
1. Controversial topics -These
are topics that depend
greatly on the writer’s
opinion, which tend to be
biased or prejudicial. Facts
cannot support
controversial topics
2. Highly technical subjects -
For a beginner, researching
on topics that require an
advance study, technical
knowledge and vast
experience is very difficult.
3. Hard-to-investigate subjects
-A topic or a subject is hard
to investigate if there is no
available dataor reading
materials about it and such
materials are not updated
(obsolete).
4. Too broad subjects -A
subject or a topic that are
too broad will prevent the
researcher from giving a
concentrated or in-depth
analysis of the subject
matterof the research paper.
5. Too narrow subjects -The
subjects are so limited or
specific that an extensive or
thorough searching or
reading for information
about the subject is
What is a Literature Review?
A literature review is an
objective, thorough summary
and critical analysis of the
relevant available research and
non-research literature on the
topic being studied (Hart, 1998;
Cronin, et al., 2008). Its goal is
to bring the reader up to date
with current literature on a
topic and form the basis for
another goal, such as the
justification for future research
in the area. A good literature
review gathers information
about a particular subject from
many sources. It is well written
and contains few if any
personal biases. It should
contain a clear search and
selection strategy (Carnwell
and Daly, 2001; Cronin, et al.,
2008). Good structuring is
essential to enhance the flow
and readability of the review
(Colling, 2003).
Systematic Literature Review
The purpose of a
systematic literature review is
to provide as complete a list as
possible of all the published
and unpublished studies
relating to a particular subject
What is a Literature Review?
A literature review is an
objective, thorough summary and
critical analysis of the relevant
available research and non-research
literature on the topic being studied
(Hart, 1998; Cronin, et al., 2008). Its
goal is to bring the reader up to date
with current literature on a topic and
form the basis for another goal, such
as the justification for future
research in the area. A good
literature review gathers information
about a particular subject from many
sources. It is well written and
contains few if any personal biases.
It should contain a clear search and
selection strategy (Carnwell and
Daly, 2001; Cronin, et al., 2008).
Good structuring is essential to
enhance the flow and readability of
the review (Colling, 2003).
Systematic Literature Review
The purpose of a systematic
literature review is to provide as
complete a list as possible of all the
published and unpublished studies
relating to a particular subject area.
It is different with traditional
reviews that attempt to summarize
results of a number of studies,
systematic reviews use explicit and
rigorous criteria to identify,
12
 topics like these will prevent
you from having a clear
insight or focus on your study.
For instance, topics like
“Some Remarkable Traits of a
Negrosanon”, “Several
Comments on a Research background is a brief
ModularSystem in the
Department of Education”. So,
avoid using indefinite
adjectives such as some,
several, many, etc.
Research Background
Research background is a
brief outline of the most important
studies that have been conducted so
far presented in a chronological
order. Research background should
also include a brief discussion of
major theories and models related
to the research problem. When
writing research background, you
also need to demonstrate how your
research relates to what has been
done so far in the research area.
Once the research area is
selected, the literature review is
commenced in order to identify
gaps in the research area, and the
research aims, and objectives need
to be closely associated with the
elimination of this gap inthe
literature.
Example:
Background of the Study
Learning is an
interaction process
between students and
teachers and study
material in teaching
learning process (UUSPN
No.20, 2003). In other
word, learning is a
process to help the
students to study well.
The media and the
method of learning
process in transferring
on a ModularSystem in the
Department of Education”. So,
avoid using indefinite adjectives
such as some, several, many, etc.
Research Background
outline of the most important studies
that have been conducted so far
presented in a chronological order.
Research background should also
include a brief discussion of major
theories and models related to the
research problem. When writing
research background, you also need to
demonstrate how your research relates
to what has been done so far in the
research area.
Once the research area is selected,
the literature review is commenced in
order to identify gaps in the research
area, and the research aims, and
objectives need to be closely associated
with the elimination of this gap inthe
literature.
Example:
Background of the Study
Learning is an interaction
process between students and
teachers and study material in
teaching learning process
(UUSPN No.20, 2003). In
other word, learning is a
process to help the students to
study well. The media and the
method of learning process in
transferring the material will
be an important factor to get
the best result. The methods
of delivery to students there
are different kinds, one of
them the lecture method. The
lecture method is explanation
and narrative verbally by
teacher in the class, while the
role of student is listening
carefully, and noted of which
presented by the teacher
(Surahmad, 2003). The lecture
necessary.
6. Vague subjects -Choosing
topics like these will
prevent you from having a
clear insight or focus on
your study. For instance,
topics like “Some
Remarkable Traits of a
Negrosanon”, “Several
Comments on a 2008). Primary purpose of this
ModularSystem in the
Department of Education”.
So, avoid using indefinite
adjectives such as some,
several, many, etc.
Research Background
Research background is a
brief outline of the most
important studies that have been
conducted so far presented in a
chronological order. Research
background should also include
a brief discussion of major
theories and models related to
the research problem. When
writing research background,
you also need to demonstrate
how your research relates to
what has been done so far in the
research area.
Once the research area is
selected, the literature review is
commenced in order to identify
gaps in the research area, and the
research aims, and objectives
need to be closely associated
with the elimination of this gap
inthe literature.
Example:
Background of the Study
Learning is an
interaction process
between students and
teachers and study
material in teaching
learning process
(UUSPN No.20,
2003). In other word,
area. It is different with
traditional reviews that attempt
to summarize results of a
number of studies, systematic
reviews use explicit and
rigorous criteria to identify,
critically evaluate and
synthesize all the literature on a
particular topic (Cronin, et al,
article is to provide the reader
with a comprehensive
background for understanding
current knowledge and
highlighting the significance of
new research. It can inspire
research ideas by identifying
gaps or inconsistencies in a
body of knowledge, thus
helping the researcher to
determine or define research
questions or hypotheses.
Equally, however, it can help
refine or focus a broad research
question and is useful for both
topic selection and topic
refinement. It can also be
helpful in developing
conceptual or theoretical
frameworks (Coughlan, et al,
2007; Cronnin, et al, 2008). A
systematic review should
feature the time frame within
which the literature was
selected, as well as the methods
used to evaluate and synthesize
findings of the studies in
question. In order for the reader
to assess the reliability and
validity of the review (see
figure 1 the reviewer needs to
present the precise criteria used
to:
a) Formulate the research
question;
b) Set inclusion or exclusion
criteria;
c) Select and access the
literature;
critically evaluate and synthesize all
the literature on a particular topic
(Cronin, et al, 2008). Primary
purpose of this article is to provide
the reader with a comprehensive
background for understanding
current knowledge and highlighting
the significance of new research. It
can inspire research ideas by
identifying gaps or inconsistencies
in a body of knowledge, thus
helping the researcher to determine
or define research questions or
hypotheses. Equally, however, it can
help refine or focus a broad research
question and is useful for both topic
selection and topic refinement. It
can also be helpful in developing
conceptual or theoretical
frameworks (Coughlan, et al, 2007;
Cronnin, et al, 2008). A systematic
review should feature the time frame
within which the literature was
selected, as well as the methods used
to evaluate and synthesize findings
of the studies in question. In order
for the reader to assess the reliability
and validity of the review (see figure
1 the reviewer needs to present the
precise criteria used to:
f) Formulate the research
question;
g) Set inclusion or exclusion
criteria;
h) Select and access the literature;
i) Asses the quality of the
literature includes in the
review;
j) Analyze, synthesize, and
disseminate the findings.
Searching and selecting
appropriate articles
The next step after selected a
topic is to identify, in a structured
way, the appropriate and related
information. A systematic approach
is considered most likely to produce
a review that will be advantageous
13
the material will be an
important factor to get
the best result. The
methods of delivery to
students there are
different kinds, one of
them the lecture method.
The lecture method is
explanation and narrative
verbally by teacher in the
class, while the role of
student is listening
carefully, and noted of
which presented by the
teacher (Surahmad,
2003). The lecture
method has disadvantage
that the interaction to be
centered on teachers so
teachers cannot know
with certainty how far
students understand about
the material
(Muhammad, 2011).
Seen here that the lecture
method is learning more
dominated by teacher as
the "the transferor"
science, and students
were more passive as the
"recipient" of science.
The material of the
solar system actually is
complex, such as
discusses about all of
planets in the solar
system and satellite. It
also discusses about
meteors, comets,
asteroids, and space
objects other (Prihantono,
2013). This material is
usually presented using
textbook. The material of
solar system presented in
form of images and text
that dominated with
theory explanation. To
clarify the understanding
method has disadvantage that
the interaction to be centered
on teachers so teachers cannot
know with certainty how far
students understand about the
material (Muhammad, 2011).
Seen here that the lecture
method is learning more
dominated by teacher as the
"the transferor" science, and
students were more passive as
the "recipient" of science.
The material of the solar
system actually is complex,
such as discusses about all of
planets in the solar system and
satellite. It also discusses
about meteors, comets,
asteroids, and space objects
other (Prihantono, 2013). This
material is usually presented
using textbook. The material
of solar system presented in
form of images and text that
dominated with theory
explanation. To clarify the
understanding of the solar
system material, need
information technology
support that can be applied to
this material. It was difficult
we find in the past before the
rapidly growing information
technology. The
sophistication technology lies
in the ability of technology to
combine real and virtual
condition which the results are
displayed in realtime.
Because of that, the
writer tries to make an
application as an interactive
media to help elementary
school students to study about
solar system based on android
mobile. Researcher chose
android because Android is
the one desired society
platform besides blackberry
learning is a process to
help the students to
study well. The media
and the method of
learning process in
transferring the
material will be an
important factor to get
the best result. The
methods of delivery to
students there are
different kinds, one of
them the lecture
method. The lecture
method is explanation
and narrative verbally
by teacher in the class,
while the role of
student is listening
carefully, and noted of
which presented by the
teacher (Surahmad,
2003). The lecture
method has
disadvantage that the
interaction to be
centered on teachers so
teachers cannot know
with certainty how far
students understand
about the material
(Muhammad, 2011).
Seen here that the
lecture method is
learning more
dominated by teacher
as the "the transferor"
science, and students
were more passive as
the "recipient" of
science.
The material of
the solar system
actually is complex,
such as discusses
about all of planets in
the solar system and
satellite. It also
discusses about
d) Asses the quality of the
literature includes in the
review;
e) Analyze, synthesize, and
disseminate the findings.
Searching and selecting
appropriate articles
The next step after selected
a topic is to identify, in a
structured way, the appropriate
and related information. A
systematic approach is
considered most likely to
produce a review that will be
advantageous in notifying
practice. The
comprehensiveness and
relevance are what reviewers
need to considerand add that
the more specific the topic or
question being searched is, the
more focused the result will be
(Cronin et al, 2008). The types
of articles that are selected for a
good review of literature are
theoretical presentations,
review articles, and empirical
research articles. Choosing the
work of a single researcher may
be one method for starting a
literature review. Your
presentation will be more
powerful if conflicting
theoretical positions and
findings are presented along
with the position or prediction
that you supportin your paper.
You should choose several
researchers' works that have
addedto the knowledge base in
a specific area. Strive to
eliminate (or explain away)
articles that have faulty
methods or that use faulty
reasoning to support their
findings.
Analyzing and synthesizing
in notifying practice. The
comprehensiveness and relevance
are what reviewers need to
considerand add that the more
specific the topic or question being
searched is, the more focused the
result will be (Cronin et al, 2008).
The types of articles that are
selected for a good review of
literature are theoretical
presentations, review articles, and
empirical research articles.
Choosing the work of a single
researcher may be one method for
starting a literature review. Your
presentation will be more powerful
if conflicting theoretical positions
and findings are presented along
with the position or prediction that
you supportin your paper. You
should choose several researchers'
works that have addedto the
knowledge base in a specific area.
Strive to eliminate (or explain away)
articles that have faulty methods or
that use faulty reasoning to support
their findings.
Analyzing and synthesizing the
literature
After you have collected the
articles, you intend to use in your
literature review, you are ready to
analyze each one (break it down and
identify the important information in
it) and then synthesize the collection
of articles (integrate them and
identify the conclusions that can be
drawn from the articles as a group).
Initially, it is advisable to undertake
a first read of the articles that have
been collected to get a sense of what
they are about. Most published
articles contain a summary or
abstract at the beginning of the
paper, which will assist with this
process and enable the decision as to
whether it is worthy of further
reading or inclusion. At this point, it
14
of the solar system
material, need
information technology
support that can be
applied to this material. It
was difficult we find in
the past before the
rapidly growing
information technology.
The sophistication
technology lies in the
ability of technology to
combine real and virtual
condition which the
results are displayed in
realtime.
Because of that, the
writer tries to make an
application as an
interactive media to help
elementary school
students to study about
solar system based on
android mobile.
Researcher chose android
because Android is the
one desired society
platform besides
blackberry platform and
IOS that most popular of
Smartphone. Almost all
of ages used android
platform, from young
until old ages
(antaranews.com, 2011).
This application consists
of solar system materials
like: planet, space
objects, earth, and moon
movement that applied in
interesting graphic to
support learning process,
soit will raise the
student’s desire in
understanding the
material. To support this
application the writer
also makes interactive
questions, to know how
platform and IOS that most
popular of Smartphone.
Almost all of ages used
android platform, from young
until old ages
(antaranews.com, 2011). This
application consists of solar
system materials like: planet,
space objects, earth, and moon
movement that applied in
interesting graphic to support
learning process, soit will
raise the student’s desire in
understanding the material. To
support this application the
writer also makes interactive
questions, to know how far
the student’s capability in
understanding the material by
using this application.
The scope and delimitations of a
thesis, dissertation or research paper
define the topic and boundaries of the
research problem to be investigated.
The scope details how in-depth
your study is to explore the research
question and the parameters in which it
will operate in relation to the population
and timeframe.
The delimitations of a study are the
factors and variables not to be included
in the investigation. In other words, they
are the boundaries the researcher sets in
terms of study duration, population size
and type of participants, etc.
Sample phrases that help express
the scope of the study:
The coverage of this study…
The study covers…
The focus of the study is…
Source:
https://www.discoverphds.com/blog/sco
pe-and-delimitations
meteors, comets, the literature may also be of benefit to undertake
asteroids, and space After you have collected an initial classification and grouping
objects other the articles, you intend to use in of the articles by type of source
(Prihantono, 2013). your literature review, you are (Cronin, et al, 2008).
This material is ready to analyze each one
usually presented (break it down and identify the
using textbook. The important information in it) and
material of solar then synthesize the collection
system presented in of articles (integrate them and
form of images and identify the conclusions that
text that dominated can be drawn from the articles
with theory as a group). Initially, it is
explanation. To clarify advisable to undertake a first
the understanding of read of the articles that have
the solar system been collected to get a sense of
material, need what they are about. Most
information published articles contain a
technology support summary or abstract at the
that can be applied to beginning of the paper, which
this material. It was will assist with this process and
difficult we find in the enable the decision as to
past before the rapidly whether it is worthy of further
growing information reading or inclusion. At this
technology. The point, it may also be of benefit
sophistication to undertake an initial
technology lies in the classification and grouping of
ability of technology the articles by type of source
to combine real and (Cronin, et al, 2008).
virtual condition
which the results are
displayed in realtime.
Because of that,
the writer tries to make
an application as an
interactive media to
help elementary school
students to study about
solar system based on
android mobile.
Researcher chose
android because
Android is the one
desired society
platform besides
blackberry platform
and IOS that most
popular of
Smartphone. Almost
all of ages used
15
 far the student’s
capability in
understanding the
material by using this
application.
The scope and delimitations of
a thesis, dissertation or research
paper define the topic and
boundaries of the research problem
to be investigated.
The scope details how in-
depth your study is to explore the
research question and the
parameters in which it will operate
in relation to the population and
timeframe.
The delimitations of a study
are the factors and variables not to
be included in the investigation. In
other words, they are the
boundaries the researcher sets in
terms of study duration, population
size and type of participants, etc.
Sample phrases that help
express the scope of the study:
The coverage of this study…
The study covers…
The focus of the study is…
Source:
https://www.discoverphds.com/blo
g/scope-and-delimitations
android platform, from
young until old ages
(antaranews.com,
2011). This
application consists of
solar system materials
like: planet, space
objects, earth, and
moon movement that
applied in interesting
graphic to support
learning process, soit
will raise the student’s
desire in
understanding the
material. To support
this application the
writer also makes
interactive questions,
to know how far the
student’s capability in
understanding the
material by using this
application.
The scope and delimitations
of a thesis, dissertation or
research paper define the topic
and boundaries of the research
problem to be investigated.
The scope details how in-
depth your study is to explore
the research question and the
parameters in which it will
operate in relation to the
population and timeframe.
The delimitations of a study
are the factors and variables not
to be included in the
investigation. In other words,
they are the boundaries the
researcher sets in terms of study
duration, population size and
type of participants, etc.
Sample phrases that help
express the scope of the study:
The coverage of this study…
The study covers…
The focus of the study is…
16
 Source:
https://www.discoverphds.com/b
log/scope-and-delimitations
G. Finding practical Activity 3: Let us do it…
applications of concepts Directions. Answer the
following questions
and skills in daily living comprehensively in your
ELABORATE task sheet or activity
notebook.
1. Describe the
relationship of
hypothesis and research
questions.
2. What is the importance
of conceptual
framework in the
research study?
H. Making generalization Task 5 Let us reflect… Task 5 Let us reflect… Task 5 Let us reflect… Task 5 Let us reflect…
and abstractions about Directions. Write a short Directions. Write a short reflection Directions. Write a short Directions. Write a short
reflection in your Activity in your Activity Notebook. reflection in your Activity reflection in your Activity
the lesson Notebook. Notebook. Notebook.
ELABORATE I thought ____________________
I thought _________________ I learned that _______________ I thought _______________ I thought ______________
I learned that _____________ I learned that ____________ I learned that ___________
Activity 5. Let us prove it…
Directions. Write a
conceptual framework of
your chosen topic. Provide a
paradigm and textual
explanation.
Activity 3: Let us do it…
Directions. Answer the
following questions
comprehensively in your task
sheet or activity notebook.
1. Describe the relationship of
hypothesis and research
questions.
2. What is the importance of
conceptual framework in the
research study?
Task 5 Let us reflect…
Directions. Write a short
reflection in your Activity
Notebook.
I thought ______________
I learned that ___________
Activity 5. Let us prove it…
Directions. Write a conceptual
framework of your chosen topic.
Provide a paradigm and textual
explanation.
17
I. Evaluating learning TASK 7. Directions: Read each
EVALUATE item carefully. Write TRUE if
the statement is true and write
FALSE if the statement if false.
Write your answers inyour
Activity Notebook/ Activity
Sheets.
1. One of the characteristics
of good research questions
is not feasible.
2. “A comparison between the
identical twins….” is a
good example of research
title.
3. The sources for
identification of problem
are diverse and would
largely depend upon the
area of interest of the
investigator.
4. Research questions should
be clear, concise, and as
simple as possible, focused
and empirically
answerable.
5. The problem statement
provides the framework for
reporting the results and
indicates what is probably
necessary to conduct the
study and explain how the
findings will present this
information.
6. Good research question is
practicable.
7. A good research question
helps to- guide the research
process; construct a logical
argument; write a literature
review; plan thesis
chapters; and devise
efficient search strategies.
8. The purpose of research
question is to introduce the
TASK 7. Directions: Read each
item carefully. Write TRUE if the
statement is true and write FALSE
if the statement if false. Write your
answers inyour Activity Notebook/
Activity Sheets.
1. One of the characteristics of
good research questions is not
feasible.
2. “A comparison between the
identical twins….” is a good
example of research title.
3. The sources for identification
of problem are diverse and
would largely depend upon the
area of interest of the
investigator.
4. Research questions should be
clear, concise, and as simple as
possible, focused and
empirically answerable.
5. The problem statement
provides the framework for
reporting the results and
indicates what is probably
necessary to conduct the study
and explain how the findings
will present this information.
6. Good research question is
practicable.
7. A good research question helps
to- guide the research process;
construct a logical argument;
write a literature review; plan
thesis chapters; and devise
efficient search strategies.
8. The purpose of research
question is to introduce the
reader to the importance of the
topic being studied.
9. A hypothesis is a predicted
answer to the research question
that can be tested and is based
on prior research.
TASK 7. Directions: Read
each item carefully. Write
TRUE if the statement is true
and write FALSE if the
statement if false. Write your
answers inyour Activity
Notebook/ Activity Sheets.
1. One of the
characteristics of good
research questions is not
feasible.
2. “A comparison between
the identical twins….” is
a good example of
research title.
3. The sources for
identification of problem
are diverse and would
largely depend upon the
area of interest of the
investigator.
4. Research questions
should be clear, concise,
and as simple as
possible, focused and
empirically answerable.
5. The problem statement
provides the framework
for reporting the results
and indicates what is
probably necessary to
conduct the study and
explain how the findings
will present this
information.
6. Good research question
is practicable.
7. A good research
question helps to- guide
the research process;
construct a logical
argument; write a
literature review; plan
thesis chapters; and
18
 reader to the importance of
the topic being studied.
9. A hypothesis is a predicted
answer to the research
question that can be tested
and is based on prior
research.
10. An important consideration
for selecting the problem
area relates to its
feasibility.
J. Additional activities for
application or
remediation
EXTEND
10. An important consideration for
selecting the problem area
relates to its feasibility.
devise efficient search
strategies.
8. The purpose of research
question is to introduce
the reader to the
importance of the topic
being studied.
9. A hypothesis is a
predicted answer to the
research question that
can be tested and is
based on prior research.
10. An important
consideration for
selecting the problem
area relates to its
feasibility.
Activity 7. Let us go Activity 7. Let us go beyond…
beyond… Directions. Go back to your
Directions. Go back to your research topic for a quantitative
research topic for a study, start formulating
quantitative study, start hypothesis (if applicable) based
formulating hypothesis (if on your research problem.
applicable) based on your
research problem.

V. REMARKS
VI. REFLECTION
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
19
 continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this 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?

Prepared by: Noted by:

SONNY M. CORDOVA EDDIE K. VILLAFLORES, EdD

Teacher II School Principal II

20