BASIC EDUCATION DEPARTMENT

SENIOR HIGH SCHOOL

Learning Activity Sheets

RESEARCH IN DAILY LIFE 1

Name:___________________________________________ Contact no. ________________

Teacher: _______________________________________ Date:
____________________

Lesson 1
General Instruction:
To do well in this activity sheet, you need to remember and do the
following:
1. Read everything carefully and thoroughly.
2. Perform all the activities diligently to help and guide you in
understanding the topic.
3. Always follow the directions of each learning activities.
4. Finish each activity and submit the activity sheet before proceeding
to the next.
5. Enjoy what you are doing and be inspired to study well.

Topic: Nature of Inquiry and Research

Learning Competency/ies
At the end of the lesson, learners should be able to:
a. share research experiences and knowledge;
b. explain the importance of research in daily life;
c. describe characteristics, processes, and ethics of research;
d. differentiate quantitative from qualitative research; and,
e. provide examples of research in areas of interest.

Objectives
At the end of the lesson, learners should be able to:
a. explain one’s understanding on research process;
b. discuss the characteristics of research;
c. differentiate Qualitative from Quantitative research;
d. discuss the importance of research; and,
e. compose an essay to prove the extent of your understanding of
inquiry.

Introduction

The development of the society from its simple to the complex state
will reveal many and varied problems faced by humankind.

Inquiry and research are two terms that are almost the same
meaning. Both involve investigative work in which you seek information
about something by searching or examining the object of your search.
Inquiry is to look for information by asking various questions about the
thing you are curious about while research is to discover truths by
investigating on your chosen topic scientifically; meaning by going
through a systematic way of doing things wherein you are to begin from
the simplest to the most complex modes or patterns of thinking.

Discussion

Nature of Inquiry
Inquiry is defined as “a seeking for truth, information or knowledge”.
The information is ought through questioning. Individuals carry on the
process of inquiry from birth till death.

Experience and Knowledge

Experience is a familiar and well- used source of knowledge. By
going through personal experiences, you can find many answers to
questions that you may have. It has been said that experience is the best
teacher.

Research is the systematic investigation and study of materials and

sources to establish facts and reach new conclusions. Research holds the
following significant data:
1. To gather necessary information
2. To make changes
3. To improve the standard of living
4. For a safer life
5. To know the truth
6. To explore our history
7. To understand arts

The Role of Research

Our everyday life has always been punctuated by exciting
adventures, challenging situations, and surprising discoveries. Others
definitions given to research are:
1. It is an inquiry process.
2. It is a formal process of problem-solving.
3. It is a set of procedures and stages.
4. It originates with a question or a problem.
5. Often it is an iterative process.

Significance of Research
Research is undertaken because of some importance it has and
does for individuals and the society. Reasons for its significance are given
as follows:
1. To gather necessary information.
2. To improve the standard of living.
3. To have a safer life.
4. To know the truth.
5. To explore our history.
6. To understand arts.
Research and Society
Our perceptions of the world, the way we experience our
relationship with others, the organizations of society as a whole are
profoundly influenced by the expansion of knowledge; both in the exact
sciences like mathematics, physics, biology and chemistry and the human
and social sciences like economics, law psychology, and political science.

Research and Other Fields/Areas

Research leads to an expansion of knowledge and discoveries of
new treatment and cures. Research benefits, therefore, can be seen and
felt in the
following fields:
 Economic research refers to matters concerning the environment
and which may lead to improved techniques to ensure sustainable
food production.
 Social research leads to increased knowledge of people and their
interactions with one another, which could be relevant to
policymakers.
 Environmental research focuses on improved techniques to ensure
sustainable food production.
 Cultural research leads to an increased understanding of cultural
values or social approaches.
 Health research contributes to a better understanding of the causes
of medical conditions

Characteristics of Research
Following the major definition of research as the scientific
investigation of phenomena, which includes the collection, presentation,
analysis, and interpretation of facts, strict adherence to ethical standards
in planning and conducting in both qualitative and quantitative research is
most important.
The following are the major characteristics of research:
1. Empirical
2. Systematic
3. Controlled
4. Employs Hypothesis
5. Analytical
6. Objective
7. Original work

Other characteristics of Qualitative Research

1. Concern for context and meaning
2. Naturally occurring settings
3. Humans as Instruments
4. Descriptive Data
5. Emergent Design

Types of Research
1. Library research-this type is done primarily in the library where
answers to specific questions or problems are available.
 2. Field Research-the research is done in a natural setting such as
barangay, school, or factory.
3. Laboratory research-this type is conducted in an artificial or
controlled
condition by doing the study in a thoroughly specified and
equipped area.

Ethics and Research

The most common way of defining “ethics” is to refer to it as norms
for conduct that distinguish between acceptable and unacceptable
behavior. These are direct networks among people because they
recognize some common ethical norms but interpret, apply, and balance
them in different ways in the light of their own values an experience.

Functions of Ethics
Ethics is an important component in research writing which shows
the following functions:
1. Norms promote the aims of research, such as knowledge, truth,
and evidence of the error.
2. Ethical standards promote the values that are essential to
collaborative work such as trust, accountability, mutual respect,
and fairness.

Ethical Principles
Honesty Responsible publication
Objectivity Respect for colleagues
Integrity Social Responsibility
Openness Non-discrimination
Respect for Intellectual Property Competence
Confidentiality Legality

The Research Process

Research is a process that requires patience and thought.

Broad Categories of Research

Research can be divided into broad categories of qualitative and
quantitative research, and a number of approaches can be identified,
some of which are action research, ethnographic study, case study,
experimental research, and participatory research.

Similarities and of Quantitative and Qualitative Research

1. Empirical research is aimed at creating new knowledge.
2. Research creates knowledge by observing phenomena.
3. All the entities of interest like attitudes, motives and learning can
be inferred from observing what people do or say in a given
setting.
4. All researchers are concerned about the universality of ideas or
expressing an idea in a general statement, that is, they desire to
find meaning for the research results beyond a particular study.

Qualitative Research
- is primarily exploratory research. It is used to give an understanding
of underlying reasons, opinions, and motivations.

Quantitative Research
- is more often associated with hard data. This research is used to
quantify- that is, to put numerical equivalents to findings.

Types and Examples of Research

 Applied Research- is designed to solve practical problems of the
modern world, rather than to acquire knowledge for knowledge’s
sake; its goal is to improve the human condition.
 Basic Research- also referred to as fundamental or pure research, is
driven by a scientist’s curiosity or interest in a scientific question.
 Correlational Research- refers to the systematic investigation or
statistical study of relationships among two or more variables,
without necessarily determining cause and effect.
 Descriptive Research- refers to research that provides an accurate
portrayal of a class or a particular individual situation or group.
 Ethnographic Research- refers to the investigation of a culture
through an in-depth study of the members of the culture; it involves
the systematic collection, description, and analysis of data for the
development of theories of cultural behavior.
 Experimental Research- is an objective, systematic, controlled
investigation, for the purpose of predicting and controlling
phenomena and examining probability and causality among
selected variables.
 Exploratory Research- is a type conducted for a problem that has
not been clearly defined.
 Historical Research- is one involving analysis of events that occurred
in the remote or recent past.
 Phenomenological Research- is an inductive descriptive research
developed from phenomenological philosophy.
 Action Research- involves the application of the steps of the
scientific method in the classroom problems.

Two Approaches to Ethnography

 1. Realist- researcher provides an objective account of the situation.
2. Critical- researcher shows his advocacy for a marginalized group or
attempts to empower the group by giving it voice.

Types of Case Studies

1. Intrinsic case study is conducted to understand a particular case
that may be unusual or unique.
2. Instrumental case study represents some other issues under study,
and the researcher believes that is a particular case that can
provide additional insights into that issue.
3. Multiple or collective case study uses several cases selected to
understand further and investigate a phenomenon, population, or
general condition.

Learning Activities

Activity 1

Directions: Explain your understanding by answering the following

questions intelligently. Write your answers in the space provided.

1. Is the observance of ethics important in research? Why?

2. Based on your own strand, which type of research is most appropriate?

Elaborate your answer.
3. In your own words, explain the difference between qualitative and
quantitative researches.

Activity 2

Directions: Read and analyze the following items. Choose only the letter
of your best choice and write it in the space provided before each number.

_____1. It is defined as “a seeking for truth, information or knowledge”.

A. inquiry
B. crucial
C. guarantee
D. experience

_____ 2. It is a systematic process of collecting and analyzing data of

information in order to increase understanding of a phenomenon.
A. inquiry
B. research
C. guarantee
D. experience

_____ 3. Which of the following are the major characteristics of research?

I. empirical, systematic, controlled
II. empirical, systematic, controlled, employs hypothesis,
analytical, objective
III. empirical, systematic, controlled, employs hypothesis,
analytical, objective
IV. employs hypothesis, analytical, objective
A. I and II
B. II
C. III
D. IV

_____ 4. It is based on approach which sees the individual and the world as
interconnected?
A. research project
B. experimental research
C. quantitative research
D. qualitative research
_____ 5. It is designed to solve practical problems of the modern world,
rather than to acquire knowledge.
A. applied research
B. basic research
C. correlational research
D. descriptive research

BASIC EDUCATION DEPARTMENT

SENIOR HIGH SCHOOL
Learning Activity Sheets

RESEARCH IN DAILY LIFE 1

Name:___________________________________________ Contact no. ________________

Teacher: _______________________________________ Date:
____________________

Lesson 2
General Instruction:
To do well in this activity sheet, you need to remember and do the
following:
1. Read everything carefully and thoroughly.
2. Perform all the activities diligently to help and guide you in
understanding the topic.
3. Always follow the directions of each learning activities.
4. Finish each activity and submit the activity sheet before proceeding
to the next.
5. Enjoy what you are doing and be inspired to study well.

Topic: Qualitative Research and Its Importance in Daily Life

Learning Competency/ies
At the end of the lesson, learners should be able to:
a. describe the characteristics, strengths, weaknesses, and kinds of
qualitative research; and,
 b. illustrate the importance of qualitative research across fields.

Objectives
At the end of the lesson, learners should be able to:
a. obtain a thorough or in-depth knowledge of qualitative research;
b. explain the nature of qualitative research;
c. explain the elements or characteristics of qualitative research; and,
d. decide on a suitable qualitative research in the different areas of
interest.

Introduction

Around you are different people, things, and places. All these vary
from one another as regards character or qualities. Curious about a
person or a thing, you are inclined to conduct a qualitative research to
discover such individual’s thoughts, feelings, and attitudes about a certain
topic, or to find out something beneath the surface of an inanimate thing
or the effects of such object or place to some people. To discover facts
and information about the object of your interest is to work collaboratively
with some people, for the answers your questions about your topic do no
come only from yourself but from others as well. Here lies the importance
of qualitative research. It promotes people’s interdependence or
interpersonal relationship that the world needs for solving its societal
problems.

Discussion

Qualitative Research?
- formalized this manner of getting at the bottom of human
situations, social phenomena or inquiries about human behavior in
daily life.Cresswell (1994) defines qualitative research as “an inquiry
process of understanding a social or human problem based on
building a complex holistic picture formed with words, reporting
detailed views of informants and conducted in a natural setting.”

Kinds of Qualitative Research

Marshall and Rossman (1995) describe succinctly varied qualitative
research methods:
 Participant Observation- demands immersion in the natural setting
of
the research participant/s.
 Observation- entails the systematic noting or recording of events,
behaviors and artifacts (objects) in the social setting chosen for
study.
 In-depth Interviewing- resembles conversations, but with
predetermined response categories.
 Focus Group Interviewing- involves 7 to 10, at times 6-8 people, who
are unfamiliar with one another and have been selected because
they share certain characteristics that are relevant to the research
inquiry or problem.
  Content Analysis- calls for systematic examination of forms of
communication to document patterns objectively-as shown in
letters, emails, minutes of meetings, policy statements and a lot
more.
 Narratology- can be applied to any spoken or written story.
 Films, Videos and Photographs- these provide visual records of
events, especially the films and videos which capture the
perspective of the filmmaker or videographer.

Characteristics and Uses of Qualitative Research

 The research takes place in a natural setting- a home, an office, an
institution, or a community where human behavior and events
occur. This enables the research to be immersed in the actual
experiences of the research participants and to get as much
detailed data as s/he needs.
 The focus of qualitative research is on the participants’ perception
and experiences and the way they make sense of their lives
(Franenkel and Wallen, 1988 in Cresswell, 2013). Strength and
Weaknesses of Qualitative ResearchQualitative research has its own
share of strengths and weaknesses, just like other methods of
research.
Strengths
 Qualitative research can offer the best light on or best answers to
certain phenomena-social, political, or even psychological.
 Research results are exhaustive, even underlying meanings surface.

Weaknesses
The so-called weaknesses of qualitative research will not affect the
serious
researcher who is willing to invest any amount of time or resources in this
endeavor.
 Total immersion in the natural setting of the research can be
timeconsuming and tedious, and resource-draining, as well.
 There comes the point when the personal-self and the researcher-
self are inseparable, so subjectivity, on the part of the research, can
happen. To prevent this, Locke et al. (1987) stress that from the
beginning of the study, the researcher must identify his/her
personal values, assumptions, and biases.

Qualitative Research in Education

Green and Bloome (1997) confronted with the question what counts
as
ethnography made a useful distinction between Ethnography of education
and ethnography in education.

They claimed that the ethnographer of education (usually a

sociologist or anthropologist) seeks to understand what counts as
education for members of a particular group, while the ethnographer in
education (usually in education “insider”, often a teacher) is concerned
with the social and cultural dynamics of a school or classroom.
Qualitative Research in Technical Communication
Qualitative methodologies are also effective for Technical
Communication, which determines the effective use of technology in the
workplace to ensure a smooth flow of communication.

Focus groups are used to probe deeper research results in order to

describe or illustrate current practices in Technical Communication, which
can take the forms of E-mail, fax messaging, video and voice
conferencing, intranet and extranet, jargon and graphics.

Qualitative Research in Psychology

Braun and Clarke (2013) claimed that a qualitative research
paradigm in psychology has been emerging. Qualitative ideas and
approaches have been part of psychology since its inception in the second
half of the nineteenth century.

Qualitative Research in Advertising

Most advertising agencies use the following definitions whenever
they commission qualitative research in specific areas of advertising.
Qualitative research refers to “the meanings, concepts, definitions,
characteristics, metaphors, symbols and definitions of things” (Berg,
1989, as cited in Morrison, M., Haley, E., Sheehan, K.B., Taylor, R., 2002).

Qualitative Research in Social Work

Many people, through their personal memory of traumatic events,
give
meaning to what has happened to them. They are faced with questions
regarding their identity and relation with others and the world. Analysis of
interview data and narratives has four broad categories:
 Knowledge- defined as direct remembering and reliving, with
complete details of the events
 Awareness of mental processes- including awareness of emotions
and cognitive processes
 Awareness of identity- including awareness of values and the
construction of personal characteristics of each partner and the
couple as a unit.
 Alienation- characterized by a refusal to observe, reflect, or
remember.

Qualitative Research in Marketing

Qualitative research in marketing has a long history. Influenced by
social research, marketing researchers embedded projective devices
within the approach of in-depth interviews.

They created devices such as matching people, animals, cars,

pictorial symbols, and soliciting dreams. They accumulated case studies,
personal histories, and ethnographies, and conducted group interviews
even before they called “focus groups.”
Qualitative Research in International Business
The establishment of the Asean Economic Community (AEC) in 2015
is a major milestone in the regional economic integration agenda in
ASEAN, offering opportunities in the form of 2.6 million US dollars and
over 622 million people (asean.org.asean-economic community).

Learning Activities

Activity 1

Directions: Explain the following questions and write your answer on the
space provided.

1. Based on your understanding of the nature of qualitative research,

cite some problem areas in daily life that you think qualitative
research can address.

2. Cite tentative research problems or inquiry you can work on as

requirements in the Senior High School track you have chosen
(ABM, TECH-VOC, SPORTS, ICT, HUMSS, Arts and Design, TLE, etc).

Activity 2
Directions: Read and analyze the following items. Choose only the letter
of your best choice and write it in the space provided before each number.

_____1. Which of the following is not a strength of qualitative research?

A. offers the best answers to certain phenomena-social, economic,

political or even psychological
B. is tedious and time-consuming
C. offers several avenues to understand phenomena, human
behavior, and condition
D. can build on or develop theories

_____ 2. Which of the following is a weakness of qualitative research?

A. even underlying meanings surface in a qualitative research
B. consistent themes, categories, relationships are crystallized
during the data gathering process
C. research results are exhaustive
D. the researcher being the main instrument of data collection,
subjectivity, on the part of the researcher, can happen during
the research process

_____ 3. Which one is not included in the interpretation of the results of

qualitative data?
A. a description of the individual of research participant
B. a description of the research participant’s family and friends
C. analyzing of data for themes or categories
D. drawing conclusions and offering further questions to be asked

_____ 4. Which of the following is NOT always required to a qualitative

researcher?
A. subject her findings to statistical treatment
B. reflect on who he or he is in the research process inquiry
C. be sensitive to his/her personal bias
D. view data holistically

_____ 5. Which one of these procedures during the participant observer’s

immersion in the research participants’ natural setting is not
necessarily tedious and time-consuming?
A. taking field notes
B. assigning codes and transcribing them on note cards.
C. drawing lessons learned or conclusions.
D. developing codes into broad themes.
 BASIC EDUCATION DEPARTMENT
SENIOR HIGH SCHOOL
Learning Activity Sheets

RESEARCH IN DAILY LIFE 1

Name:___________________________________________ Contact no. ________________

Teacher: _______________________________________ Date:
____________________

Lesson 3
General Instruction:
To do well in this activity sheet, you need to remember and do the
following:
1. Read everything carefully and thoroughly.
2. Perform all the activities diligently to help and guide you in
understanding the topic.
3. Always follow the directions of each learning activities.
4. Finish each activity and submit the activity sheet before proceeding
to the next.
5. Enjoy what you are doing and be inspired to study well.

Topic: Identifying the Inquiry

Learning Competency/ies
At the end of the lesson, learners should be able to:
a. design a research project related to daily life;
b. writes a research title; and,
c. provides the justifications/reasons for conducting the research.

Objectives
At the end of the lesson, learners should be able to:
a. distinguish a good research topic from a bad one;
b. characterize a researchable topic;
c. narrow down a general topic into a smaller one; and,
d. choose a good research topic.

Introduction

Inquiry research drives to a thorough or in-depth analysis of a

particular subject matter. This kind of study involves several stages that
require much time and effort. You need to spend some time in finalizing
your mind about a particular topic to research on or in determining the
appropriateness of such a topic, in obtaining background knowledge about
it, and in raising some specific questions that you what your research
work to answer. Focusing seriously on these aspects of your study is
laying a good foundation or beginning of your research work.

Discussion

Qualitative research experts say that there must be congruence

between methods of data analysis and the research questions, and where
the method of data collection turns out data that are appropriate to the
method of analysis.

Examine closely the table below, which classifies research questions

as those that ask about:
A. Understanding and Perceptions
B. Practices/Accounts of Practices
C. Influencing Factors
D. Representations
E. Construction
F. Language Practice and shows congruence between data
collection procedures and data analysis.

Research Topics and their Sources

Research topics are varied and numerous as the realities and
complexities of daily life, on a personal, institutional, national or global
level.

Sources of research topics are:

1. Pressing Issues on an individual, organizational or societal level, or
success stories.
2. Wide Reading/Critical Film Viewing
3. Social Networking
4. Replication
5. Lectures, Talks, Seminars
6. Gray Areas

Writing a Research Title

A research title, or research project, is a product of real-world
observations, dilemmas, wide reading, selective viewing (television,
programs, films, documentaries, videos, etc.) meaningful interactions with
significant others, and deep reflections.

Techniques for Narrowing a Topic into a Research Question.

1. Examine the literature. Published articles are an excellent source
of ideas for research questions.
2. Talk over ideas with others.
3. Apply to a specific context.
4. Define the aim or desired outcome of the study.
Other Topics of Interest
1. Issues like poverty, informal settling in congested cities, the traffic
issue, the transportation problem, human rights, etc.
2. Gender inequality or transgenders, sensitive issues like families or
individuals trapped in sibling rivalry, infidelity of spouse, financial
crises, brought about by unemployment among others.
3. On-line selling or on-line business from varied marketing aspects
like what sells online and what does not; consumer psychology or
buyer behavior.
4. Online Games: Positive and Negative Effects on Gamers
5. Behavioral Problems like extremes shyness, being a loner or
sociophobia.

Intent or Purpose of the Study

The intent or purpose of the study shows the need for qualitative
research on an individual, or societal level succinctly.

The study intends to investigate the following:

1. The root causes and manifestation of lack of self-confidence in
adolescents and to determine ways of addressing or solving said
problem.
2. The impact of social networking in addressing problems, issues and
concerns.
3. The causes, prevention, treatment and care of Zika virus
4. The dangers to health of direct and indirect smoking, as well as
their prevention and cure.
5. The success factors in marketing a selected garment popular
brand.
6. The causes of HIV, its prevention, treatment and care of patients.
7. Why some barangays are successful in their peace and order
campaigns or health and sanitation projects.
8. How retail business succeeds.
9. Why some barangays are successful in their peace and order
campaigns or health and sanitation projects.
10.The humanitarian conditions of war victims and intervention done
by peace-keeping agencies.

Factors that Justify the Conduct of Qualitative Research

1. Credibility- refers to the “truth value” of the qualitative research
study, its applicability, consistency and neutrality.
2. Validity- refers to an in-depth description that shows the
complexities of variables and the embedding of interactions in data
derived from the setting.
3. Transferability- is the applicability of one set of findings to another
context.
4. Dependability- refers to the researchers’ attempts to account for
changing conditions in the phenomenon chosen for study, as well
as change in the design created by increasing refined
understanding of the setting.
 5. Comformability- answers the following question: Do the data help
confirm the general findings and lead to the implications.

Stating Research Questions

Whenever one does research, his/her goal is to help people, groups, or
organizations understand better phenomena, human behavior, human
interactions, and other complex events. With this in mind, the
researcher’s formulation of research questions is of primary importance.

Typical Research Questions

Neuman (2007) advances the following as typical research questions for
qualitative researchers:
1. How did the social situation originate?
2. How was the condition/situation maintained over time?
3. What is the process by which a condition/situation changes,
develops or operates?

Concrete Research Questions Congruent with Data Collection,

Procedures and Data Analysis
Research questions should be congruent with data collection
procedures and data analysis.
1. Understanding and Perception
2. Practices/Accounts of Practice
3. Influencing Factors
4. Construction
5. Language Factors

The Research Question in the Research Process

Flick (2002) elaborates on the formulation of the research question
in the research process, as shown in the following figure.
Learning Activities

Activity 1
A
Directions: Narrow down to a specific problem any one of the following
topics.

A. Low self-esteem
B. Strong families, strong nation
C. Dysfunctional families, weak nation
D. Gender equality
E. CCTV’s: Boon or Bane?
F. An artist’s journey to Success
G. An entrepreneur Success Story
H. Facebook
I. Virtual reality
J. The making of an Olympic medalist/Outstanding Employee/Outstanding
Professional/Leader or Manager

1. Write the specific title of the research problem/inquiry you have

chosen.

B
Directions: Now, try narrowing down the following broad topics into
specific titles.

1. Poverty

2. Online selling

3. Gender Equality

Activity 2
Directions: Read and analyze the following items. Choose only the letter
of your best choice and write it in the the space provided before each
number.

_____ 1. It is a ongruency between methods of data analysis and research

questions.
A. experimental research
B. descriptive-correlational research
C. quantitative research
D. qualitative research

_____ 2. It is a product of real-world observations, dilemmas, wide

reading, selective viewing meaningful reactions with
significantothers.
A. research
B. research title
C. opinion
D. research question

_____ 3. It refers to the “truth value” of the qualitative study, its

applicability, consistency and neutrality.
A. validity
B. transferability
C. credibility
D. dependability

_____ 4. It refers to an in-depth description that shows the complexities of

variables and the embedding of interactions in data derived from
the setting.
A. validity
B. transferability
C. credibility
D. dependability

_____ 5. It is the applicability of one set of findings to another context.

A. validity
B. dependability
C. credibility
D. transferability

BASIC EDUCATION DEPARTMENT

SENIOR HIGH SCHOOL
Learning Activity Sheets
 RESEARCH IN DAILY LIFE 1

Name:___________________________________________ Contact no. ________________

Teacher: _______________________________________ Date:
____________________

Lesson 4
General Instruction:
To do well in this activity sheet, you need to remember and do the
following:
1. Read everything carefully and thoroughly.
2. Perform all the activities diligently to help and guide you in
understanding the topic.
3. Always follow the directions of each learning activities.
4. Finish each activity and submit the activity sheet before proceeding
to the next.
5. Enjoy what you are doing and be inspired to study well.

Topic: Stating the Problem

Learning Competency/ies
At the end of the lesson, learners should be able to:
a. states research question;
b. indicates scope and delimitation of research;
c. cites benefits and beneficiaries of research; and,
d. presents written statement of the problem.

Objectives
At the end of the lesson, learners should be able to:
a. define a research question and a research problem;
b. give the relationship between research problem and research
questions;
c. formulate research questions;
d. write a statement of the problem showing the following parts
1 introduction
2 research questions
3 scope and delimitation and
4 benefits and beneficiaries; and,
e. formulate clearly statements of research problem of a topic of
interest in Senior High School Track.

Introduction

As mentioned in Lesson 3, too broad topics will lead the research

nowhere. Essentially, this lesson informs the reader of how the study will
contribute to the well-being of a person or the progress of a group or
society in general.
 Research studies generally include the following interrelated parts,
with
each one building on the other: the introduction, which includes an
overview of the research study, the statement of the problem, its
significance, the research questions and the scope and limitations of the
research study, the review of related literature and the research design
and research methods.

Discussion

Scope and Delimitation of Research

The scope and delimitation of the study set boundaries and
parameters of the problem inquiry and narrow down the scope of the
inquiry. The scope is the domain of your research what is in the domain,
and what is not.

Scope and Delimitation

There is a distinction between the use of limitation and delimitation.
Limitation is associated with a qualitative study as related to validity and
reliability. On the other hand, delimitation refers to the boundaries of the
research study, arising from the researcher’s decisions of what to exclude;
for example, this study included only the Grade 6, 7 and * students who
experienced bullying.

Formulating research questions delimits the research topic to a

specific area
Doing so reduces variety and, thus, structures the field under study.
Important aspects are brought to the fore; others are regarded as less
important and left in the background or excluded.

Flick (2002) cites the following delimited example of a broad subject

like “Counselling” into specific areas of interest:
 Interactive processes between counselor and client;
 Organization of the administration of clients as “case.”
 Organization and maintenance of a specific professional identity (for
example, to be a helper under unfavorable circumstances)
 Subjective or objective manifestations of the patient’s “career.”

Benefits and Beneficiaries of Research

Essentially, this lesson informs the reader of how the study will
contribute to the well-being of a person or the progress of a group or
society in general. For example, in addressing social problems like
malnutrition of children in a specific barangay or locality, in a research
study, the findings can benefit, first and foremost, the malnourished
children themselves and their respective families, policymakers like the
Department of Health, Department of Education, Department of Social
Welfare and Development, practitioners (Health and Nutrition), leaders,
both local and national government, as well as NGO’s.
Aspects of Significance
1. Significance for Theory
In this section of the problem statement, the researcher can outline
the research study’s contribution to fundamental knowledge by
describing how the study fits into the theoretical traditions in the
sciences or applied fields in ways that will be new, insightful or
creative.
2. Significance for policy and practice
This significance of a study for policy and practice can be
established by presenting data and show how often the problem
occurs and how costly it can be. For example, the “color-coded
scheme” wherein vehicles with plate numbers ending in 1&2, 3&4,
5&6, 7&8, 9&0 can ply the main thoroughfares of major cities in
Metro Manila from 7:00 AM to 7:00 PM only in certain days.

Purpose of Statement of the Problem

Marshall and Rossman (1995) explain clearly the purposes of the
problemstatement or inquiry:
1. To describe the substantive focus of the research study
2. T frame it as
a. A larger theoretical policy
b. A practical problem and thereby, develop its significance
3. To pose initial research questions
4. To forecast the literature to be discussed in the second section and
5. To discuss the limitations of the study.

Learning Activities

Activity 1

Directions: Do the following tasks. Go over lesson 3 of this quarter,

particularly the research title you came up with.

1. Compose a brief scope and delimitation of your respective research.

2. Define at least one term.

Activity 2

Directions: Read and analyze the following items. Choose only the letter
of your best choice and write it in the space provided.

_____ 1. It narrows down the scope of the study and at the same time, sets
boundaries and parameters on the problem inquiry.
A. benefits and beneficiaries of research
B. scope and delimitation
C. research questions
D. statement of the problem

_____ 2. It is associated with qualitative study and as related to validity

and reliability.
A. research
B. Limitation
C. scope
D. delimitation

_____ 3. It refers to the boundaries of the research study arising from the
researcher’s decision.
A. research
B. limitation
C. scope
D. delimitation

_____ 4. It enables you to generate a set of research questions.

A. research problem
B. Scope and delimitation
C. statement of the problem
D. Significance of the study

_____ 5. It describes the substantive focus of the research study and frame
it as a larger theoretical policy and a practical problem.
 A. research problem
B. purpose of Statement of the problem
C. scope and delimitation
D. significance of the study

BASIC EDUCATION DEPARTMENT

SENIOR HIGH SCHOOL
Learning Activity Sheets

RESEARCH IN DAILY LIFE 1

Name:___________________________________________ Contact no. ________________

Teacher: _______________________________________ Date:
____________________

Lesson 5
General Instruction:
To do well in this activity sheet, you need to remember and do the
following:
1. Read everything carefully and thoroughly.
2. Perform all the activities diligently to help and guide you in
understanding the topic.
3. Always follow the directions of each learning activities.
 4. Finish each activity and submit the activity sheet before proceeding
to the next.
5. Enjoy what you are doing and be inspired to study well.

Topic: Learning from Others and Reviewing Literature

Learning Competency/ies
At the end of the lesson, learners should be able to:
a. selects relevant literature; and,
b. cites related literature using standard style.

Objectives
At the end of the lesson, learners should be able to:
a. explain the meaning of review of related literature;
b. carry out a review of related literature properly;
c. compare and contrast the styles of review of related literature; and,
d. critically evaluate review of related literature reports.

Introduction

You want to discover truths about an animate creature or an

inanimate thing you find wonderful or puzzling. Thinking speculatively,
you tend to bombard your mind with varieties of questions about the
object of your curiosity. Where do you get the answers to your questions?
Get them from yourself and from other published written works containing
people’s ideas, facts, and information about your subject matter. Aligning
what you already know with what others know or have already done about
your chosen topic indicates the timeliness and relevance of your work.
Moreover, reading extensively about your subject matter enables you to
obtain a rich background knowledge that will help you establish a good
foundation or direction of your research work.

Discussion

Selecting Relevant litLerature

The literature review is an important aspect in doing a research.
With a wide range of materials to choose from, the researcher needs to
select materials relevant to the study.

What is a Literature Review?

A literature review provides an overview of what has been written
about a specific topic. The review of literature includes practically all the
information and data which are authoritative and relevant to the topic of
the study as in the case of research and similar scholarly undertakings.
 Journal articles
 Monographs
 Computer databases
 Theses and dissertations
 Empirical studies
 Government reports and reports from other bodies
  Historical records
 Statistical handbooks

Why do a Literature Review?

Literature reviews may be great way to help you come up with
enriching your research idea. There are also means of ensuring that your
idea/s has not been researched on by someone else. These are the
following:
 To indicate the research that has been conducted in the area
before, to ensure that you’re not reinventing the wheel.
 To demonstrate that you’re aware of important and recent studies
in yourstudy area. This way, you ensure that you haven’t missed an
important study that makes your research idea seem less brilliant
than you first imagined.
 To ensure that you haven’t missed literature detailing a novel way
for you to conduct your study, or pointing you to a data-collection
tool that is mostappropriate for your study.
 To explain the theoretical background to your proposed research
project.
 To demonstrate your ability to critically analyze the literature in
your study area.

Kinds of Literature Review

After having answered the questions above and having known the
reasons for doing a literature review, you should note the kinds of
literature review. These are the following:
 Traditional- also referred to as narrative literature review, it
provides a quick overview of current studies.
 Integrative- This review synthesizes findings from different
approaches. This approach allows for the integration of
qualitative with quantitative studies.
 Syntactic- This review synthesizes high quality empirical
information to answer a given research question.
 Scoping- this review involves a broad research questions that
explores the current evidence base.

Characteristics of a Good Literature Review

Consider now the materials you may cite or had cited, relative to
your study by using the characteristics that define a good literature
review.
1. Materials must be recent as possible.
2. Materials must be as objective and unbiased as possible.
3. Materials must be relevant to the study.
4. Materials must not be too few but nor too many.

Types of Sources
1. Primary sources- publications in which researchers report the
result of their studies.
2. Secondary sources- publications in which authors describe the
work of other.
Using Computer for Literature Review
With the easy accessibility to the use of computers, they have
become one of the rich sources for writing a review of literature. They
are available in school libraries and most public libraries.

Citing Related Literature using Standard Style

Research makes use of previous information and data from
statements of experts which are expressed in various sources most
common of which are books, journals, and computer databases. These
data are utilized both for qualitative and quantitative researches.

What am I Citing?
Books-a collection of books that provides information about a certain
topic.
Magazines- A popular work published periodically (weekly, monthly,
etc.)
focusing on a specific subject of interest.
Newspaper-A periodical information containing news, event, interview
and
opinion article
Computer- a collection of electronic materials that provides
information about a certain topic.
Journal- A scholarly work published containing highly classified
research.
Film- A motion picture or movie.
Referencing Styles
Here are the styles for indicating your sources both in the body of
the report or in the reference section at the end of your research
paper.
 APA-is an author/date-based style.
 MLA- is most often applied in the arts and humanities,
particularly in the U.S.A.
 HARVARD -is very similar to APA. It is the most well used
referencing style in the UK and Australia, and it is encouraged for
use with the humanities.
 CHICAGO AND TURABIAN-are two separate styles but very
similar. They are also widely used for history and economics.

Ways of Citing Related Literature

1. By author or writer
Example: According to Felipe (2015) ………

2. By topic
Example: It has found out that……….. (Felipe, 2015)

3. By Chronology-according to the year, the literatures were written,

usually from earliest to the latest.

Samples of Citations
BOOKS
Last name, First name (year). Book title. Subtitle, (edition) Place:
Publisher

WEBSITES
For a passing reference to a website in-text, the URL is sufficient, no
reference list is needed.

E-BOOKS
The reference list entries for an, e-book for a whole e-book and a
chapter
in an e-book are exemplified as:
Author, Initial. (date). Title of book. Retrieved from http://xxxxxxxxxx

Youtube Video
Author’s last name, first initial (screen name) (year, month, day of
upload)
title of video. (video title) retrieved from http://www. Youtube.com/xxxx

Other Citations
ENCYCLOPIDIA ENRY, PRINT
Author’s last name, First initial (year) Article title:
Editor’s 1st initial. Last name (Ed); Encyclopedia Title: (#ed; Vol.# pp#-
#)

MAGAZINE ARTICLE
JOURNAL ARTICLE
Synthesizing Information from Relevant Literature
To synthesize is to draw conclusions about the findings in related
literature review. To synthesize is to draw conclusions about the
findings in related to literature review so that you can identify how the
literature addresses your research question.

What is a Synthesis?
A synthesis is a discussion that draws on one or more sources. Your
ability to infer relationships among sources such as essays, articles,
fiction and also non-written sources such as lectures, interviews, and
observations will be helpful in synthesizing information taken from your
review of literature.

Types of Synthesis
1. Explanatory synthesis-it helps to understand a topic.
2. Argument synthesis-Its purpose is for you to present your own
point of view with the support of relevant facts drawn from services
and presented in a logical manner.

Categories of Sources
Fraenkel (2015) enumerate the categories of sources from where
your
culled data and information in the literature review may have been
taken.
1. Documents
2. Numerical Records
3. Oral Statements
4. Relics

How to write a synthesis

1. Consider your purpose in writing
2. Select and read carefully your sources, according to your purpose.
3. Formulate a thesis.
4. Decide how will you use your source materials and take down
notes.
5. Develop an organizational plan according to your thesis.
6. Revise your synthesis.

Techniques for writing a Synthesis

1. Summary
2. Example of Illustration
3. Two (or more) reasons
4. Comparison and Contrast

Learning Activities

Activity 1

Directions: Explain each expression the way you understood them in

relation to research. Write your answer on the space provided.

1. Related Literature

2. Review of Related Literature

3. Traditional Review of Literature

4. Systematic Review of Related Literature

 5. Structure of Literature Review Results

Activity 2

Directions: Read and analyze the following items. Choose only the letter
of your best choice and write it in the space provided.

_____ 1. It is an informal or indirect expression of knowledge happens

through.
A. gestures
B. words
C. books
D. sentences

_____ 2. Between world knowledge and RRL, it is given by your research

_________________.
A. summary
B. conclusion
C. linker
D. symbol

_____ 3. Your direction in your RRL is given by your research _____________.

A. data
B. problem
C. design
D. question

_____ 4. Your purpose in doing RRL is ____________________.

A. dual
B. specific
C. plural
D. singular

_____ 5. Research question is a must in a literature review called

__________.
A. traditional
B. systematic
C. optional
D. structura
 BASIC EDUCATION DEPARTMENT
SENIOR HIGH SCHOOL
Learning Activity Sheets

RESEARCH IN DAILY LIFE 1

Name:___________________________________________ Contact no. ________________

Teacher: _______________________________________ Date:
____________________

Lesson 6
General Instruction:
To do well in this activity sheet, you need to remember and do the
following:
1. Read everything carefully and thoroughly.
2. Perform all the activities diligently to help and guide you in
understanding the topic.
3. Always follow the directions of each learning activities.
4. Finish each activity and submit the activity sheet before proceeding
to the next.
5. Enjoy what you are doing and be inspired to study well.

Topic: The Process of Review of Related Literature

Learning Competency/ies
At the end of the lesson, learners should be able to:
a. cites related literature using standard style; and,
b. synthesize information from relevant literature.
Objectives
At the end of the lesson, learners should be able to:
a. differentiate the three stages of review of related literature;
b. distinguish a superior source of data from an inferior one;
c. write a literature review in a critical or argumentative manner;
d. link author’s ideas on a certain pattern, theme, or theory; and,
e. present and organize ideas using active verbs and transitional
devices.

Introduction

This lesson aims to guide you in writing a literature review

coherently.
Literature as in any form of writing demands the observance of
coherence. Ethical concerns affect research. The term ethics refers to
question of right and wrong. This lesson puts together the elements of a
written literature review. It helps guides you in reading for or selecting a
better research problem or topic.

Discussion

Structure of a Literature Review

Use the three main components consistent across literature reviews
namely: the introduction, body and conclusion.
Guidelines in writing a literature review
1. Define the topic and the audience.
2. Search and re-search reference list
3. Prepare a conceptual diagram of the need for the different types of
literature review.
4. Take notes while reading.
5. Choose the type of review you wish to write.
6. Keep the review focused and make of broad interest.
7. Be critical and consistent
8. Find a logical structure.
9. Make use of feedback.

Ethical Standards in Writing Related Literature

Fraenkel and Wallen (2010) give a few examples of unethical
practice
related to research, to unit:
 Require a group of high school sophomores to sign a form in which
they agree to participate in a research study.
 Ask first- graders sensitive questions without obtaining the consent
of their parents to question them.
 Deletes data he/she collects that do not support his hypothesis.

Ethics and Research

Why is there a need for ethics? Some of the reasons forwarded are
 1. Norms promote the aims of research such as knowledge, truth and
avoidance of error.
2. Norms promote the values that are essential to collaborative work
such as trust, accountability, mutual respect and fairness.
3. Norms ensure can researchers can be held accountable to the
public.
4. Norms promote a variety of other important moral and social
values.
5. Norms help to build public support for research.

Presenting written review of literature

Finally, doing the literature review gave you the opportunity to gain
and demonstrate skills in two areas:
1. Information seeking which refers to the ability to scan the
literature
efficiently.
2. Critical appraisal which refers to the ability to apply principles of
analysis in order to identify unbiased and valid studies.

Preparing the Written Review of Literature

1. The introduction briefly describes the nature of the problem.
2. The body of the review briefly reports what others have found or
thought about the research problem.
3. The summary of the review ties together the main ideas revealed
in the literature reviewed and presents a composite picture of what
or thought to date.
4. Any conclusions the researcher fells are justified based on the
state of knowledge revealed in the literature should be included.

5. A bibliography with full bibliographic data for all sources mentioned

in the review is essential.

Structure of the Literature Review

 Focused- it presents only ideas and reports on studies that are
closely related to the topic.
 Concise- the ideas should be presented economically.
 Logical- the flow within and among paragraphs should be a smooth,
logical
 progression from one idea to the next.
 Developed- the ideas are fully and completely written.
 Integrative- it shows how ideas are related and how will all viewed
materials to contribute to your topic.
 Current- it exhibits up-to-date information related to your study.
Learning Activities
Activity 1

Directions: State your own definition of the given terms. Write your
answer in the space space provided.

A. Ethics

B. Norms

C. The American Psycho Association

Activity 2

Directions: Read and analyze the following items. Choose only the letter
of your best choice.

_____ 1. The _______________ to the review of literature is often a single

paragraph that introduces the general topic and provides
scholarly or societal context for the review.
A. introduction
B. body
C. conclusion
D. important parts
_____ 2.The ______________ related to the subject on ethical standards in
writing a literature review will contribute further to its
understanding and importance.
A. definition
B. ethical
C. terms
D. norms

_____ 3. It presents only ideas and reports on studies that are closely
related to the topic.
A. concise
B. focused
C. logical
D. developed
_____ 4. It is the ideas that should be presented economically.
A. developed
B. focused
C. logical
D. concise

_____ 5. When the flow within and among paragraphs is smooth, and there
logical progression from one idea to the next, it is _____________.
A. logical
B. focused
C. developed
D. concise
 BASIC EDUCATION DEPARTMENT
SENIOR HIGH SCHOOL
Learning Activity Sheets

RESEARCH IN DAILY LIFE 1

Name:___________________________________________ Contact no. ________________

Teacher: _______________________________________ Date:
____________________

Lesson 7
General Instruction:
To do well in this activity sheet, you need to remember and do the
following:
1. Read everything carefully and thoroughly.
2. Perform all the activities diligently to help and guide you in
understanding the topic.
3. Always follow the directions of each learning activities.
4. Finish each activity and submit the activity sheet before proceeding
to the next.
5. Enjoy what you are doing and be inspired to study well.

Topic: Standards Styles in Review of Related Literature, Citation, or

References

Learning Competency/ies
At the end of the lesson, learners should be able to:
a. follows ethical standards in writing related literature;and,
b. presents written review of literature.

Objectives
At the end of the lesson, learners should be able to:
a. compare and contrast the styles and patterns in-text citations;
b. enumerate the purposes of citations;
c. evaluate the accuracy of citations to reading materials; and,
d. identify the causes and effects of plagiarism.

Introduction
 Definitely, doing the review of related literature provides you with
findings and conclusions of past studies that are related to your own
research. Take note of the kinds of materials in terms of recency,
objectivity, relevance to your study, validity, and reliability.

Discussion

Standard Styles in Related Literature Citation

In reviewing related literature, you come to read varieties of reading
materials containing knowledge related to you research. It is a fact that
these ideas, including the language structures to express these ideas,
belong to other people.

The following are the three terms used to express your

appreciations for or recognition of people ownership of borrowed ideas
(Sharp 2012):
1. Acknowledgement-the beginning portion of the work that identifies
individuals who have contributed something for the production of
the paper.
2. Reference or Bibliography- a complete list of all reading materials,
including books, journals, periodicals, etc. from where the
borrowed ideas came from.
3. Citation or In-text citation- references within the main body of the
text,
specifically in review of related literature.

Purposes of Citation
1. To give importance and respect to other people for what they know
about the field.
2. To give authority, validity, and credibility to other people’s claims,
conclusions, and arguments.
3. To prove your broad and extensive reading of authentic and
relevant materials about your topic.
4. To help readers find or contact the sources of ideas easily.
5. To permit readers find or contact the sources of ideas easily.
6. To save yourself from plagiarism.

Styles of Citation
1. Integral Citation-this is one way of citing or referring to the author
whose ideas appear in your work.
2. Non-integral citation-in contrast to integral citation that reflects the
author’s personal inclinations to a certain extent, this second
citation style downplays any strength of the writer’s personal
characteristics.

Patterns of citations
 1. Summary-the citation in this case is a shortened version of the
original
text that is expressed in your own language.
2. Paraphrase- this is the antithesis of the first one because, here,
instead of shortening the form of the text, you explain what the
text means to you using your own words.
3. Short Direct Quotation- only a part of the author’s sentence, the
whole
sentence, or several sentences, not exceeding 40 words, is what
you can quote or repeat in writing through this citation pattern.
4. Long Direct Quotation or Block Quotation, or extract- named it
many
ways, this citation patterns makes you copy the author’s exact
words
numbering from 40 to 100 words

Learning Activities

Activity 1

Directions: In your own words, discuss the importance of a literature

review. Then, distinguish primary and secondary sources. Write your
answers in the space provided.

Activity 2

Directions: Read and analyze the following items. Choose only the letter
of your best choice and write it in the space provided before each number.

_____ 1. It is the beginning portion of the work that identifies individuals

who have contributed something for the production of the paper.
A. references
B. citation
C. acknowledgement
D. introduction
_____ 2. It is a complete list of all reading materials, including books,
journals, periodicals, etc..
A. citation
B. references
C. acknowledgement
D. introduction

_____ 3. It is the references within the main body of the text, specifically in
Review of Related literature.
A. introduction
B. references
C. acknowledgement
D. citation
_____ 4. It is the citation in this case is a shortened version of the original
text that is expressed in your own language.
A. summary
B. short direct quotation
C. paraphrase
D. long direct quotation

_____ 5. It is the antithesis of the first one because, here, instead of

shortening the form of the text, you explain what the text means to
you using your own words.
A. summary
B. short direct quotation
C. paraphrase
D. long direct quotation