Final 3i Module

3i MODULE- Inquiries Investigations and Immersion
Subject: Inquiries, Investigations and Immersion

Learning Area: Brainstorming for the Research Topics
Week 1: 1- 2 Hours
Learner’s Activity: Prepare a plan focusing on issues and ideas in their respective field
Teacher’s Activity: Monitor and direct the learner’s work
ACTIVITY 1: SHOP AN ISSUE

Focus: Brainstorming about the Topic
At the end of this activity, the learners are expected to share confidently
ideas on a given topic or issue related in their respective field.
Issues: Academic Track

Students
Teachers
Schools
Community
Government
Technical Vocational/
Livelihood Track
 Automotive Servicing
 Computer Servicing System
 Home Economics
 Horticulture
 Knowledge on Tools
 Exploration on Fertilizers
 Bread & Pastry-Discoveries
 Habit/Vice/Addiction
Teacher’s Role:
1. Facilitates the shopping/picking of issue/s in the basket.
2. Monitors the sharing of ideas within the group activity.
3. Explains the given rubric for the group activity.
4. Processes the activity result.
5. Provides feedback about the activity.
Learner’s Role:
1. Shops an issue or issues from the given basket
2. Discusses within the group the topic or issue and share their thoughts in the class.
3. Rubrics for the 3 minute activity:
Relevance to the topic/issue – 30
Confidence of the speaker/presenter – 30
Time-Bounded Sharing -20
Group Participation – 20
Total Points (Performance Task) – 100 pts
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Week 1: 1- 2 Hours
Teacher’s Activity: Monitors and directs the learner’s work
ACTIVITY 2: LET’S SHARE A TABLE

At the end of this activity, the learners are expected to identify possible
sub-topics or supporting details on a given topic or issue related in their respective field.

Students
Teachers
Schools
Community
Government
Technical Vocational Livelihood Track

 Home Economics
 Horticulture
Example Table for Academic Track Class
Topic/Issue Sub-topics Effects Solutions

Students  Cutting class  Failed grades  WATCH
 Academic Track  Misbehavior monitoring
performance inside/outside the  Subject
school premises teacher/class
adviser checking
of attendance
 Guidance program
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Example Table for Technical Vocational Livelihood Track-HE Strand
Topic/Issue Sub-topics Perceptions Descriptions

 Acceptable taste  Appearance
Bitter gourd  Various taste
 Not acceptable  Presentation
Cupcake  Bitter taste
taste  Color
Teacher’s Role:
1. Provides a clear direction in the performance of the complete details of the table
activity for the group.
2. Gives an exact table presentation of the possible ideas to be shared by the learners
during the group activity.
3. Provides a rubric as basis of the monitoring during and after the conduct of the
activity.
4. Checks the details during the group presentation/sharing of details.
5. Processes the ideas shared by the learners.
Learner’s Role:
1. Uses the crafted table with topics and issues with details.
2. Consolidates ideas and write on the given table as a means of sharing ideas for the
given topic/issue.
3. Rubrics for the activity:
Relevance to the topic/issue – 30
Ability of the Presenter – 40
Group Participation & Cooperation – 30
Total Points (Performance Task) – 100 pts.
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Week 2: 1- 2 Hours
ACTIVITY 3: QUOTES YOU, QUOTES ME

At the end of this activity, the learners are expected to share ideas
on the given quotes related in their respective field.

Students
Teachers
Schools
Community
Government
 Home Economics
 Horticulture
Example quotes for Academic Track Class
PREPARATION LIFE
STRENGTH HARDSHIP
4
RESULTS LOVE
Example quotes for Technical Vocational Livelihood Track
FOOD FAKE BUTTER
OCCUPATION GARDENER
PLANT CARS
SITUATION POINT A TO POINT B
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Teacher’s Role:
1. Presents the quotes intended for the group to ponder in a time-bounded activity.
2. Guides the learners on looking for the key words on the stated quotes related to
research and to their field.
3. Monitors the sharing of ideas among the group members on the given quotes.
4. Provides the rubric for the learners to monitor their performance in the activity.
5. Listens to the ideas presented by the learners after the activity.
6. Processes the ideas given by the learners especially on the stated key words.
Learner’s Role:
1. Uses the quotes that may give idea about the chosen track.
2. Shares ideas about the quote and the key words related to research. (Academic
and TVL tracks)
3. Chooses a member to share ideas about the given quote and key words.
4. Rubrics for the 3 minute activity:
Relevance to the quote/key words – 40
Time-Bounded Sharing-15
Group Cooperation & Participation – 15
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Week 2: 1-2 Hours
Learner’s Activity: Prepares a plan focusing on issues and ideas in their respective field
ACTIVITY 4: THE TREE OF RESEARCH FLASHCARDS

At the end of this activity, the learners are expected to share ideas on the
given card about the word research and images related in their respective field.

Students
Teachers
Schools
Community
Government

 Home Economics
 Horticulture
THE TREE OF RESEARCH FLASHCARDS
Contain words related to research for brainstorming in preparation for the

research title, statement of the problem, scope and delimitation of the study, importance
of the study, definition of terms, conceptual framework and research hypothesis
Note: The tree of research flashcards may be shown on screen or posted/ drawn
on a manila paper.
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ACADEMIC TRACK & TECHNICAL VOCATIONAL LIVELIHOOD TRACK
Solutions Strategies
Effects
Causes
Perceptions
Difficulties
Knowledge Population
Process Theories
Design Paradigm
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Teacher’s Role:
1. Presents the Tree of Research Flashcards to the class.

2. Facilitates the individual recitation/sharing of ideas about the words/terms in
the flashcards
3. Monitors the ideas stated through the recitation related to research.
4. Processes the ideas given by the learners especially on the stated key words
about research both qualitative and quantitative.
Learner’s Role:
1. Observes the image of the tree of research flashcards with various words
related to research both qualitative and quantitative.
2. Shares ideas about the words related to research.
3. Identifies the relation of the given words to research and describe each word
as used in research.
4. Rubrics for the 3-minute activity:
Relevance to the key words – 50
Time-Bounded Sharing- 10
Group Cooperation & Participation – 10
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Learning Area: Identifying the Problem and Asking the Questions

Week 3: 1-4 Hours
Learner’s Activity: Formulates clearly the research title
Teacher’s Activity: Gives feedback or comments on progress achieved by the learners
ACTIVITY 5: Writing the Research Title

Focus: Research Title
At the end of this activity, the learners are expected to decide on a

research topic and write a title.
Students
Teachers
Schools
Community
Government

 Home Economics
 Horticulture
(Note: Learners may choose from the given topics above. Learners are given 15 minutes to collaborate on
writing the research title. Thereafter, every group will be given 5 minutes to present the title. After the
presentation, the teacher shall conduct constructive critiquing together with the students. During the
presentation, students must be guided in narrowing the title.)
Rubrics in Critiquing the Research Title:
Criteria Percentage
50
Content
30
Format/Presentation
20
Teamwork
100
Total
10

Week 4: 1-4 Hours
ACTIVITY 6: STOP. LOOK & LISTEN

Focus: Statement of the Problem & Scope and Delimitation of the
Study
At the end of this activity, the learners are expected to recall and
master the construction of the statement of the problem, scope and delimitation of the
study in the respective fields.

Students
Teachers
Schools
Community
Government

 Home Economics
 Horticulture
(Note: Every group shall present their statement of the problem and scope and delimitation. Thereafter,
every group will be given 5 minutes to present the statement of the problem and scope and delimitation.
After the presentation, the teacher shall conduct constructive critiquing together with the students.)
Rubrics in Statement of the Problem & Scope and Delimitation of the Study
Criteria Percentage
Content 50
Format/Presentation 30
Teamwork 20
Total 100
Sample of Research Title for Academic Track ( to be discussed by the teacher)
11
Espartinez, Ulysses B. (2018)

Research Title: Perception of the Community to the Existence of the K to 12
Program in Pamplona National High School
Statement of the Problem
This study aims to enrich and answer the following questions:
1. What are the problems encountered under the implementation of K to 12

Curriculum?
2. What are the developments to the students when it comes to knowledge and
skills during the implementation of the program?
3. What are the reasons why community are against or approved to the
implementation of K to 12 program?
Scope and Delimitation of Study
This study is limited to 10 Senior High School teachers, 12 students from Grade
11 and 12, and also to the 20 residents of Poblacion, Pamplona, Camarines Sur as the
respondents of the survey and questionnaires prepared by the researchers. The focus of
this study is to enumerate the problems encountered under the K to 12 Curriculum, the
developments to the students during the implementation and reasons why the community
approved and disapproved the implementation of K to 12 program.
Quilapio, Lorie M. (2018)

Research Title: Reasons and Avoidance: Understanding Employment Mismatch in
Pamplona, Camarines Sur
Statement of the Problem
Specifically, this study answered the following questions:
1. What are the reasons for having Employment Mismatch in Pamplona, Camarines
Sur?
2. What are the probable means to avoid the conflict of having Employment
Mismatch?
3. What are the essences of understanding the Employment Mismatch?
Scope and Delimitation of the Study
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This study is limited to the 25 respondents who are experiencing Employment

Mismatch. The respondents must be around Pamplona, Camarines Sur, with any gender,
ages 18 and above. Furthermore, it is accepted if the respondent is working abroad only
if he/she is still a Filipino citizen and a native of Pamplona. The focus of this study is to
identify the reasons for having Employment Mismatch in Pamplona, Camarines Sur; to
distinguish the probable means to avoid the conflict of having Employment Mismatch;
and to realize the essence of understanding the Employment Mismatch.
Sample Research Title for Technical Vocational Livelihood Track/

Home Economics Strand
Angeles, Melissa B. (2018)

Research Title: Siling Labuyo (Capsicum Frutescens) Flavored Cakes and Cookies
STATEMENT OF THE PROBLEM
This study aims to produce spicy cakes and cookies with Siling Labuyo as main
ingredient.
Specifically, it will answer the following questions:
1. What are the nutritive values of Siling Labuyo?

2. What are the utensils, recipes, ingredients and procedures in the preparation of
innovative spicy cakes and cookies using Siling Labuyo?
3. What is the best formula for Siling Labuyo in terms of Drying, Roasting, Heating
and Cooking?
4. What is the acceptability level of the spicy cakes and cookies formulation in terms
of:
a. Taste and Aroma
b. Flavor
c. Texture
d. Palatability
SCOPE AND DELIMITATION OF THE STUDY
This study focuses on the formulation of Siling Labuyo as the main ingredient of
cakes and cookies. It is limited to the following:
The determination of the best formula is based on the characteristics of spicy

cakes and cookies such as taste, aroma, aesthetic, texture consistency and palatability.
The level of Acceptability of spicy cakes and cookies will be rated by the Teachers of
Batang Elementary School, Secondary Teachers, Junior & Senior High School Students
of Pamplona National High School and Parents. The Siling Labuyo to be used in this
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study are from different places of Second and Third districts of Camarines Sur. The
study includes the health benefits that are found in Siling Labuyo. Other varieties are not
used in this study.
Teacher’s Role:
1. Presents the sample statement of the problem, scope and delimitation of the
study.
2. Facilitates the class discussion through the utilization of technology-assisted
learning process for the learners to better understand each concept.
3. Monitors the learners during the presentation and discussion of examples in
terms of the group decision of the respective statement of the problem and
scope and delimitation of the study.
4. Processes the ideas on inquiries both in qualitative and quantitative research.
5. Guides the learners as a group in the construction/creation of respective
research study including the statement of the problem and scope and
delimitation of the study.
6. Monitors consistently the group work/output for guidance on the appropriate
path of the research study.
Learner’s Role:
1. Listens to sample presentations.

2. Observes details given in the discussion about the statement of the problem
and scope and delimitation.
3. Decides on the final statement of the problem and scope and delimitation of
the study.
4. Rubrics of the activity
Relevance to the topic/issue - 40

Clarity and Correctness of Details - 30
Decision Making Ability of the Group- 15
Group Participation and Cooperation - 15
Total Points (Performance Task/Written Work) – 100 Pts.
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Week 5: 1-4 Hours
ACTIVITY 7: TO SEE IS TO BELIEVE CHALLENGE

Focus: Conceptual Framework
At the end of this activity, the learners are expected to recall and master
the identity of the conceptual framework of the study in their respective
field.

Students
Teachers
Schools
Community
Government

 Home Economics
 Horticulture
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Sample Research Title for Academic Track
Espartinez, Ulysses B. (2018)

Research Title: Perception of the Community to the Existence of the K to 12
Program in Pamplona National High School
Phenomenological Approach
Advantages
K TO 12 People’s
Triumph
PROGRAM Perception
Objectives/ Goals
Fig. 2 Conceptual Paradigm illustrating the use of Phenomenological Approach on
the study about the existence of K to 12 Program
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Conceptual Framework
K to 12 Program is the respond of Philippine Educational System to the

increasing gap of world educational standard that leads to less globally competitive
workers. Manila Standard (2014) said that the Philippines is the last country in Asia and
one of the three countries in the world with a ten-year pre- university program.
This program aims to develop or mold a simple student into a skilled and fully
equipped worker. It can provide an increase of economic growth in the Philippines, as the
learners step on the global employment, entrepreneurship, and higher level of education.
The K to 12 Curriculum graduates have a big edge on the national and even the global
market, so it is a huge advantage as you enter in that particular program. Compared to the
previous curriculum, K to 12 provides several developments on the students in terms of
personal, social, emotional, mental, and even the moral aspects. Through the
participations and acceptance of the community to the program, K to 12’s objectives or
goals can be triumphantly experienced. According to Assistant Education Secretary
Jesus Mateo, the people’s perception about K to 12 is changing. The issues is
acceptability and understanding and these appear that more people now believe that it can
be done. More people now understand and more people now accept understood and
accepted.
The theory cited in the preceding chapter provides the actual conceptualization of
the real aim of this research which is to understand the essence/s advantages of this
program, its goals or objectives, the triumph of the program, and the people’s perception.
The determination of the K to 12’s effectivity can be accomplished through those given
components of the study. Using the Phenomenological Approach, this study will provide
information behind the existence of K to 12 Program.
As shown in the paradigm (Fig. 2), K to 12 program is the central issue that can
be used as the object to explain the objectives, perception and advantages of itself which
later become its own success. This method may help to unravel its effectiveness.
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(Note: Teacher must provide vivid instructions that will facilitate the learners’ drafting
or designing of conceptual framework as anchored on the research title.)
Sample Research Title for Technical Vocational Livelihood Track/ Home

Economics Strand
Angeles, Melissa B. (2018)

Research Title: Siling Labuyo (Capsicum Frutescens) Flavored Cakes and Cookie
SILING LABUYO (CAPSICUM FRUTESCENS) AS MAIN INGREDIENT

FOR CAKES AND COOKIES
INPUTS OUTPUTS
1. Hot
1. Siling Labuyo Brownies,
2. Ingredients PROCESS 2. Fiery Marble
3. Utensils, Cake
I. Preliminary Phase
Tools and Equipment 3. Hottie
*Gathering and cleaning of
4. Manpower Choco- Peanut
Siling Labuyo
Cookies
* Planning the Ingredients
4. Spicy Puto
and Procedures
Cake
5. Bird’s Eye
II. Experimental Phase
Chocolate Cake
*Preparing the spicy cakes
with Fudge
and cookies for three trials.
III. Evaluation Phase

*Sensory Evaluating of the
finished product.
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Conceptual Framework
Figure 2 shows the conceptual paradigm, which includes the input, the process
and the output of the study.
The inputs are the raw materials that will be used in the study which are Siling
Labuyo and other important ingredients in the preparation of spicy cakes and cookies
recipes such as cake flour, all- purpose flour, sugar, cocoa, chocolate chips, cheese, eggs,
baking powder, peanuts, milk, butter, chocolate powder, oil, pineapple, cream of tartar,
baking soda, and the tools, utensils, equipment and the manpower to realize this study.
The Process will be divided into three phases. Phase 1 will be the preliminary
phase which includes the gathering as well as preparing of Siling Labuyo and planning
the ingredients and procedures of 5 recipes. Phase 2 will be the experimental phase
wherein three trials are done. Phase 3 will be the evaluation on acceptability of Siling
Labuyo as main ingredient for cakes and cookies in terms of taste and aroma, flavor,
texture and palatability using the 4-point rating scale.
The Outputs will be the Hot Brownies, Fiery Marble Cake, Hottie Choco- Peanut
Cookies, Spicy Puto Cake and Bird’s Eye Chocolate Cake with Fudge Frosting.
ASSUMPTIONS
This study has the following assumptions:
Siling Labuyo, spicy cakes and cookies contain nutrients that contribute to the
health benefits.
1. There are series of steps involved to develop spicy cakes and cookies using Siling
Labuyo.
2. There are varied recipes that can be tried in preparing spicy cakes and cookies to
bring out its characteristics such as Hot Brownies, Fiery Marble Cake, Hottie
Choco-Peanut Cookies, Spicy Puto Cake and Bird’s Eye Chocolate Cake with
Fudge Frosting.
Teacher’s Role:
1. Presents the sample of conceptual framework, research hypothesis, definition
of terms and importance of the study.
3. Monitors the learners’ presentation and discussion of examples in terms of the
group decision of the respective conceptual framework, research hypothesis,
definition of terms and importance of the study.
4. Processes ideas given on the inquiries both qualitative and quantitative
research.
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5. Guides the learners in the construction/creation of respective research study

including the conceptual framework, research hypothesis, definition of terms
and importance of the study.
6. Monitors group work/output consistently for guidance on the appropriate path
of the research study.
Learner’s Role:
1. Listens to the sample presentation.

2. Observes the details given in the discussion about conceptual framework,
research hypothesis, definition of terms and importance of the study.
3. Decides on the final conceptual framework, research hypothesis, definition of
terms and importance of the study.
(Note: Every group shall present the designed conceptual framework, research hypothesis, definition of
terms and importance of the study. Thereafter, every group will be given 5 minutes to present the
conceptual framework, research hypothesis, definition of terms and importance of the study. After the
presentation, the teacher shall conduct constructive critiquing together with the students.)
Rubrics on Statement of the Problem & Scope and Delimitation of the Study
Criteria Percentage
Content 50
Teamwork 20
Total 100
20

Learning Area: Definition of Terms & Significance of the Study
Week 6: 1-4 Hours
Learner’s Activity: Presents definition of terms and significance of the study
Sample of The Definition of Terms Under Academic Track
The terms defined in this section are those that have relevance to the study in
order to enlighten an evident comprehension of the K to 12 Program regarding its
effectiveness particularly in Pamplona National High School.
Department of Education. It means the executive department of the Philippine

government responsible for the management and governing of the Philippine Basic
Education.
K to 12. The program that covers Kindergarten and the 12 years of basic
education (six years of primary education, four years of Junior High School and two
years Senior High School (SHS) to provide sufficient time for mastery of concepts and
skills, develop lifelong learning, and prepare graduates for tertiary education.
Secondary. It is an institution where the final stage of schooling, usually a

compulsory up to specific age, takes place. It follows Elementary or Primary school and
may be followed by universities (Tertiary) education.
Elementary. It is a school for the first four to eight years of a child's formal
education often including Kindergarten.
Bologna Process. It means a series of ministerial meeting and agreements

between European countries to ensure comparability in the standards and quality of
higher education qualifications
Trade Liberalization. It means the removal or reduction of restriction or barriers

on the fine exchange of goods between nations that induces tariff obstacles such as duties
and surcharges.
Global Competency. It refers to the acquisition of in-depth knowledge and

understanding of international issues, an appreciation of and ability and cultural
backgrounds, proficiency in a foreign language, and skills to function.
Education Reform. It means one given to the goal of changing public education.
Historically, reforms have taken different forms because the motivations of reformers
have differed.
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Importance of the Study
The findings of this study may provide better understanding regarding the
implementation of K to 12 Program to the non –Senior High School and Senior High
School students, teacher, parents, school, out of school youth, government, local
government officials and of course to the next researchers regarding the topic.
Non-Senior High School Students. This study will help them to have a prior
knowledge about Senior High School life and also to let them prepare on whatever
difficulties they may encounter.
Senior High School. This study will provide them a deeper knowledge about K to
12 Program and it will serve as the way for them to voice out their opinions and problems
from their experiences in the implementation.
Out of School Youth. This study may also encourage them to return as a student
and it will give them ideas on what particular course to choose.
Teachers. This study will provide some views (such as weaknesses and strengths)
about the implementation so that it will serve as clues on what particular aspects to
concentrate more on it.
Parents. This study will encourage them to let their children continue studying
and it will also give them ideas about the importance of K to 12 Program in a family.
Sample of The Definition Of Terms Under Technical- Vocational Track

The following terms will serve as a hint to the reader to know the terms which
are confusing and it is define operationally.
Siling Labuyo. It is a small chili pepper cultivar native to the Philippines. It

belongs to the species Capsicum frutescens. The cultivar name is Tagalog, and literally
translates to "wild chili”. It is a spice with an aromatic pungent flavor. It is the main
ingredient in baking spicy cakes and cookies. https://en.wikipedia.org/wiki/Siling_labuyo
Aesthetic. It is a set of principles underlying and guiding the work of a particular

artist or artistic movement. https://www.google.com.ph/#q=aesthetic+meaning
Palatability. The palatability of something is its quality of being tasty or

acceptable in some other way. When you're baking a cake, its palatability is much more
important than the way it looks. https://www.vocabulary.com/dictionary/palatability
Aroma. It is an odor arising from spices, plants, cooking, etc., especially an

agreeable odor; fragrance.
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Texture. It is the visual or tactile surface characteristics and appearance

of something the texture of an oil painting.
IMPORTANCE OF THE STUDY
This study visualizes on introducing the new spicy cakes and cookies using Siling
Labuyo. The findings of this study will benefit the following:
Community. This study will be beneficial for them to gain knowledge and
enthusiasm to plant and produce Siling Labuyo for their personal consumption, health
benefits and an income generating program.
Students. This study will serve as a format to the students to develop their
thoughts and skills in producing more indigenous foods and could create a new
innovative product of their own.
Teachers. The result of this study will be used as instructional materials in

sharing additional information about the indigenous plants for developing alternative
products to be produced and to be marketed.
Schools. This study will serve as a reference on how to produce spicy cakes and
cookies using siling labuyo. Prioritizing to plant indigenous plant like siling labuyo.
Cakes and Cookies lovers. The result of this study will help them have a new
product on herbs dessert which is helpful to their health.
Researcher. This study may serve as a test to the researcher to become more
innovative and creative for the enhancement of the spicy cakes and cookies.
Teacher’s Role:
1. Presents the sample of conceptual framework, research hypothesis, definition
of terms and importance of the study.
3. Monitors the learners’ presentation and discussion of examples in terms of the
group decision of the respective conceptual framework, research hypothesis,
definition of terms and importance of the study.
4. Processes the ideas given by the learners especially on the inquiries both in
qualitative and quantitative research.
5. Guides the learners in the construction/creation of the respective research
study including the conceptual framework, research hypothesis, definition of
6. Monitors group work/output for guidance on the appropriate path of the
research study.
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Learners’ Role:
1. Listens to the presentation of examples.

2. Observes the details given in the discussion about conceptual framework,
research hypothesis, definition of terms and importance of the study.
3. Decides on the final conceptual framework, research hypothesis, definition of
(Note: Every group shall present their definition of terms and importance of the study. Thereafter, every
group will be given 5 minutes to present the definition of terms and importance of the study. After the
presentation, the teacher shall conduct constructive critiquing together with the students.)
Rubrics for the Statement of the Problem & Scope and Delimitation of the Study
Criteria Percentage
Content 50
Teamwork 20
Total 100
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Week 7: 1-4 Hours
Learner’s Activity: Presents written research title, statement of the problem, scope and
delimitation of the study, conceptual framework, research hypothesis, definition of
terms and importance of the study
Teacher’s Activity: Checks learner’s work and conducts oral defense of learner’s work
ACTIVITY 8: BATTLE OF RESEARCHES

Focus: Oral Presentation of the Research Work
At the end of this activity, the learners are expected recall and master
the skill on oral presentation of the research study in respective field.

Students
Teachers
Schools
Community
Government

 Home Economics
 Horticulture
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BATTLE OF RESEARCH 1ST SEMESTER S/Y 2018-2019
Teacher’s Role:
1. Informs the learners after the guided preparation of the research study regarding the
scheduled oral presentation of their research work.
2. Facilitates the technology-assisted oral presentation of the respective field of research
study.
3. Monitors group tasks before and during the presentation.
4. Invites learners to observe the presentation focusing on the identified parts of the
research study.
5. Invites teachers to observe and rate the conduct of the oral presentation.
Learner’s Role:
1. The learners as a group prepare themselves mentally and physically on the scheduled
oral presentation after the guided activity.
2. Rubrics of the group activity.
Clarity of Research Details-40

(Each Part –Based on the Discussion)
Delivery of the Research-30
Confidence of the Presenters-20
Group Participation & Cooperation -10
Total Points-Performance Task – 100 Pts.
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Learning Area: Reading on Related Studies
Week 8: 1-2 Hours
Learner’s Activity: Selects, cites and synthesizes properly related literature.
Teacher’s Activity: Gives guidance about relevant literature on the topic under study and
appropriate literature sources.
Activity 9: Knowing the Difference

Focus: Literatures and Studies
At the end of this activity, learners are expected to have recalled or

mastered the differences between literature and studies.
Instruction: In the given table, cite several differences between literature and studies.
Citing the differences
Literatures Studies
a.
a.
b.
b.
c.
c.
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Week 8: 1-2 Hours
Activity 10: Knowing the Purpose

Focus: Literature Review
At the end of this activity, learners are expected to have recalled or

mastered the purpose and importance of literature review.
Instruction: The learner must cite at least three purposes of literature review.
Literature Review
(Note: Teacher shall solicit answers from students about the purposes of literature review based on
experince in Research 1 & 2.)
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Week 9: 1-4 Hours
Activity 11: Visit to Research Gates

Focus: On-line Journals
At the end of this activity, learners are expected to have experienced

searching related studies and literature through the use of internet. Every learner must
successfully enter a research journal and download or copy 2 studies and two literatures.
Note: This activity shall be executed in the senior high school computer laboratory if
internet connection is available therein. If not, the teacher may bring a prepaid wifi so
that learners will have internet connection. Students may bring laptops. For purposes of
research, learners may use their mobile phones with free data (in the absence of laptops).
Activity 12: Evaluating Resources

Focus: Evaluating Resources of Information
At the end of this activity, learners are expected to understand the

importance of evaluating sources of information.
Instruction: Identify the type of information source of the research. The name of the
author, the publication data and topic or focus of the research or literature must be
identified with precision.
RE Form (Resource Evaluation)

Learner’s Name: Date:
Literature/
Study Title
Who
What
When & Where

(Note: The teacher shall provide the information in the RE Form)
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Week 10: 1-2 Hours
Learner’s Activity: Learner selects, cites and synthesize properly related literature.
Activity 13: MLA vs APA

Focus: Referencing Styles
At the end of this activity, learners are expected to know the MLA
(Modern Language Association) and APA (American Psychological Association) style of
referencing. Focus is given on studies and literatures from on line journals.
Instruction: Using the sources of information (2 literatures & 2 studies), write the proper
format of referencing appearing in the notes.
MLA Style APA Style
2 literatures
2 studies
(Note: The teacher shall provide the information in the 2 Styles of citing references.)
30

Week 10: 1-2 Hours
Learner’s Activity: Learner selects, cites and synthesizes properly related literature.
Activity 14: Fill Out the Car!

Focus: Criteria for Resource Evaluation
At the end of this activity, learners are expected to recall or show

mastery of the criteria to be considered in finding related literatures and studies.
Instruction: Using the sources of information (2 literatures & 2 studies) retrieved by the
students from on line sources, three criteria shall be verified by them – currency,
authority and relevance of source.
CAR (Currency, Authority, Relevance)
2 Literatures 2 Studies
1. 1.
Currency
2. 2.
1. 1.
Authority
2. 2.
1. 1.
Relevance
2. 2.
(Note: The teacher shall provide the information in the CAR Form)
31

Week 11: 1-2 Hours
Learner’s Activity: Learner uses source according to ethical standards.
Activity 15: Intellectual Ownership and Its Role!

Focus: Plagiarism
At the end of this activity, learners are expected to recall the

different types of plagiarism.
Instruction: Using the conceptual map, learners will cite the different types of
plagiarism and define or describe each.
How Plagiarism
Is Committed?
Violation of
Intellectual
Property Rights
32

Week 11: 1-2 Hours
Activity 16: Case Report: Plagiarism

Focus: Plagiarism
At the end of this activity, learners are expected to report before the
class a case of plagiarism they might have learned from radio or TV
news or social media.
Instruction:
a.) Share before the class cases of plagiarism in the Philippines.
b.) Reflect on the importance of respecting the intellectual property rights of an
owner.
Plagiarism Case Report
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________ .
33

Week 12: 1-2 Hours
Activity 17: Who said it?

Focus: In-Text Citation
At the end of this activity, learners are expected to recall the three
formats of in-text citation that are very significant to guard a researcher against
plagiarism.
Instruction:
a.) Utilize the related literatures and studies of the research. Take from those
academic texts finding or conclusions relative to their research topic. Observe
proper in-text citation.
b.) In the first row, write the statement or information to be cited. Rewrite the
same using the three different formats.
Cited information:
Author Heading
Format
Date Heading
Format
Idea Heading
Format
34

Week 12: 1-2 Hours
Activity 18: Quote or Paraphrase?

Focus: Quoting and Paraphrasing
At the end of this activity, learners are expected to recall differences

between quoting and paraphrasing. Learners should also understand when to use quoting
and paraphrasing.
Instruction: Fill out the table below. Read the table heading to know what is being
asked.
Cite the Differences

Quoting vs. Paraphrasing
a.) a.)
b.) b.)
When to use
Quoting vs. Paraphrasing
a.) a.)
35

Week 13: 1-4 Hours
Activity 19: In your own words!

Focus: Paraphrasing
At the end of this activity, learners are expected to show mastery or

sufficient skill in paraphrasing.
Instruction: Paraphrase information from the related literatures and/or studies gleaned.
Paraphrasing shall be done using three different formats after paraphrasing has been
taught.
Information taken from literatures or studies:
Author Heading
Format
Date Heading
Format
Idea Heading
Format
(Note: Teacher will provide paragraphs to paraphrase.)
36

Week 14: 1-2 Hours
Learner’s Activity: Learner presents literature review.
Teacher’s Activity: Conducts critiquing or oral presentation of the literature review.
Activity 20: Writing of the literature review!

At the end of this activity, learners are expected to have written their
literature review.
Instruction: Rewrite collaboratively about the literature review for Chapter II of the
research. Below is an example of literature review.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies which led to the present study. These
literatures were taken from books, anthologies, professional magazines, newspapers and most
of which were retrieved electronically. Further this cites the relevant published studies gleaned
from electronic journals. The resources herein are presented chronologically.
RELATED LITERATURE
Agadoni (2014) cited Berne’s transactional analysis as a study of human interactions. She said
that Berne theorized that all human communications comes from one of the three aspects of
the ego states – the parent ego, adult ego, or child ego. When people communicate in the
parent ego state, they are communicating or acting upon the position they learned from their
parents.
37

Week 15: 1-6 Hours
Learner’s Activity: Learner presents literature review.
Teacher’s Activity: Conducts critiquing or oral presentation of the literature review.
Activity 21: Presentation of the literature review!

At the end of this activity, learners are expected to present before the
class a literature review. Every research group may be given 10
minutes for presentation. Thereafter, the classmates may raise questions for clarifications.
For finale, the teacher will give feedback on the output.
Rubrics for the literature review:
Criteria Percentage
50
Content
30
Format/Presentation
20
Teamwork
100
Total
(Note: Every group shall present the literature review. Thereafter, every group will be given 5 minutes to
present the literature review. After the presentation, the teacher shall conduct constructive critiquing
together with the students.)
38

Learning Area: Understanding Ways to Collect Data
Week 15: 1-2 Hours
Learner’s Activity: Describes adequately research design (either quantitative or
qualitative), sample, instrument used in qualitative research, data collection and
analysis procedures.
Teacher’s Activity: Assists in the identification of appropriate research methodology,
planning and execution of the research project.
Activity 22: Describe Me.

Focus: Quantitative & Qualitative Research Design
At the end of the activity, the learners are expected to clearly provide the
differences and similarities between Quantitative and Qualitative research through a
Venn Diagram.
Quantitative Research Qualitative Research
(Note: Activate prior knowledge on Research 1 & 2.)
39

Week 16: 1-2 Hours
qualitative), sample, instrument used in qualitative research, data collection and
analysis procedures.
Activity 23: Choose Me!

Focus: Quantitative & Qualitative Research
At the end of the activity, the learners are expected to identify the
research design that is appropriate for their research topic.
Quantitative data is particularly useful when you wish to discover how common
particular forms of behavior, such as illegal drug use, are for a particular age
group.
Qualitative data is particularly useful when you wish to find out why people
engage in such behavior.
Instruction:
Fill-in the table below using the data about the research topics previously given.
Research/ Topic Quantitative Research Qualitative Research
40

Week 16: 1-2 Hours
qualitative), sample, instrument used in qualitative research, data collection and analysis
procedures.
Activity 24: The Who?

Focus: Sample/ Sampling Method
sample/ population that will serve as respondents of the research through the following
guide question.
Who are the appropriate respondents for the research?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
What are the data to be collected?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
To whom will the interest group be compared?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
What locations or geographical areas will the data be gathered from?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
What categories will be used to identify the group of interest and

comparator group?
________________________________________________________
________________________________________________________
________________________________________________________
41

Week 17: 1-2 Hours
procedures.
Activity 25: Sample Select!

Focus: Types of Sampling Method
At the end of the activity, the learners are expected to determine the type
of sampling method appropriate to the research.
TYPE OF SUITABLE (√)

DESCRIPTION
SAMPLING NOT SUITABLE (X)
Simple Individuals are randomly selected from a list of

Random the population and every single individual has an
Sampling equal chance of selection.
When performing systematic sampling, every key

Systematic element from the list is selected (this is referred to
Sampling as the sample interval) from a randomly selected
starting point.
A stratified sample is constructed by classifying

the population in sub-populations (or strata), based
on some well-known characteristics of the
population, such as age, gender or socio-economic
Stratified
status. The selection of elements is then made
Sampling
separately from within each strata, usually by
random or systematic sampling methods.
Stratified sampling methods also come in two
types - proportionate and disproportionate.
42
Cluster samples are generally used if:

- No list of the population exists.
- Well-defined clusters, which will often be
Cluster or
geographic areas exist.
Multi-stage
- A reasonable estimate of the number of elements
Sampling
in each level of clustering can be made.
- Often, the total sample size must be fairly large
to enable cluster sampling to be used effectively.
Non-
The subjective nature of this selection means that
probability
only about a proportion of the population has a
Sampling
chance of being selected in a typical quota
Methods
sampling strategy.
Note: Every group is expected to make a write up of the study.
________________________________________________________________________
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43

Week 18: 1-2 Hours
procedures.
Focus: Slovin’s Formula (Sampling)
At the end of the activity, the learners are expected to compute for the sampling or
size of the population in a quantitative research through Slovin’s formula.
Slovin's formula
- is used to calculate the sample size (n) given the population size (N) and a
margin of error (e).
- is a random sampling technique formula to estimate sampling size
- is computed as n = N / (1+Ne2).
whereas:
n = no. of samples N = total population e = error margin / margin of
error
When to use Slovin's formula?
If a sample is taken from a population, a formula must be used to take into

account confidence levels and margins of error. When taking statistical samples,
sometimes, a lot is known about a population, sometimes a little and sometimes nothing
at all. For example, we may know that a population is normally distributed (e.g., for
heights, weights or IQs), we may know that there is a bimodal distribution (as often
happens with class grades in mathematics classes) or we may have no idea about how a
population is going to behave (such as polling college students to get their opinions about
quality of student’s life). Slovin's formula is used when nothing about the behavior of a
population is known at all.
How to use Slovin's formula?
To use the formula, first figure out what you want your error of tolerance would
be. For example, you may be happy with a confidence level of 95 percent (giving a
margin error of 0.05), or you may require a tighter accuracy of a 98 percent confidence
44
level (a margin of error of 0.02). Plug your population size and the required margin of
error into the formula. The result will be the number of samples you need to take.
In research methodology, for example N=1000 and e=0.05

n = 1000 / (1 + 1000 * 0.5²)
n = 1000 / (1 + 250)
n = 3.984063745 = 4 samplings
Example:
A researcher plans to conduct a survey. If the population on High City is
1,000,000, find the sample size if the margin of error is 25%
First : Convert the Margin Error 25% by dividing it to 100

Given:
N = 1,000,000
e = 25% = 0.025
n = 1,000,000/(1 + 1,000,000 ·0.025² )

n = 1,000,000/(1 + 1,000,000 · 0.000625 )
n = 1,000,000/(1 + 625 )
n = 1,000,000/626
n = 1597.44 or approx. 1597
https://prudencexd.weebly.com/
Activity 26: How many are we!

Focus: Slovin’s Formula
Instructions: Find the sample size in the given situation by using the
Slovin’s Formula.
Suppose that you have a group of 1,000 city government employees

and you want to survey them to find out which tools are best suited to
their jobs. You decide that you are happy with a margin of error of
0.05. Using Slovin's formula, you would be required to survey n = N /
(1 + Ne^2) people.
You have a group of 800 high school learners and you want to survey
them to find out their preferred track. You decide that you are
contented with a margin of error of 0.02. Using Slovin's formula, you
would be required to survey n = N / (1 + Ne^2) people.
45

Week 18: 1-2 Hours
procedures.
Activity 27: Which One?

Focus: Quantitative Research Instrument
At the end of the activity, the learners are expected to select appropriate
quantitative research instrument to their research.
SUITABILITY
Quantitative Research
EXAMPLE (X)- not suitable
Instrument (√)- suitable
Questionnaire
- A questionnaire is a
research instrument
consisting of a series of
questions and other
prompts for the purpose
of gathering
information from
respondents.
Tests as Research Instrument
- A means of measuring
the knowledge, skill,
feeling, intelligence or
aptitude of an
individual or group.
Produce numerical
scores that can be used
to identify, classify or
evaluate test
takers(Gay,1996).
https://www.scribd.com/doc/51917268/Instruments-in-Quantitative-Research
46

Week 19: 1-4 Hours
qualitative sample, instrument used in qualitative research, data collection and analysis
procedures.
Activity 28: CHECK THIS OUT!

Focus: Data Collection- Quantitative
Identify the suitable Quantitative Data Gathering Strategies by checking

the cell suitable to the research.
QUANTITATIVE DATA GATHERING SUITABILITY

STATEGIES (X)- not suitable (√)- suitable
Experiments/clinical trials
Observing and recording well-defined events
Obtaining relevant data from management
information systems
Administering surveys with closed-ended questions
telephone interviews
Computer Assisted Personal Interviewing (CAPI)
questionnaires
Paper-pencil-questionnaires
Web based questionnaires
Grouped administered questionnaire
Mailed questionnaire
Individually- administered questionnaire (face-to
face)
Restricted
Unrestricted
(http://www.achrn.org/quantitative_methods.htm)
47
Activity 29: CHECK THIS OUT!

Focus: Data Collection- Qualitative
Identify the suitable Qualitative Data Gathering Strategies that they will be
using by checking the cell suitable to the research study.
QUALITATIVE DATA SUITABILITY

GATHERING STATEGIES (X)- not suitable (√)- suitable
In-depth interview
- A way of asking questions
which allows the interviewee to
have more control of the
interview.
Observation methods
- This involves studying people
in naturally occurring settings.
Document review
- Data are gathered through
available documents
http://www.worldbank.org/poverty/impact/methods/qualitative.htm#indepth
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
48
Activity 30: Limit Me!

Focus: Factors in Data Collection Method
The learners will limit their focus in formulating questions/

identifying the data to be collected by identifying the various factors that influence
data collection method through answering the following questions.
Various factors to be considered in choosing data collection method:
Questions you want to investigate

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Resources available to you

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Your timeline
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
49

Week 20: 1-4 Hours
procedures.
Activity 31: Scrutinize!

Focus: Quantitative Data Analysis Procedure
The learners are expected to fill out the blanks provided below in
coming up with data analysis following the procedures.
Data Analysis Procedure
1. Identifying the research design

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Determine the population/ Sampling

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Identifying the appropriate instrument/ statistical tools

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
50

Week 21: 1-4 Hours
Learner’s Activity: Presents written research methodology.
Activity 32: Method Select!

Focus: Research Methodology
methodology that they will be using in their research guided by the considerations below.
SUITABLE (√)
RESEARCH
DESCRIPTION EXAMPLES NOT SUITABLE
METHOD
(X)
Detailed descriptions of How do people
specific situation(s) implement this
Descriptive-
using interviews, program? What
Qualitative
observations, document challenges do people
(Ethnography/
review. face? What are
Case Study)
You describe things as people’s perceptions?
they are.
Numerical descriptions How many people are
(frequency, average) participating in this
program? What are
Descriptive- You measure things as the characteristics of
Qualitative they are. people in this
program? How well
do participants in this
program do?
Quantitative analyses of What is the
the strength of relationship between
relationships between various school factors
Correlational/ two or more variables and student
Regression (e.g., are teacher achievement? Is the
Analyses qualifications correlated implementation of a
with student program across sites
achievement?) correlated with better
outcomes?
51
Comparing a group that Do the program cause

gets a particular any significant
intervention with differences in
another group that is participants’
Quasi- similar in outcomes as
experimental characteristics but do compared to non-
not receive the participants with
intervention— no similar characteristics
random assignment who did not receive
used the intervention?
Using random Do the program cause
assignment to assign any significant
participants to an differences in
experimental or participants’
treatment group and a outcomes as
Experimental
control or comparison compared to the
group (e.g., one control group’s
receives the outcomes?
intervention and one
does not)
Synthesis of results Over all studies
from multiple studies conducted on a
to determine the particular intervention
average impact of a or strategy, what can
similar intervention be said about the
across the studies direction or strengths
Meta- analysis
of the impacts? What
does the totality of
research studies say
about the
effectiveness of a
program?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
52

Week 22: 1-4 Hours
Expected Output: Presents written research methodology.
Teacher’s Activity: Evaluate and rate the output of the students by following the rubrics
below:
RUBRICS IN GRADING RESEARCH METHODOLOGY
Criteria Percentage Score
Content/ substance 40%
Form 30%
Teamwork 20%
100%
(Note: Prior to the submission of research output, peer editing has already been done.)
53

Learning Areas: Finding the Answers to the Research Questions
Week 23: 1-4 Hours
Learner’s Activity: Gathers and analyze data with intellectual honesty using appropriate
techniques
Teacher’s Activity: Gives guidance on the appropriate method analysis of data obtained,
interpretation of results
ACTIVITY 33: Watch Out!

Focus: Intellectual honesty in research
At the end of this activity the learners are expected to have recalled or
mastered intellectual honesty in research.
Instructions:
The teacher presents the list of do’s and dont’s in citing sources in research.
Plagiarism Honesty Selective Reporting

Impartiality Disinformation Fabrication
Transparency Logical Fallacies Proper Citation
Bias Intellectual Property Rights False Analogies
Group the words accordingly using the template below.

Practice Correct Wrong
Discuss on intellectual honesty in research.

Scan the present study and locate any intellectual dishonesty that may have been
included in the study.
Data/Concepts Dishonesty Solution
54
ACTIVITY 34: Looking into Details.

Focus: Interpretation of Data
At the end of the activity, the learners are expected to have recalled or
mastered interpreting data objectively.
The teacher will give inputs on presenting data for interpretation.
Textual Method Tabular Method Graphical Method
- Rearrangement - Frequency - Bar chart

from lowest to Distribution Table
highest - Histogram
(FDT)
- Stem-and-leaf -Frequency Polygon

- Relative FDT
plot -Pie Chart
-Cumulative FDT
- Less than, greater
- Contingency FDT
than, Ogive
Source/Link:https://www.slideshare.net/mobile/WinonaEselBernardo/presentation-of-data-10958540
Give the following results to students for analysis.

In a survey given to 876 students of Mariano Suarez High School in March
2018, one of the questions was “Do you plan to take a vacation abroad?” The
result was 12% said Yes, 50% said No and 28% answered Not sure.
Present the data in either textual, tabular or graphical presentation by group.

Interpret the data using the format of presentation.
Present it to the class following the rubrics:
Procedure 25%
Execution 25%
Interpretation 50%
100%
55

Week 24: 1-4 Hours
Learner’s Activity: Gathers and analyzes data with intellectual honesty using suitable
techniques
ACTIVITY 35: Analyze It More.

Focus: Data Analysis Methods
mastered data analysis methods in research.
Instructions:
Give the differences and similarities of Qualitative and Quantitative data analysis
using Venn Diagram.
Qualitative Analysis Method Quantitative Analysis Method
Analyze the data below using Qualitative and Quantitative Methods
Results of Anxiety Level of JHS Students in Speaking English by Year level

Year Level Number of Respondents High Medium Low
Grade 7 82 65% 30% 5%
Grade 8 75 66% 20% 14%
Grade 9 64 45% 34% 21%
Grade 10 58 32% 40% 28%
Total 279 52% 31% 17%

After 20 minutes, the learners shall present their work following the rubrics:
Procedure 25%
Execution 25%
Interpretation 50%
100%
56
ACTIVITY 37: What’s That Method?

Focus: Data Analysis
At the end of the activity the learners are expected to have recalled or
mastered the identification of appropriate methods in analyzing data.
Instructions:
Learners are given sample data analyses below then they will identify what
method of analysis are used to present the data.
Yes Sometimes No I think my weak point in speaking
N % N % N % English is lack of vocabulary words. I
Did you feel that you have responsibility forget words because I do not review.
20 62,5 6 18,8 6 18,8
for making decisions about the topics?
Therefore, sometimes, I have troubles
Did you feel that you have responsibility
24 75,0 6 18,8 2 6,2 in finding suitable words. (R2)
for making decisions about the activities?
Do you think that the activities were
26 81,2 6 18,8 0 0
selected according to your wants?
Do you think that the topics were selected Areas N Mean SD
25 78,1 4 12,5 3 9,4 Grammar
according to your wants? 29 3,72 .64
Do you think that the topics were selected Reading 29 3,58 .77
27 84,4 4 12,5 1 3,1
according to your needs?
Vocabulary 29 3,27 .75
Do you think that the topics were selected
28 87,5 3 9,4 1 3,1 Pronunciation 29 3,13 .78
according to your wants?
Speaking 29 2,96 .73
Intervention Activity 1 Sum Activity 2 Sum Listening 29 2,82 .88
3 Guessing 19 Jigsaw 16 Valid N
29
4 Guessing 22 Vocabulary 21 (listwise)
5 Guessing 19 Jigsaw 16
6 Vocabulary 20 Guessing 18
In group and pair work activities, we
7 Guessing 18 Role-play 14
struggle to communicate and this also
8 Guessing 11 Role-play 10
affects the participation of other students.
(R24)
(Source:”The role of student negotiation in improving the speaking ability of Turkish university EFL students: An action research
study? By Mehmet Secren Uztosun, April 2013)
Ask the learners to explain the identified method of analysis.

The teacher will give inputs about methods of analysis.
Students will give the analysis on the following data using qualitative and
quantitative data analysis methods.
In a survey given to 96 teachers of Minalabac District in March 2018, one of the

questions was “Would you leave DepEd if given opportunity to teach abroad?” The
result was 40% said Yes, 26% said No and 34% answered Undecided.
Rubrics for rating:
Procedure 25%
Execution 25%
Interpretation 50%
100%
57

Week 25: 1-4 Hours
Learner’s Activity: Gathers and analyzes data with intellectual honesty using suitable
techniques
ACTIVITY 37: Frame Me Now!

Focus: Conceptual Framework
mastered conceptual framework for qualitative research.
Teacher’s Input:
Conceptual Framework is the researcher’s own position on the problem and gives direction to
the study and to show the relationships of the different construct that he wants to investigate.
Instructions:
Give inputs on framing conceptual framework.
Choose a
Do a
Topic
literature
review
Conceptual
Framework
Isolate the Generate the

important conceptual
variables framework
Focus on the study, frame the conceptual framework using the following diagram
Evidence Evidence
Idea Idea
Evidence 2 1 Evidence
Evidence Evidence
Outcome
Present their output.

Rubrics for rating:
Procedure 25%
Execution 25%
Interpretation 50%
100%
58
ACTIVITY 38: Managed Concepts.

Focus: Conceptual Framework for Qualitative Research
At the end of the activity, the learners are expected to design conceptual
framework for qualitative research.
Instructions:
Considering the last activity on framing conceptual framework for qualitative
research, the students will now then make their conceptual framework for their
current study.
The teacher shall present several designs to be used by the learners; however, they
are not limited to those. They are free to design their own framework.
Outcome
Overlapping Outcome
Outcome
Sequential
Social
Present the final output of conceptual framework of their current study using the
following rubrics:
Procedure 20%
Interrelation among concepts 30%
Presentation/Design Used 50%
100%
59

Learning Areas: Reporting Findings, Drawing Conclusions and Making
Recommendations
Week 26: 1-4 Hours
Learner’s Activity: 1. Forms logical conclusions
2. Makes recommendations based on conclusions
3. Writes and presents clear reports
Teacher’s Activity:
1. Gives guidance on the writing of the different chapters of the
study and communication the standard expected
2. Checks written research report
ACTIVITY 40: To Sum It Up.

Focus: Crafting Conclusions
At the end of this activity, the learners are expected to have recalled or
mastered giving conclusions on the results presented.
Instructions:
The following are the findings of a research conducted to Le Thanh Hien High
School students in Vietnam on speaking anxiety.
1. The students were not given enough time to prepare for a speaking task before the task was performed
and to perform and to perform their task.
2. When the students were asked to work in groups, not all of them were eager to contribute their opinions
in English. Some of them participated actively but the others spoke very little or not at all.
3. They tended to use Vietnamese when they discussed in groups.
4. While the students were making performances, the other students in class did not listen attentively. They
even chatted with the people next to them when their classmates were speaking.
5. The students looked very nervous when they spoke infront of the class. Sometimes, they did not know
what to say and kept silent.
6. They read what they had written on a piece of paper. They did not remember the structures and
vocabulary to speak naturally.
7. Whenever the students made mistakes, the teacher stopped them and corrected the mistakes.
8. The students had to do a lot of things in a forty-five minute period. They were always in a hurry because
they were given limited time for every task.
(Source: “Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School” by Nguyen Hoang Tuan and
Tran Ngoc Mai retrieved from Asian Journal of Educational Research, Vol. 3, No. 2, 2015)
Critically study and analyze the given findings.

Craft conclusions using the given findings through class discussions.
Conclusions:
1. Students spoke very little or not at all
2. Students could not think of anything to say.
3. Students used Vietnamese instead of English when they discuss in groups or in pairs.
4. Students’ participation was low or uneven.
5. Students did not have motivation to express themselves.
6. Students were fearful of criticism or losing face.
7. Students had a habit of translate the information in the textbook into Vietnamese before they speak.
8. Students looked at they textbook when they speak.
(Source: “Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School” by Nguyen Hoang
Tuan and Tran Ngoc Mai retrieved from Asian Journal of Educational Research, Vol. 3, No. 2, 2015)
60
After the learners have learned the competency in crafting conclusions, they are
now directed to craft their conclusions using their own findings in their current
study.
ACTIVITY 40: What’s Next?

Focus: Crafting Recommendations
At the end of the activity the learners are expected to have recalled or
mastered the crafting of necessary recommendations based on the reported conclusions.
Instructions:
Present the crafted conclusions of the speaking anxiety study to the Le Thanh
Hien High School students in Vietnam in the previous lesson as their springboard
in crafting recommendations
Conclusions:
1. Students spoke very little or not at all.
2. Students could not think of anything to say.
3. Students used Vietnamese instead of English when they discuss in groups or in pairs.
4. Students’ participation was low or uneven.
5. Students did not have motivation to express themselves.
6. Students were fearful of criticism or losing face.
7. Students had a habit of translate the information in the textbook into Vietnamese before they speak.
8. Students looked at they textbook when they speak.
Give inputs in crafting recommendations and direct students to suggest

recommendations on the presented data above through discussion.
Recommendations:
1. Teachers should first improve the perfomance conditions by giving their students time to prepare
for a speaking task.
2. Teachers should help their students to overcome inhibition and shyness by having friendly, helpful
and cooperative behaviors to make the students feel comfortable when speaking in the class.
3. Teachers should personalize and simplify the topics in the textbook to make them easier, more
interesting and relevant to their lives.
4. Teachers should create an English speaking environment by encouraging the students to use
English in the classroom to make it a habit.
5. Students should first understand the importance of speaking skills.
6. Students should practice speaking English outside the classroom more often by doing the speaking
tasks in the textbook at home with their classmate, joining speaking club where they can use English
to communicate and speaking on their own in front of a mirror.
7. Students should use English in the class instead of Vietnamese to make it a habit
61

Learning Areas: Reporting Findings, Drawing Conclusions and Making
Recommendations
Week 27: 1-4 Hours
Learner’s Activity: 1. Forms logical conclusions
2. Makes recommendations based on conclusions
3. Writes and presents clear reports
Teacher’s Activity: 1. Gives guidance on the writing of the different chapters of the
study and communicating the standard expected
2. Checks written research report
ACTIVITY 41: Time To Rewrite.

Focus: Writing Conclusions and Recommendations based on Findings
At the end of this activity, the learners are expected to edit and rewrite
findings, conclusions and recommendations of their own current study.
Instructions:
Group the students and direct to make some revisions and editing on the findings,
conclusions and recommendations on the current study.
Follow the suggestions and corrections.
Follow correct format in writing references as what they have learned in Practical
Research 1 & 2 and as discussed in the previous activities.
Rubrics for rating:
Content/substance 40%
Form 30%
Teamwork 20%
TOTAL 100%
62
ACTIVITY 42: This Is It!

Focus: Reporting Findings and Giving Conclusions and Recommendations
At the end of the activity, the learners are expected to report the findings,
conclusions and recommendations of their current research work.
Instructions:
Report Chapter V of the current study.
Each group will be given 10 minutes to report the researched work by stating first
the problem and the statement of the problems of the study followed by the
findings, conclusions and recommendations.
Use ICT-based presentation in reporting their work.
Make sure that all the members of the group have to talk in the reporting.
The reporting is the summative assessment of the lessons. The following rubrics
shall be followed:
Delivery 30%
Unity/Coherence 30%
Presentation/Use of ICT 20%
Teamwork 20%
TOTAL 100%
63

Learning Area: Sharing your Research
Week 28: 1-4 Hours
Learner’s Activity: Revises written research report based on suggestions and
recommendations of the panelist
Teacher’s Activity: Checks the final written research report
Activity 43: MY WORK, YOUR WORK, OUR WORK

Focus: Draft of Written Research Study; Revision & Editing
master their skills on revising and editing the given draft for final written research
A. INDIVIDUAL WORK, PAIR WORK & GROUP WORK

Students
Teachers
Schools
Community
Government

 Home Economics
 Horticulture
64
INDIVIDUAL WORK, PAIR WORK & GROUP WORK
Focus: Drafting of Written Research, Revising & Editing
Teacher’s Role:
1. Monitors the submission of draft of written research each group.
2. Facilitates the revision of the submitted research both in INDIVIDUAL WORK,
PAIR WORK & GROUP WORK among the learners/researchers
3. Explains the rubrics to be used by the participants as a representative of the group
in the revising and editing activity that are as follows:
Content of the Draft of the Written Research – 20
Form and Structure – 20
Group Participation & Cooperation – 10
Total Points (Performance Task) – 50 Pts.
4. Monitors the revising and editing through the activity of the learners.
Learner’s Role:
1. Participates in the INDIVIDUAL WORK, PAIR WORK, GROUP WORK
activity.
2. Prepares the draft of the written research.
3. Rubrics for rating.
Criteria Percentage
Content 50
Teamwork 20
Total 100
65

Learning Area: Sharing your Research
Week 29: 1-4 Hours
Learner’s Activity: Defends written research report and submits final written research
report
Teacher’s Activity: Advises on the preparation of the oral presentation and documents
the proceedings of the oral presentation
Activity 44: FESTIVAL: COLLOQUIUM OF MASTERPIECES

Focus: Oral Presentation and Submission of Research Report
master their skills on oral presentation and finalization of the written research report for
submission

Students
Teachers
Schools
Community
Government

 Home Economics
 Horticulture
66
FESTIVAL: COLLOQUIUM OF MASTERPIECES 2018
ACADEMIC TRACK/ TECHNICAL VOCATIONAL LIVELIHOOD TRACK

Home Economics
Automotive Servicing
Computer Servicing System
Horticulture
Teacher’s Role:
1. Informs the learners after the guided preparation of the research study regarding the
scheduled oral presentation of their research work.
2. Facilitates the technology-assisted oral presentation of the respective field of research
study.
3. Monitors the task of every member of the group before and during the presentation.
4. Invites learners to observe the presentation focusing on the identified parts of the
research study and the final written research report.
5. Invites teachers to observe the conduct of the oral presentation of the final research
report.
Learner’s Role:
1. Attend scheduled oral presentation.
2. Rubrics for the oral presentation are as follows:
Clarity of the Details -40
(Each Part –Based on the Discussion)
Delivery of the Parts of the Research -30
Confidence of the Presenters -20
Group Participation & Cooperation -10
Total Points-Performance Task -100 Pts.
67
TEACHER WRITERS
3i MODULE
Inquiries Investigations and Immersion
APRIL V. BIGUEJA DEVIE A. BATANGOSO

Antipolo National High School Pamplona National High School
Minalabac, Camarines Sur Pamplona, Camarines Sur
LAURICE B. PANTE RENEE P. VILLANUEVA

Tandoc National High School Sagrada Familia High School
Siruma, Camarines Sur Minalabac, Camarines Sur
JOVITA B. BOLALIN
Validator
Baao National High School
68

Final 3i Module

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3i MODULE- Inquiries Investigations and Immersion

Subject: Inquiries, Investigations and Immersion

ACTIVITY 1: SHOP AN ISSUE

Issues: Academic Track

Subject: Inquiries, Investigations and Immersion

ACTIVITY 2: LET’S SHARE A TABLE

Issues: Academic Track

Technical Vocational Livelihood Track

Example Table for Academic Track Class

Topic/Issue Sub-topics Effects Solutions

Example Table for Technical Vocational Livelihood Track-HE Strand

Topic/Issue Sub-topics Perceptions Descriptions

Subject: Inquiries, Investigations and Immersion

ACTIVITY 3: QUOTES YOU, QUOTES ME

Issues: Academic Track

Example quotes for Academic Track Class

Example quotes for Technical Vocational Livelihood Track

FOOD FAKE BUTTER

SITUATION POINT A TO POINT B

Subject: Inquiries, Investigations and Immersion

ACTIVITY 4: THE TREE OF RESEARCH FLASHCARDS

Issues: Academic Track

Technical Vocational Livelihood Track

THE TREE OF RESEARCH FLASHCARDS

Contain words related to research for brainstorming in preparation for the

ACADEMIC TRACK & TECHNICAL VOCATIONAL LIVELIHOOD TRACK

1. Presents the Tree of Research Flashcards to the class.

Subject: Inquiries, Investigations and Immersion

Learning Area: Identifying the Problem and Asking the Questions

ACTIVITY 5: Writing the Research Title

At the end of this activity, the learners are expected to decide on a

Technical Vocational Livelihood Track

Rubrics in Critiquing the Research Title:

Learning Area: Identifying the Problem and Asking the Questions

ACTIVITY 6: STOP. LOOK & LISTEN

Issues: Academic Track

Technical Vocational Livelihood Track

Sample of Research Title for Academic Track ( to be discussed by the teacher)

Espartinez, Ulysses B. (2018)

Statement of the Problem

This study aims to enrich and answer the following questions:

1. What are the problems encountered under the implementation of K to 12

Scope and Delimitation of Study

Quilapio, Lorie M. (2018)

Statement of the Problem

Specifically, this study answered the following questions:

Scope and Delimitation of the Study

This study is limited to the 25 respondents who are experiencing Employment

Sample Research Title for Technical Vocational Livelihood Track/

Angeles, Melissa B. (2018)

STATEMENT OF THE PROBLEM

Specifically, it will answer the following questions:

1. What are the nutritive values of Siling Labuyo?

SCOPE AND DELIMITATION OF THE STUDY

The determination of the best formula is based on the characteristics of spicy

1. Listens to sample presentations.

Relevance to the topic/issue - 40

Subject: Inquiries, Investigations and Immersion

Learning Area: Identifying the Problem and Asking the Questions

ACTIVITY 7: TO SEE IS TO BELIEVE CHALLENGE

Issues: Academic Track

Technical Vocational Livelihood Track

Sample Research Title for Academic Track