Grade 11: PRACTICAL RESEARCH 2

2ND SEM (MIDTERM)

Week 2: Identifying the Inquiry and Stating the Problem

Content Standards: The learner demonstrates understanding of:

1. the range of research topics in the area of inquiry

2. the value of research in the area of interest

3. the specificity and feasibility of the problem posed

I. Performance
ScripturalStandards:
Message The
andlearner is Message
Fr. Al’s able to decide on suitable quantitative research in different areas of interest.
This module will help the learners understand and realize these messages from the Holy Scriptures and from Fr.
Learning
Al. Competencies: Describes characteristics, strengths, weaknesses, and kinds of quantitative research,
Illustrates the importance of quantitative research across fields, Differentiates kinds of variables and their uses.
SCRIPTURAL MESSAGE

J Matthew 7:1-5 1 “Do not judge, or you too will be judged. 2 For in the same way you judge
others, you will be judged, and with the measure you use, it will be measured to you. 3 “Why
do you look at the speck of sawdust in your brother’s eye and pay no attention to the plank in
your own eye? 4 How can you say to your brother, ‘Let me take the speck out of your eye,’
when all the time there is a plank in your own eye? 5 You hypocrite, first take the plank out of
your own eye, and then you will see clearly to remove the speck from your brother’s eye.

 describes characteristics, strengths, weaknesses, and kinds of quantitative

DAY 1-3 
research (CK)
Illustrates the importance of quantitative research across fields. (PK)

FR. AL’S MESSAGE:

If you answer the call to follow Jesus, you can expect these three results: a hundredfold more joy,
peace and fulfillment in this life, eternal life in the next world, and difficulty and hardship, persecution.
(Volume 5 - CD # 207A/600A/579B/738A, October 22, 1986)

 Differentiates kinds of variables and their uses.

Day 1-2
(PK)

I. Pre-Activity:
Recall the different types of quantitative research

II. During Activity: Discussion on different kinds of variables and their uses

What are variables in quantitative research?

1
Example of the Use of Variables in Survey Research
Type of Variable
Independent Variable 1: Prior
publications
Dependent Variable 1: Grants funded
Control Variable 1: Tenure status
Relating the Independent Variable 1:
Prior publications to the Dependent
Variable: Grants funded
Research Question
Descriptive research Question 1: How
many publications did the faculty
member produce prior to receipt of
the doctorate?
Descriptive research Question 2: How
many grants has the faculty member
received in the past 3 years?
Descriptive research Question 3: Is
the faculty member tenured?
Inferential Question 4: Does prior
productivity influence the number of
grants received?
Item in the Survey
See Question 11, 12, 13, 14, and 15:
publication counts for journal articles,
books, conference papers, book
chapters published before receiving
the doctorate
See Questions 16, 17, and 18: grants
from foundations, federal grants,
state grants
See Questions 19: tenured (yes/no)
See Questions 11, 12, 13, 14, 15 to
Questions 16, 17, 18

 SUMMATIVE TEST 1
Day 3

Day 4-5  Writes a research title (PK)

 Describes background of research (CK)
 States research questions (PK)

I. Pre-Activity:
Using the same groups in A8 in Module 1, provide the sample mixed methods researches. The sample
researches are published research articles where the usual format of a research paper is not followed. Explain
to the students that the research papers’ original format cannot be accessed in the internet and are
prohibited for distribution as these are only stored in the school libraries where the researchers are connected
with. The parts of the usual research paper are summarized and written briefly and concisely following the
format of a research article. What they have to do with each research article is to analyze its elements and
how it is being written. In this way, students will be familiarized how mixed methods research is being
conducted.
Groups Research Title
Group 1 and 2 A Study on the Spatial Abilities of Prospective Social
Studies Teachers: A Mixed Method Research
Group 3 and 4 Examining the organizational cynicism among teachers
at schools: A mixed methods study
Group 5 and 6 The Effect of Process Oriented Writing Activities on the Achievement and
Attitude of the Preservice Primary School Teachers: An Example of Mixed
Method Study
Group 7 and 8 Academic Dishonesty: A Mixed-method Study of Rational Choice among
Students at the College of Basic Education in Kuwait
What are the components of a research process? The basic components of the research process are (1)
Problem/Objectives, (2) Hypotheses/Assumptions, (3) Theoretical/Conceptual Framework, (4) Research
Design/Methodology, (5) Data Collection, (6) Data Processing and Statistical Treatment, (7) Analysis and Interpretation,
and (8) Summary, Conclusions and Recommendations.
What is Chapter 1 of the research paper and its elements? Chapter 1 of a research paper generally contains the
research problem and its background. Specifically, the elements of Chapter 1 are the following:
1. Introduction
2. Theoretical Framework and/or Conceptual Framework
3. Statement of the Problem
4. Hypotheses and/or Assumptions
5. Scope and Delimitation of the Study
6. Significance of the Study
7. Definition of Terms
Introduction. An introduction is the first passage in a journal article, dissertation, or scholarly research study. It sets
the stage for the entire project. It is the part of the paper that provides readers with the background information for
the research reported in the paper. Its purpose is to establish a framework for the research, so that readers can
understand how it is related to other research.

2
 The introduction establishes the issue or concern leading to the research by conveying information about a
problem. It needs to create the reader’s interest in the topic, establish the problem that leads to the study, place the
study within the larger context of the scholarly literature, and reach out to a specific audience. All of this is achieved
in a concise section of few pages. Because of the messages the introduction must convey and the limited space
allowed, introductions are challenging to write and understand.

Theoretical Framework / Conceptual Framework. The researcher explains the theory (if using theoretical
framework) and/or the concepts (if using conceptual framework) that guided the study. Concepts from authorities
and theories of notable educators/philosophers are used in the discussion.

Statement of the Problem. The researcher indicates in this section the major problem stated in declarative form.
This usually bears the title of his/her thesis or repeats exactly his/her main objective in conducting the study.
For quantitative research, he/she answers the specific problems which are stated in question form.
The researcher should consider the following guidelines in evaluating his / her statement of the problem:
 Is the problem relevant to the needs of society and significant enough to add to the existing knowledge?
 Is the problem testable, that is, is it possible to collect data to answer the questions asked?
 Are the sub-problems completely researchable units?

Submitted by:

_____________________________________
Subject Teacher

Noted by:

MRS. MARY LUZ T. ELOPRE

Assistant Principal

Approved by:

SR. GERTRUDES U. DAYAG, SM

School Principal