SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes
Quarter 2 – Module 4
Writing a Report

Department of Education ● Republic of the Philippines

English for Academic and Professional Purposes
Quarter 2 – Module 4: Writing a Report
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First Edition, 2020

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i
 SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes
Quarter 2 – Module 4
Writing a Report

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

ii
iii
 TABLE OF CONTENTS
Page No.

OVERVIEW 1
MODULE CONTENT 1
OBJECTIVES 2
PRETEST 3
LESSON 1
Activity 1 10
Activity 2 11
LESSON 2
Activity 1 15
Activity 2 20
Activity 3 21
Activity 4 23
Activity 5 24
Activity 6 24
LESSON 3
Activity 1 26
Activity 2 30
Activity 3 31
Activity 4 32
LESSON 4
Activity 1 34
Activity 2 37
Activity 3 38
Activity 4 39
LESSON 5
Activity 1 41
Activity 2 46
Activity 3 46
Activity 4 47
Activity 5 49
POST TEST 52
REFERENCES 55

iv
 WHAT I NEED TO KNOW

For the Learners:

Congratulations on completing module 3! You have come to module 4.

You are now ready for the next step of learning English for Academic and
Professional Purposes. This module will let you try to write different technical
or scientific reports applicable to your strand. This is already the last part of
the course so give it your best efforts. To learn more effectively, do not forget
to enjoy learning. Good luck!

Module Contents

This is where you start to design and conduct a survey that will be useful in
making the various technical and scientific reports. This is something that you can
use in your future profession and also a good background for your research subjects.

These are the competencies covered in the lessons:

• designs, tests and revises survey questionnaires

(CS_EN11/12A-EAPP-IIe-j-7);
• conducts surveys, experiments or observations
(CS_EN11/12A-EAPP-IIe-j-8);
• gathers information from surveys, experiments, or observations
(CS_EN11/12A-EAPP-IIe-j-9);
• summarizes findings and executes the report through narrative and
visual/graphic forms (CS_EN11/12A-EAPP-IIe-j-11 7) and
• writes various reports (CS_EN11/12A-EAPP-IIe-j-12).

1
Objectives

Here are the things that you are expected to learn at the end of this module:

1. determine the objectives and structures of various kinds of reports;

2. design, test, and revise survey questionnaires;
3. conduct surveys, experiments or observations;
4. gather information from surveys, experiments, or observations;
5. summarize findings and execute the report through narrative and
visual/graphic forms; and
6. write various reports.

General Instructions

To do well in this module, you need to remember the following:

1. Read texts carefully so that you can easily comprehend what you are
reading.
2. Answer questions with all honesty. Success does not come from
copying from others. It is made possible by trying hard on your own so
that you can learn even from your mistakes.
3. Review your answers. It is safe to go back and think about what you
have written. This can help you lessen if not avoid errors.
4. Follow the instructions given and ask if there is something that you did
not understand.
5. Do the tasks given and do not delay in submitting requirements. This
can help you avoid having a pile of unfinished activities.
6. Feel free to communicate with your teacher. There is no harm in asking
for clarification so that you will not be lost in confusion.
7. Remember to review every time you are done answering the activities.
8. Have fun as you learn. This course is very important no matter what your
strand is. When you have fun, you can easily learn the lessons.

2
 For the Facilitator:

Your role is to help learners be able to do more critical thinking and

apply strategies that will help them express their ideas. Encourage the
learners to create their own outputs and assist them in the lessons that they
may find difficult. Please take note of the following:

1. Explain to the learners the different parts of the module and how it should
be used.
2. Do not give points to their answers in the process questions; rather, use
their responses as your formative assessment. This will give you an idea
of how the learners process their understanding.
3. Monitor their answers and remember to give feedback whenever
necessary. Every time they submit an output, give your feedback so that
they can immediately correct and adjust.
4. The self -review will help you assess how ready they are for the next
lesson. See what they have chosen so that you can help them if they
have chosen the icon that refers to having more difficulty.
5. Use the What’s More activities as scaffolds for them to do the What I Can
Do activity which is the application part of the lesson.

As a facilitator, you do not need to do lectures since the module is

already talking to the learner. God bless!

WHAT I KNOW

Let us check your prior knowledge about this module’s coverage.

Direction: Choose the letter of the best answer. Write your answers in your notebook.
1. What is defined as a general view of someone or something?
A. design
B. survey
C. tally
D. table

3
2. Which type of questions provides options and requires respondents to choose one
answer?

A. enumeration
B. close-ended
C. open-ended
D. none of the above

3. Which type of questions allows respondents to express opinions freely?

A. enumeration
B. close-ended
C. open-ended
D. none of the above

4. Which of the following is a crucial step in the design of a questionnaire?

A. pilot test
B. revise
C. replace
D. make format

5. Which method involves asking the respondents directly and personally?

A. telephone survey
B. face to face
C. online survey
D. paper and pencil

6. Which method can be used for consequential questions?

A. telephone survey
B. face to face
C. online survey
D. paper and Pencil

7. Which is a traditional survey administration method?

A. telephone survey
B. face to face
C. online survey
D. paper and pencil

8. Which method is ideal for huge sample size?

A. telephone survey
B. mail survey
C. online survey
D. paper and pencil
4
9. Which method is not as popular as they were due to lower response rates?

A. telephone survey
B. mail survey
C. online survey
D. paper and pencil

10. What study has a goal to determine what effect a particular treatment has on the
outcome?

A. survey
B. observational
C. experimental
D. none of the above

WHAT'S IN

In the previous module, you have learned about writing position papers and
determining the objectives and structures of various kinds of reports. This time, you
will start designing survey questionnaires, conducting surveys, gathering information,
summarizing findings, and writing various reports.

The diagram below summarizes the coverage of this lesson.

Module Coverage
Survey
• designs • summarizes
• tests • conducts
findings
• revises survey • executes the
report
• gathers
information
Questionnaire Report

Let us start this module by doing lesson 1 which is focused on designing a

survey questionnaire which is the first step to be able to get the information you need.

5
 The activities you will do will help you go through the journey one step at a time
so you have to accomplish them with care. Have fun!

These are the lessons in this module:

Lesson 1 - Determine the objectives and structures of various kinds of reports

Lesson 2 – Designing the Survey Questionnaire

Lesson 3 – Conducting the Surveys / Experiments / Observations

Lesson 4 – Gathering Information and Summarizing Findings

Lesson 5 – Writing the Reports

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 LESSON 1

KINDS OF REPORTS

WHAT I KNOW

Copy the list of items below in your notebook. Identify which one is
familiar to you, you may have encountered or have tried to make it before. Put a
checkmark inside the box before the item. You can check as many familiar items.

investigatory project book report

experiment journal

investigative report liquidation report

progress report sales/ inventory report

research report ___________ (name one if not on the list)

WHAT IS IT

Reports are essential to keep an updated account of an event, situation, and

organization. These are documents that wish to inform, analyze, or recommend.
Reports are often expressed through oral presentations or written. The common
mediums of these reports are speeches, televisions, radios, and films.

7
 Report writing is making a detailed statement about the company, an event, a
situation, and/or an occurrence which is based on an observation, investigations, and
inquiries.

TYPES AND CHARACTERISTICS OF VARIOUS REPORTS

Formal Report – is a complex account either written or oral that uses formal
and structured language and is usually applied in major projects and
organizations.

• Informational - presents result, information, and updates and

explains
Examples:
▪ attendance reports
▪ annual budget reports
▪ monthly financial reports

• Analytical - presents, analyzes, and draws conclusions from

reports and shows the why and the how of an
occurrence
Examples:
▪ scientific research
▪ feasibility reports,
▪ employee appraisals
• Recommendatory- presents recommendation based on the
results and conclusions
Example:
▪ recommendation report

Informal Report – communicates, updates information using free-flowing,

casual and short formats usually about routines and everyday business

Examples:
▪ progress reports
▪ feasibility report
▪ literature review
▪ personnel evaluation
▪ report on sales

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BASIC STRUCTURES OF REPORTS

I. Title page

II. Abstract

III. List of Figures and Tables

IV. Introduction

V. Body (varies according to type of report)

VI. Conclusions

VII. Recommendations

VIII. References

IX. Appendices

How did you find the new information you have learned? I hope it could help
you as you accomplish the exercises that follow. Good luck!

9
 WHAT'S MORE

ACTIVITY 1. Fill the grid with details about various reports. You can include
structure, objectives, and characteristics and of each type of report. Write your
answers in your notebook.

Before writing the report what shoud the writer do? PLease enumerate the activities.

• Example: consider the audience of the report

•.
•.

Writing the report requires the following:

• Example: Make a catchy Introduction

•.
•.
•.
•.
•.
•.
•.
•.

To end the report what shall be done to achieve the desired purpose?
•.
•.
• .Make recommendations
•.
•.

10
 WHAT I CAN DO

ACTIVITY 2

Identify the following reports reports and describe them according to purpose,
and structure. Write your answers in your notebook.

1. SCHOOL FORM 9 (Report Card)

PURPOSE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

STRUCTURE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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2.

accessed from: https://www.sampletemplates.com/business-templates/report/sample-report-in-pdf.html

PURPOSE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

STRUCTURE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Self-Check!
Great job! You have completed Lesson 1 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

I have understood the lesson well and I can even teach what I
learned to others.

I have understood the lesson but there are still other things that
I need to review and relearn.

I need to do additional work to be able to master the lesson. I

need help in some tasks.

If you checked the first icon, you are ready for lesson 2. If you checked the
second icon, you need to review the things that you need to relearn. If you checked
the third icon, it would be best if you read more and ask help from your teacher,
parents, or peers in clarifying the lessons that you find difficult. Be honest so that you
will truly improve.

13
 ADDITIONAL ACTIVITIES

Write your answers in your notebook.

After doing the activities:

I noticed
______________________________________________
______________________________________________

A question I have is
______________________________________________
______________________________________________

I’m not sure

______________________________________________
______________________________________________

I realized
______________________________________________
______________________________________________

14
 LESSON 2

DESIGNING THE SURVEY

QUESTIONNAIRE

WHAT'S NEW

ACTIVITY 1. WHAT YOU KNOW

Copy the table below in your notebook. Under the K column, write what you
know about survey. Under the W column, write what you want to know about it.
Lastly, leave the L column blank because you will go back to it later on.

K W L
What I know What I want to know What I learned

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 WHAT IS IT

A survey is a general view, examination, or description of someone or

something. It also refers to looking carefully and thoroughly at (someone or
something), especially to assess them. When you want to do a survey, you need a
questionnaire to help get the information that you need. A good questionnaire should
be valid, reliable, clear, and interesting. When we say,

Valid - it asks what it intends to ask.

Reliable – it gets the same answer if the same

question is posed repeatedly in a short time.

Clear – it is easily understood.

Interesting – it is completed by the respondents

and gets better response rate
https://pxhere.com/en/photo/1570335 The design of the questionnaire should not
be taken for granted to be able to get accurate data. A bad questionnaire may lead to
wrong conclusions since data collected may not be correct.

Remember these when you create a survey questionnaire:

•Ask the right questions

•Use appropriate format
•Arrange the questions logically
Design •Make instructions clear

•Do pilot testing

•Detect flaws
Test

•Make necessary changes

•Improve the questionnaire
Revise

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Let us discuss each thoroughly.

DESIGN

• Ask the right questions

Questions may be “close-ended” or “open-ended.” You can use either

depending on the data that you want to get from your respondents.

“Close-ended” questions provide options to the respondents and require them

to choose one or more items from the list. This is used if the range of answers are
well known and the options are limited.

For example: Do you have a computer at home? ___yes ___no

“Open-ended” questions allow the respondent to express their opinions freely

and they are not restricted by the options. This is used if the answer options are
multiple and unknown. The answers to the open-ended questions require re-grouping
before analysis.

For example: What are the reasons why students do not have computers
at home? (You can list one or two reasons)

The options available should be comprehensive so that the respondent can find
an option which best suits his/ her answer. You can include an “Other: please specify
________” category as one of the options. You can also let them check as many items
as applicable but be sure to mention it in your options.

For example: Why do you want to have a computer? (You can choose
more than one)

I need it for my projects in school.

I want to play online games.

My friends have computers.

I want to use it for business.

Others: Please specify: ___________________________

17
 In questions that involve assessing attitudes or giving opinions, a scale with a
range of responses is preferred to a yes/no answer. Likert scale (usually 5-point or 7-
point) is a commonly used method.

For example:

Questions Strongly Agree Neutral Strongly Disagree

agree 4 3 disagree 1
5 2
We should have a computer
at home.

In a questionnaire which has many parts, some of which need not be answered
by the respondent, filtering is used to guide the respondent to answer only the
relevant questions. However, you should avoid using too much filtering as this may
confuse the respondents and make the questionnaire complicated.

For example:

Do you have a computer at home? ___ Yes ___ No

If your answer is no, proceed to question no. 4.

Avoid double-barreled questions. It is a common mistake that refers to asking

two things in one question.

For example: Do you have a computer and a laptop at home?

Avoid ambiguous questions. Be clear and specific in constructing your

question.

• Use Appropriate Format

This is important because the “look” of the questionnaire may decide whether
the respondent is going to fill it up or not.

The title should be highlighted and should reflect the main objective of the
research. If possible, divide the questionnaire into sections according to the content
(e.g. boxes with bold headings) and it should flow smoothly from one section to another
with appropriate filtering.

If your respondents involve older persons, a bigger font size should be used.
Finally, include a cover letter stating the objective of your study, and your affiliations.
Most importantly, it should include a confidentiality clause. This is to inform your
respondents on how you are going to use the collected information.

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 • Arrange the questions
logically

The order of the questions

should flow in a logical sequence.
Start with simple questions and
move to more complex questions.
You can start with the demographic
profile like age, address, and
others.

• Make instructions clear

Instructions should be very

clear and introductory comments
should be appropriate. Short
instructions help the respondents
understand easily and help them set
their mind on answering the
questions.

The respondents should be

told exactly what is wanted.

For example:

Place a check mark in the

From:https://upload.wikimedia.org/wikipedia/commons/d/d8/Musculoskeletal_s box if you experienced pain on the
urvey_Nordic_questionnaire.png
particular back or X it doesn’t.

TEST

A pilot test is a crucial step in the design of questionnaire before data collection
begins. It will help detect flaws in the questionnaire in terms of content, grammar, and
format.

You can ask your colleagues, family, or friends to comment on the

questionnaire. By doing so, mistakes in terms of content, grammar, and or format will
be lessened. This should be followed by asking the potential respondents to answer
the questionnaire and provide their feedback. For those questions which you feel may
be confusing or sensitive, it is important to ask the respondents to comment
specifically during the pilot test.

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REVISE

You will evaluate for general content, organization, and tone, by adding,
deleting, and organizing information if necessary. When revising, it can be helpful to
answer these questions:

Who is your audience?

Are your objectives enough?

Have you included enough information?

Do you have more information than you need?

Have you chosen the proper words to express your ideas?

Are you wordy, repetitive, or inconsistent?

When you have done all of these, you have crafted a good survey
questionnaire. It does not seem easy at first but when you start doing it, you will find
it very helpful.

WHAT'S MORE

ACTIVITY 2. K-W-L

Let us go back to the K-W-L chart. This time, you will fill the L column with
what you learned from this lesson.

K W L
What I know What I want to know What I learned

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 ACTIVITY 3. TO CHANGE OR NOT TO CHANGE

Look at this sample questionnaire. Change the parts that you think need
revision to make it a good survey questionnaire. Revise and rewrite it in your
notebook.

A Survey Questionnaire on Technology Available at Home

Name (optional): __________________________________

Age:
Address:
Please answer the questions honestly.
1. Do you have a computer at home?
____Yes ____No ___Others
2. Do you have an internet connection at home?
____Yes ____No ___Others
3. If your answer in no. 1 is no, what is the reason?
_______________________________________
4. If your answer in no. 2 is yes, what kind of internet connection do you
have?
____ WIFI ____ Line ____Others
5. Do you have an android phone?
____ Yes ____No ____Others
6. How many gadgets do you have at home?
____1 ____2 ____3 or more
7. What kind of gadgets do you have?
____cellphone ____desktop ____laptop
____tablet ____Others
8. Should students have computers or any gadgets home?
____ yes ____no
9. If you answered yes, which of the following are your reasons?
____ It is useful for school works.
____ Everybody has it already.
____ It can be used for business.
____ Others, please specify: _________________
10. If you answered no, which of the following are your reasons?
____ It is expensive.
____ It is not needed.
____ Cellphones can be used in its place.
____ Others, please specify: _________________

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Revised Questionnaire:

WHAT I HAVE LEARNED

You have learned the following important points in this lesson:

1. A survey is to look carefully and thoroughly at (someone or something),

especially to evaluate them.
2. A survey questionnaire is needed to get the information you need.
3. You must design, test, and revise your questionnaire appropriately to
get accurate and reliable information.

22
 WHAT I CAN DO

ACTIVITY 4. DESIGN

Design your own survey questionnaire about a family’s favorite pastime or

hobby during the Enhanced Community Quarantine days in your community. Write it
in your notebook.

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 ACTIVITY 5. TEST

Let your family members and relatives answer your survey questionnaire. List
down what they think about your self-made questionnaire. Write their comments in
your notebook.

ACTIVITY 6. REVISE

After the pilot testing, you listed some areas for improvement. Do the last
step of the process. Revise to improve your survey questionnaire. This will be used
in the next lesson.

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Self-Check!
Great job! You have completed Lesson 2 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

I have understood the lesson well and I can even teach

what I learned to others.

I have understood the lesson but there are still other

things that I need to review and relearn.

I need to do additional work to be able to master the

lesson. I need help in some tasks.

If you checked the first icon, you are ready for lesson 3. If you checked the
second icon, you need to review the things that you need to relearn. If you checked
the third icon, it would be best if you read more from the links given above and ask
help from your teacher, parents, or peers in clarifying the lessons that you find difficult.
Be honest so that you will truly improve.

25
 LESSON 3

CONDUCTING THE SURVEYS/

EXPERIMENTS/ OBERVATIONS

WHAT'S NEW

ACTIVITY 1. HOW TO DO IT

Now that you have designed a questionnaire, how will you conduct the survey?
Copy the concept map below and fill it with your ideas.

26
 WHAT IS IT

How will you conduct your survey?

You can conduct a survey in many ways. Each method has its own advantages
and disadvantages. You have to choose well which of the methods would fit your
purpose. Aside from the way it is administered, other factors can also affect the
response rates and results. It is your decision to choose which you will sure as long
as it is appropriate to what you are conducting.

Here are the different methods:

1. Personal Approach

A. Face-to-Face Structured Interview

Pros: When respondents are asked directly, the

response rates are actually good especially if visual
materials are required during the survey. The
researcher can also observe the participants in this
method.

Cons: There might be bias because of the

interaction. There is also no anonymity involved.
This is also not good if the participants live in different
locations.
https://www.needpix.com/photo/489096/interview-job-icon-job-interview-
conversation-business-work-application-recruitment

B. Telephone Survey

Pros: This is applicable for asking consequential

questions. Unlike face-to-face interviews, there is
anonymity in this approach.

Cons: This method is not good if the participants need

to see visual materials and if the questions are long.

https://www.publicdomainpictures.net/en/view-
image.php?image=266255&picture=money-transfer-
banking-icon

27
 2. Self-Administered Approach

A. Paper-and-Pencil Survey

Pros: This is a traditional survey method and this is good for

those who do not know how to use the computer or access the
internet.

Cons: This requires bigger budget in terms of reproduction. This

also involves distribution of the questionnaires which can be
exhausting. The researcher must also be present during the
administration.

https://www.needpix.com/photo/95463/checklist-check-marketing-project-survey-
tick-pencil-approved-ok

B. Online Survey

Pros: This is best if the sample size is huge and they live on different locations. There
is less expense compared to mail survey.
There are also survey companies that can
help conduct the survey online with accuracy.

Cons: The respondents must know how to

use the computer to be able to answer this
method. There might even be incentives to be
given to the respondents.

C. Mail Survey
https://commons.wikimedia.org/wiki/File:Online_Survey_Icon_or_logo.svg

Pros: This method can be easily administered and you can

even review the mails before you send them so that the
visual quality is good. There is also anonymity in this kind
of survey method.

Cons: Mail surveys are less chosen by many because only

a few responses are collected. People also have more
access to the internet so they no longer prefer the mail
survey.
https://www.needpix.com/photo/27007/envelope-mail-letter-communication-message-business-
postal-correspondence-postage

To encourage your respondents to answer and complete the survey, remember

these tips:

1. Follow the KISS principle which stands for “Keep It Short and Simple". Better
response rates are associated with concise, simple, and easy-to-answer survey
questionnaires.

28
2. Ensure confidentiality (and anonymity, if it applies). Give the participants an
assurance that their answers will be kept confidential and will only be used for the
purpose of the survey.
3. Be professional, courteous and polite. Saying “please", and “thank you" as well as
guiding the respondent politely can motivate the participants to finish the survey.

In an observational study, the sample population being studied is measured,

or surveyed, as it is. The researcher observes the subjects and measures variables,
but does not influence the population in any way or attempt to intervene in the
study. There is no manipulation by the researcher. Instead, data is simply gathered
and correlations are investigated. Since observational studies do not control any
variable, the results can only allow the researcher to claim association, not
causation (not a cause-and-effect conclusion). Surveys are one form of
an observational study, since the researchers do not influence the outcomes.
For example:

Is there a correlation between attending a review class and scores achieved on

the Examination for this school year? In an attempt to investigate this possible
correlation, a group of students who took the Examination are surveyed. The scores
from students who took a review class are compared with the scores of those that did
not take review class. A statistical analysis is performed on the data. This is an
observational study since the researcher did not manipulate the sample set.

An experimental study has the researcher purposely attempting to influence

the results. The goal is to determine what effect a particular treatment has on the
outcome. Researchers take measurements or surveys of the sample population. The
researchers then manipulate the sample population in some manner. After the
manipulation, the researchers re-measure, or re-survey, using the same procedures to
determine if the manipulation possibly changed the measurements. Since variables are
controlled in a designed experiment, the results allow the researcher to
claim causation (a cause-and-effect conclusion).

29
Here is an example:

Does the color of a basketball influence the number of times a shooter sinks
a basket? A random group of students is chosen and asked to shoot a series of
baskets using a regulation normal-colored basketball. The data is recorded. The
same group is then given a blue colored basketball and the same number of shots
is repeated. The data is again recorded. A statistical analysis is performed. This is
a designed experimental study since the researcher manipulated the
conditions of the study by changing the color of the ball.

https://mathbitsnotebook.com/Algebra2/Statistics/STSurveys.html

You will learn more of this in your research subject where you apply the
observational and experimental study.

WHAT'S MORE

ACTIVITY 2. LET’S REVIEW

Before deciding to conduct the survey, list down the methods discussed above
and reasons why you will use and why you will not use each. State it in your own words
and add more if necessary. Write your answers in your notebook.

WHY YOU WILL USE WHY YOU WILL NOT

METHODS
THIS METHOD USE THIS METHOD

30
 ACTIVITY 3. COMPARE AND CONTRAST

Fill in this diagram with key details about Observational and Experimental
Study. Write your answers in your notebook.

WHAT I HAVE LEARNED

You have learned the following important points in this lesson:

1. You can use different methods in conducting a survey.

a. Personal Approach – face to face or telephone survey
b. Self-Administered Approach – Paper and pen, online or mail survey
2. Observation study is done when the researcher observes the subjects
and measures variables, but does not influence the population in any
way or attempt to intervene in the study.
3. Experimental study is done when the researcher purposely attempts to
influence the results to determine what effect a particular treatment has
on the outcome.

31
 WHAT I CAN DO

ACTIVITY 4. Conduct the Survey

For practice, use the questionnaire you made in lesson 1 to conduct the survey.
You can choose any of the methods discussed. Choose the one that is applicable to
you and safe for you at the same time. Take pictures for documentation purposes.
Remember to apply the tips given in the discussion.

Conduct the survey among 30 respondents within your community. Ask

permission first from your local government by writing a letter to your barangay
captain. Make also a letter addressed to your respondents expressing your purpose
and asking permission from them to allow you to conduct your survey with them. Paste
the pictures in your notebook.

32
Self - Check!
Great job! You have finished Lesson 3 successfully! Before going to the next
lesson, check the icon that best shows your learning experience.

I have understood the lesson well and I can even teach what I
learned to others.

I have understood the lesson but there are still other things
that I need to review and relearn.

I need to do additional work to be able to master the lesson. I

need help in some tasks.

If you checked the first icon, you are ready for lesson 4. If you checked the
second icon, you need to review the things that you need to relearn. If you checked
the third icon, it would be best if you read more from the links given above and ask
help from your teacher, parents, or peers in clarifying the lessons that you find difficult.
Be honest so that you will truly improve.

33
 LESSON 4

GATHERING INFORMATION AND

SUMMARIZING FINDINGS

WHAT'S NEW

ACTIVITY 1. YOUR DRAFT

When you conducted the survey, you have gathered a lot of information
already. What did you do to the answers of the respondents to the surveys? How did
you summarize the information? Write your answers in your notebook.

https://www.publicdomainpictures.net/en/view-image.php?image=184587&picture=school-
20

WHAT IS IT

It is time to gather the information and summarize your findings. What you have
gathered are now considered as data. Data collection is very important in any type
of research study. (Burchfield,1996), (Tim ,1997), (Matt, 2001).

34
 Data is referred to as a collection of facts, such as values or measurements,
observation or even just descriptions of things. Data can be classified into Primary
and Secondary Data.

Primary data are those that you have collected yourself or the data collected
at source or the data originally collected by individuals, focus groups, and a panel of
respondents specifically set up by the researcher whose opinions may be sought on
specific issues from time to time (Matt, 2001), (Afonja, 2001).

Secondary data research project involves the gathering and/or use of existing
data for which they were originally collected, for example, computerized database,
company records or archives, government publications, industry analysis offered by
the media, information system and computerized or mathematical models of
environmental processes and so on (Tim ,1997), (Matt, 2001)

There are two kinds of data, although not all evaluations will necessarily include both.

1. Quantitative data are mainly numbers. It refers to the information that is

collected as, or can be translated into, numbers, which can then be
displayed and analyzed mathematically. Quantitative data are Structured
and Unstructured in nature. Structured data can be produced by closed
questions, unstructured data can be produced by open questions.
(Checkland et al 1998), (Matt, 2001), (Burchfield, 1996), (Anyanwu, 2002)

2. Qualitative data is data that is mainly words, sounds or Images. Unlike

numbers or “hard data”, qualitative information tends to be “soft,” meaning
it can’t always be reduced to something definite. That is in some ways a
weakness, but it‟s also a strength. A number may tell (Matt, 2001), ( Afonja,
2001), (Burchfield, 1996)

There are many ways of summarizing your findings based from the data you
have collected. It depends on the type of data you collected. The most common is
the tally and frequency table.

Tally marks are often used to make a frequency distribution table. For
example, let’s say you survey a number of families and find out how many gadgets
they own. The results are 3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3. The
frequency distribution table will make the data easier to understand.

Number of Gadgets Tally Frequency

0 IIII 4
1 IIII-I 6
2 IIII 5
3 III 3
4 II 2

35
 You can also present your data using tables and charts. Pictograph is a way
of showing data using images. Each picture represents a certain frequency.

Month Computers Sold

January

February

March

April

Legend: - 10 computers - 5 computers

Bar graph is a graphical display of data using bars of different heights.

Number of Computers Sold

APRIL

MARCH

FEBRUARY

JANUARY

0 5 10 15 20 25 30 35 40

Pie graph is a special chart that uses "pie slices" to show relative sizes of data.

Computers Sold

January February March April

36
 There are more ways of summarizing findings. After summarizing your findings,
ask yourself, “What did you learn from the data gathered? What do they mean?”
Analyze and make a generalization about it. Draft a paragraph or two each finding in
your study. State the finding. Tell the reader how the finding is important or relevant
to your aim and focus.

WHAT'S MORE

ACTIVITY 2. PRESENT IT

Below are sets of data. Present it in the most appropriate way. Explain why
you used that kind of presentation.

A. Number of Cellphones available in every household in Misamis Oriental

1 2 1 3 4 2 2 3 3 4 5
5 5 3 4 2 3 4 5 1 3 4

37
 B. Most Frequently Visited Sites by Teenagers

Facebook – 50 students Youtube – 35 students

Netflix – 20 students Yahoo – 30 students

Google – 40 students Lazada – 10 students

ACTIVITY 3. GENERALIZE

Based on the data above, create two (2) generalizations. Draft one paragraph
for a discussion of your findings in each set of data. Tell what you have seen and
learned from the data. Analyze and give objective conclusions. Write your answers in
your notebook.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

38
 WHAT I HAVE LEARNED

You have learned the following important points in this lesson:

1. Data are collections of facts, such as values or measurements, observation
or even just descriptions of things
2. Data may be primary or secondary. There are two kinds of data: qualitative
and quantitative data.
3. Findings from data gathered can be summarized in many ways: frequency
table, graphs, and charts.

WHAT I CAN DO

ACTIVITY 4. SUMMARIZE

Gather the collected information after conducting the survey. Summarize your
findings in an organized way. Then, add a paragraph of discussion after your findings.
Write your answers in your notebook.

39
Self-Check!
Great job! You have completed Lesson 4 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

I have understood the lesson well and I can even teach what I
learned to others.

I have understood the lesson but there are still other things
that I need to review and relearn.

I need to do additional work to be able to master the lesson. I

need help in some tasks.

If you checked the first icon, you are ready for lesson 5. If you have checked
the second icon, you need to review the things that you need to relearn. If you have
checked the third icon, it would be best if you read from more the links given above
and ask help from your teacher, parents or peers in clarifying the lessons that you find
difficult. Be honest so that you will truly improve.

40
 LESSON 5

WRITING VARIOUS REPORTS

WHAT'S NEW

ACTIVITY 1. YOUR THOUGHTS

Write your ideas about reports. Write a word or idea about it that starts with
each letter given below. Write your answers in your notebook.

R __________________________________

E __________________________________

P __________________________________

O __________________________________

R __________________________________

T __________________________________

WHAT IS IT

You have done a lot in the previous lesson because you had to summarize the
findings based from the data you have collected. The next step is to write a report
about your findings. You have to change the ideas you have gathered into a written
text that will be understood by the readers, and do justice to your findings. Where do
you start?

41
 There are many different types of reports, including business, scientific and
research reports, but the basic steps for writing them are the same. These are:

1. Decide on the 'Terms of reference'

To decide on the terms of reference for your report, read your

instructions and any other information you've been given about the report, and
think about the purpose of the report:

• What is it about?
• What exactly is needed?
• Why is it needed?
• When do I need to do it?
• Who is it for, or who is it aimed at?

2. Decide on the procedure

This means planning your investigation or research, and how you'll write
the report. Ask yourself:

• What information do I need?

• Do I need to do any background reading?
• What articles or documents do I need?
• Do I need to contact the library for assistance?
• Do I need to interview or observe people?
• Do I have to record data?
• How will I go about this?

3. Find the information

Make sure the information you find is relevant and appropriate. Check
the assessment requirements and guidelines and the marking schedule to
make sure you're on the right track. If you're not sure how the marks will be
assigned, contact your teacher.

What you will find out will form the basis, or main body, of your report –
the findings. You have already done this in the previous lessons.

4. Decide on the structure

Reports generally have a similar structure, but some details may differ.
How they differ usually depends on:

• The type of report – if it is a research report, laboratory report, business

report, investigative report, etc.

42
 • How formal the report has to be.
• The length of the report.

Depending on the type of report, the structure can include:

• A title page
• Executive summary
• Contents
• An introduction
• Terms of reference
• Procedure
• Findings
• Conclusions
• Recommendations
• References/Bibliography
• Appendices
• The sections, of a report usually have headings and subheadings, which
are usually numbered

5. Draft the first part of your report

Once you have your structure, write down the headings and start to fill
these in with the information you have gathered so far. By now you should be
able to draft the terms of reference, procedures and findings, and start to work
out what will go in the report’s appendix.

As you are writing your draft decide what information will go in the
appendix. These are used for information that:

• is too long to include in the body of the report, or

• supplements or complements the information in the report. For
example, brochures, spreadsheets or large tables.

6. Analyze your findings and draw conclusions

The conclusion is where you analyze your findings and interpret what
you have found. To do this, read through your findings and ask yourself:

• What have I found?

• What's significant or important about my findings?
• What do my findings suggest?

For example, your conclusion may describe how the information you
collected explains why the situation occurred, what this means for the
organization, and what will happen if the situation continues (or doesn't
continue).

43
 Don’t include any new information in the conclusion.

7. Make recommendations

Recommendations are what you think the solution to the problem is

and/or what you think should happen next. To help you decide what to
recommend:

• Reread your findings and conclusions.

• Think about what you want the person who asked for the report should
to do or not do; what actions should they carry out?
• Check that your recommendations are practical and are based logically
on your conclusions.
• Ensure you include enough detail for the reader to know what needs to
be done and who should do it.

Your recommendations should be written as a numbered list, and

ordered from most to least important.

8. Draft the executive summary and table of contents

Some reports require an executive summary and/or list of contents. Even

though these two sections come near the beginning of the report you won't be
able to do them until you have finished it, and have your structure and
recommendations finalized.
An executive summary is usually about 100 words long. It tells the
readers what the report is about, and summarize the recommendations.

9. Compile a reference list

This is a list of all the sources you've referred to in the report and uses
APA referencing.

10. Revise your draft report

It is always important to revise your work. Things you need to check

include:

• If you have done what you were asked to do. Check the assignment
question, the instructions/guidelines and the marking schedule to make
sure.
• That the required sections are included, and are in the correct order.
• That your information is accurate, with no gaps.
• If your argument is logical. Does the information you present support your
conclusions and recommendations?
• That all terms, symbols and abbreviations used have been explained.

44
 • That any diagrams, tables, graphs and illustrations are numbered and
labelled.
• That the formatting is correct, including your numbering and headings are
consistent throughout the report.
• That the report reads well, and your writing is as clear and effective as
possible.

You might need to prepare several drafts before you are satisfied. If
possible, get someone else to check your report.

From: https://www.openpolytechnic.ac.nz/current-students/study-tips-and-techniques/assignments/how-to-write-a-report/

Let us take a look at this sample report:

This is a report made by a maintenance personnel for the head of the

department. This is an example of a very simple and basic report which you would
also make someday when you work. Check whether these have the essential parts.

To: Mr. June A. Cartie Receiver

From: Ms. Maria M. Sabuer Sender
Date: 27 July 2020 Date
Report on Safety Hazards in the School Subject Heading
1. Purpose Reference to the original
You asked me to prepare a report on actual and potential hazards instructions
in the school. I was asked to present my findings by July 27.
2. Procedure What was done to
2.1 I inspected the school campus at three different times of the investigate the topic
day.
2.2. I interviewed the teachers and students in the campus.
2.3. I examined previous reports on the topic
3. Findings What information was
3.1 Electrical hazards discovered
3.1.1 The power plugs in the office do not have protective cover.
3.1.2. Some fluorescent bulbs are no longer functioning.
3.2. Other Hazards
The tiles in the corridor have small cracks. It has already caused
some passers-by to slip. (See accident report form filed January
12, 2019)
4. Conclusion What the information
4.1. Electrical hazards are easily resolved. suggests.
4.2. The tiles are the only hazards in the corridor.
5. Recommendations Clear and precise list of
5.1. Solve the electrical hazards. Replace what must be changed. suggestions
5.2. Canvass for the replacement of the broken tiles.
References List of References
Actub, A. (2001). Electrical Safety Hazards at J&M Holdings 2001
Safety Reports, 75-80.

45
 WHAT'S MORE

ACTIVITY 2. RECALL

Copy the following in your notebook. Check the numbers if the statements
about writing reports are TRUE. If not, leave that number unmarked.

1. There are many types of reports but the basic steps in writing them are
the same.
2. Reports have the same structure so their details may not differ.
3. The findings form the basis of your report.
4. Appendices are used for information that may be too long to be included
in your report.
5. The recommendation part is where you analyze your findings.
6. Conclusions are what you think are solutions to the problem.
7. The executive summary tells what the report is about.
8. You need only one draft before you finalize your report.
9. The reference list is no longer needed.
10. You can include any new information in your conclusion.

ACTIVITY 3. ARRANGE THE PARTS

How should the parts be arranged? Rewrite the parts in proper sequence. Write
your answer in your notebook.

• Title page • Findings

• Terms of reference • Procedure

• Contents • Conclusions
• Recommendations
• Appendices
• References/Bibliography
• An introduction
• Executive summary

46
 ACTIVITY 4. REPORT IT

Take a look at these data on the Covid-19 Cases. Make a report about this.
Use your notebook for your answers.

47
 WHAT I HAVE LEARNED

You have learned the following important points in this lesson:

1. The following are the basics steps in writing reports:
a. Decide on the 'Terms of reference'.
b. Decide on the procedure.
c. Find the information.
d. Decide on the structure.
e. Draft the first part of your report.
f. Analyze your findings and draw conclusions.
g. Make recommendations.
h. Draft the executive summary and table of contents.
i. Compile a reference list.
j. Revise your draft report.

2. These are the parts of the structure of a report:

a. A title page
b. Executive summary
c. Contents
d. An introduction
e. Terms of reference
f. Procedure
g. Findings
h. Conclusions
i. Recommendations
j. References/Bibliography
k. Appendices

48
 WHAT I CAN DO

ACTIVITY 5. REPORT

It is time to write your report. After doing all the things that you have completed
from lesson 1 until lesson 3, you are now ready for the last step and that is to make a
written report of the findings you have made. Use the given format discussed in
making your report. Remember to be objective and use your data as the basis of your
report. You may use any format you wish if the structure is complete, and the
information presented correct. Be creative too! Use a bond paper for your answers.
There is a rubric given to serve as your guide in making the report. Good Luck and
enjoy! This is a very important skill to prepare you for your research subjects and even
for your future profession.

49
RUBRIC:

Category 4 3 2 1
Organization Ideas are Ideas are Ideas are Ideas are not
presented in an presented in an presented in presented in
organized way. organized way. an organized an organized
The parts are The parts are in way. But way. The
in correct correct order. some of the parts are also
order. There is parts are not not in correct
smooth flow. in correct order.
order.
Format The report The report The report did The report did
followed the followed the not follow all not follow the
specified specified the specified specified
format with a format. format. format.
little touch of
creativity.
Content The needed The needed The needed The needed
topics are topics are topics are topics are
completely completely stated in the stated in the
stated in the stated in the report but report but
report. The report. some are there are
topics are missing. several
enhanced. elements
lacking.
Mechanics There are no There are no There are a There are
errors in errors in few errors in several errors
grammar, grammar, grammar, in grammar,
spelling, spelling, spelling, spelling,
punctuation punctuation and punctuation punctuation
and capitalization. and and
capitalization. capitalization. capitalization
Drafts are
presented.
Aesthetics Text, tables, Text, tables, Some Unacceptable
figures are so figures readable portions are appearance
clear and and sloppy and e.g., tables
understandable understandable; difficulty to and figures
as to enhance style is read; style cannot be
report impact; acceptable. needs read or
style enhances improvement. understood,
readability. fonts difficult
to read; style
unclear.

50
Self-Check!
Great job! You have completed Lesson 5 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

I have understood the lesson well and I can even teach what I
learned to others.

I have understood the lesson but there are still other things that
I need to review and relearn.

I need to do additional work to be able to master the lesson. I

need help in some tasks.

If you checked the first icon, you just completed the course with all efforts
appreciated. If you checked the second icon, you need to review the things that you
need to relearn. If you checked the third icon, it would be best if you read from more
the links given above and ask help from your teacher, parents, or peers in clarifying
the lessons that you find difficult. Be honest so that you will truly improve.

51
 POST ASSESSMENT

Let us check how well you have mastered the lessons in this module.

Direction: Choose the letter of the best answer. Write your answers in your notebook.

1. Which of the following is NOT part of a report?

A. title
B. content
C. appendices
D. survey

2. Which tells the reader what the report is about?

A. conclusion
B. executive summary
C. recommendations
D. references/ bibliography

3. Which tells what you think are the solutions to the problem?

A. conclusion
B. executive summary
C. recommendations
D. references/ bibliography

4. Which part shows your analysis of the findings?

A. conclusion
B. executive summary
C. recommendations
D. references/ bibliography

5. Which data are mainly represented by numbers?

A. primary
B. secondary
C. quantitative
D. qualitative

52
6. Which data are mainly represented by words, sounds or images?

A. primary
B. secondary
C. quantitative
D. qualitative

7. What is referred to as a collection of facts, observations, or just descriptions of

things?
A. data
B. questions
C. references
D. appendices

8. What do you call the data that you have collected yourself?

A. primary
B. secondary
C. quantitative
D. qualitative

9. Which of the following is a graphical display of data using bars of different

heights?

A. pie graph
B. bar graph
C. pictograph
D. line graph

10. Which of the following is a way of showing data using images?

A. pie graph
B. bar graph
C. pictograph
D. line graph

53
 ADDITIONAL ACTIVITIES

You have read about how to write reports. After doing the activities, review, and
reflect on what you have learned. Write your answers in your notebook.

After doing the activities:

I noticed
___________________________________________________________
A question I have is
___________________________________________________________
I wonder why
___________________________________________________________
It seems like
___________________________________________________________
I’m not sure
___________________________________________________________
I realized
___________________________________________________________
I discovered
___________________________________________________________

Visit these links to read more about the lessons discussed:

https://www.monash.edu/rlo/graduate-research-writing/write-the-thesis/writing-the-
thesis-chapters/reporting-and-discussing-your-findings

https://www.skillsyouneed.com/write/report-writing.html

https://www.slideshare.net/tulikapaul524/report-writingtypes-format-structure-and-
relevance?next_slideshow=1

https://www.toppr.com/guides/business-correspondence-and-reporting/report-
writing/kinds-of-reports/

https://slideplayer.com/slide/5333430/

https://slideplayer.com/slide/4294734/

https://www.sampletemplates.com/business-templates/report/sample-report-in-
pdf.html

54
References:

Estacio, Ma. Joahna M .2016. Developing Reading and Writing Skills. 927 Quezon
Avenue, 1104 Quezon, City: The Phoenix Publishing House, Inc.

Wyson, John Daryl B. 2016. English for Academic and Professional Purposes.
Quezon City:Vibal Group Inc.

English for Academic Purposes Learner’s Material and Teacher’s Guide. Department
of Education, First Edition, 2016.

https://www.slideshare.net/tulikapaul524/report-writingtypes-format-structure-and-
relevance?next_slideshow=1
accessed report format accessed May 26, 2020

https://www.toppr.com/guides/business-correspondence-and-reporting/report-
writing/kinds-of-reports/
accessed report format writing accessed May 26, 2020

https://slideplayer.com/slide/5333430/
accessed report writing accessed May 26, 2020

https://slideplayer.com/slide/4294734/
accessed report structures accessed May 26, 2020

https://www.sampletemplates.com/business-templates/report/sample-report-in-
pdf.html
accessed report templates accessed May 26, 2020

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4797036/
designing survey questionnaire accessed May 20, 2020

https://upload.wikimedia.org/wikipedia/commons/d/d8/Musculoskeletal_survey_Nordi
c_questionnaire.png
sample questionnaire accessed May 20, 2020

www.dictionary.com
definition of survey accessed May 20, 2020

https://explorable.com/how-to-conduct-a-survey
methods of conducting a survey accessed May 20, 2020

https://publicdomainvectors.org/en/free-clipart/Interview-with-tux-symbol-vector-
image/33188.html
image accessed May 20, 2020

55
https://pxhere.com/en/photo/1447525
image accessed May 20, 2020

https://commons.wikimedia.org/wiki/File:Online_Survey_Icon_or_logo.svg
image accessed May 20, 2020

https://freesvg.org/unread-mail
image accessed May 20, 2020

https://mathbitsnotebook.com/Algebra2/Statistics/STSurveys.html
observational and experimental study accessed May 21, 2020

http://www.iosrjournals.org/iosr-jce/papers/Vol15-issue2/I01525965.pdf?id=7568
methods of gathering data May 21, 2020

https://www.statisticshowto.com/probability-and-statistics/descriptive-
statistics/frequency-distribution-table/
tally and frequency table May 21, 2020

https://www.mathsisfun.com/data/bar-graphs.html
graphs May 21, 2020

https://apps.epscor.w3.uvm.edu/web/streams/PDFFiles/tutorials/Data_Analyses_Tut
orial_Module6.pdf
summarizing findings May 21, 2020

http://dissertationedd.usc.edu/draft-the-summary-of-findings.html
summarizing findings May 21, 2020

https://www.openpolytechnic.ac.nz/current-students/study-tips-and-
techniques/assignments/how-to-write-a-report/
how to write a report May 26, 2020

https://academic.csuohio.edu/duffy_s/Rubrics.pdf
rubrics accessed May 27, 2020

https://www.skillsyouneed.com/write/report-writing.html
reports accessed May 27, 2020

https://www.monash.edu/rlo/graduate-research-writing/write-the-thesis/writing-the-
thesis-chapters/reporting-and-discussing-your-findings
writing reports May 25, 2020

56
 57
Activity 1 – Answers vary
Activity 2 – Answers vary (can be stated in own
words as long as it follows the pros and cons)
Lesson 3
Activity 1 – Answers vary
Activity 2 – Answers vary
Activity 3 – Answers vary (depending on how
they follow the guidelines)
Activity 4 – Answers vary
Lesson 2
Lesson 1
Pretest / What I Know
1. B 6. A
2. B 7. D
3. C 8. C
4. A 9. B
5. B 10. C
ANSWER KEY
 58
Lesson 4
Activity 1 – Answers vary
Activity 2 – Answers vary (but must be clear)
Activity 3 – Answers vary
Activity 4 – Answers vary
Lesson 5
Activity 1 – Answers vary
Activity 2 – Numbers 1,3,4,7 are TRUE so must be checked
Activity 3 – Title, Executive Summary, Content, Introduction,
Terms of Reference, Procedure, Findings, Conclusion,
Recommendations, References, Appendices
Activity 4 – Answers vary
Activity 5 – Answers vary
Post Test
1. D 6. D
2. B 7. A
3. C 8. A
4. A 9. B
5. C 10. C
For inquiries or feedback, please write or call:

Department of Education – Alternative Delivery Mode (DepEd-ADM)

Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de

Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:

Email Address:

59