Senior

High
School

  
    
    
   
Practical Research I – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 6: Scope and Delimitation/Benefits and Beneficiaries of Research
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education, Division of Palawan

Schools Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida Palay-Adornado, PhD
Felix M. Famaran

Development Team of the Module

Writer: Leo Andrew B. Diego
Language Editor: Josie Joshua Pasion
Illustrator: Christian Charles Lester Doblados
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Rosalyn C. Gadiano

Printed in the Philippines by ________________________

Department of Education – MIMAROPA Region – Schools Division of Palawan

Office Address: PEO Road, Bgy. Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

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 Senior High School

  
    
  
   
 

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Introductory Message
For the facilitator:

Welcome to the Practical Research I Alternative Delivery Mode (ADM)

Module on Scope and Delimitation and Benefits and Beneficiaries of
Research!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints
in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in
the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.
This Practical Research 1 for Quarter 1 is all about
Scope and Delimitation and Benefits and Beneficiaries of
Research. With this we are trying to allow our learners to work
independently in discovering through simple and enjoyable
activities/ experimentation that are aligned to the
competencies that they should learn.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

iv
For the learner:

Welcome to the Practical Research I Alternative Delivery Mode (ADM)

Module on Scope and Delimitation and Benefits and Beneficiaries of
Research!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while being
an active learner.

This module has the following parts and corresponding icons:

What I Need to Know

This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.

What’s In
This is a brief drill or review to help you
link the current lesson with the previous
one.

What’s New
In this portion, the new lesson will be
introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.
This section provides a brief discussion of
What is It
the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More
This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank
What I Have Learned
sentence/paragraph to be filled into
process what you learned from the
lesson.

What I Can Do
This section provides an activity which
will help you transfer your new

v
 knowledge or skill into real life situations
or concerns.

Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be

given to you to enrich your knowledge or
skill of the lesson learned.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the Scope and Delimitation and Benefits and Beneficiaries of
Research. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

The module is divided into Two (2) lessons, namely:

Lesson 1- Scope and Delimitation of research

Lesson 2- Benefits and Beneficiaries of research

After going through this module, you are expected to:

a. define scope and delimitation of research;
b. appreciate the scope, limitation and delimitation; and,
c. write the benefits and beneficiaries of research.

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 What I Know

Test I: Multiple Choice

Directions: Read the statements comprehensively and analytically. Choose the
letter of the correct answer. Write the chosen letter on a separate
sheet of paper.

1. This refers to characteristics that emerge from limitations in the scope of

the study (boundaries) and by conscious exclusionary and inclusionary
decisions made during the development of the study.
a. Scope of the study c. Limitation of the study
b. Delimitation of the study d. None of the above

2. This refers to the parameters under which the study will be operating.
a. Scope of the study c. Limitation of the study
b. Delimitation of the study d. None of the above

3. This refers to the matters and occurrences that arise in a study which are
out of the researcher’s control.
a. Scope of the study c. Limitations of the study
b. Delimitations of the study d. None of the above

4. This refers to the domain of your research – what is in the domain, and what
is not.
a. Delimitations of the study c. Limitations of the study
b. Scope of the study d. None of the above

5. Studying the effects of blended learning that includes online meeting and
modular approach is an example of:
a. Limitations of the study c. Delimitations of the study
b. Scope of the study d. None of the above

Test II: Fill in the blank

Directions: Read the statements carefully. Fill in the blank from each
statement by choosing the best answers from the box.
Legacy External Motivation Learners Skills Development

Primary Beneficiaries Tertiary Relevant Parameters Scope

1
6. Basically, the scope and delimitations of your study sets the ________________
and boundaries of the problem inquiry and narrows the scope of the study.
7. The ________________ of the study refers to the parameters under which the
study will be operating.
8. Learners can develop a sense of _____________and fulfilment through internal
motivation for the recognition and achievement for conducting research.
9. Learners report that they are inspired by teachers whom they perceive to be
masters in their field and who transfers learning with excitement and
enthusiasm for the subject. This is called ________________.
10. ______________tend to learn most when they are actively involved in
improving their skill set and knowledge. This is called active learning
11. Through research-based learning learners can develop the intellectual skills
of critical analysis and also valuable transferable skills such as individual,
group work, time and resource management and data organizing. This is
called _________________.
12. ______________beneficiaries, who are critical to either the success of the
project or in moving the project forward, for example project partners (short
term)
13. Secondary _______________are not serious to the project but in order to gain
impact in the medium term it would be valuable if they were aware of any
progress.
14. _______________beneficiaries who are not included in the project but have
the potential for more long term effects, i.e., utilizing the outputs from the
secondary users (like practical products).
15. Every research undertaking poses a question of “What is new?” This
question radically indicates an idea of what is _______________, that is, how
a research can be useful to the community in general.

2
 Lesson
Scope and Delimitations of Research
1
Every country from the world over has its certain territorial land
jurisdictions signified by areas measured through square meters. This is the
exact example of how you conceive boundaries. In the same vein, research
study has to have scope and delimitations in order to focus or concentrate on
the specific location, participants, methods and timeframes. In this module,
you will learn how to explore and set within limits your scholarly output
expressed through qualitative research.

What’s In

Activity 1: Defining Territories!

Directions: Go to the school library or the internet and find the land area per
sq. meter and number of populations of the country indicated
below.
____________________1. Philippines ____________________6. Rome

____________________2. Japan ____________________7. Thailand

____________________3. China ____________________8. India

____________________4. Australia ____________________9. Saudi Arabia

____________________5. Singapore ___________________10. Brazil

Activity 2: Making Sense of Land Areas and Population

Directions: Read the questions analytically and base your answer from
previous activity. On your answer sheet, answer the following
questions.
1.What particular country is the most populated?
___________________________________________________________________________
__________________________________________________________________________
2. What particular country is the largest when it comes to land area?
___________________________________________________________________________

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___________________________________________________________________________
3.What particular country is the smallest when it comes to land area?
____________________________________________________________________________
____________________________________________________________________________
4.What particular country is the least populated?
____________________________________________________________________________
___________________________________________________________________________
5. What particular country is the oldest when it comes to establishment as a
state?
__________________________________________________________________________
__________________________________________________________________________

What’s New

Activity 3: 3 in 1 Palawan!

Directions: Interview at least one barangay or municipal official and

asked them about the division of Palawan into three provinces.
Though, it will still undergo a plebiscite, identify the
municipalities covered by each province.

Province of Central Palawan:

1._________________________
2._________________________
3._________________________
4._________________________
5._________________________

Province of Northern Palawan:

1._________________________
2._________________________
3._________________________
4._________________________
5._________________________

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 Province of Southern Palawan:

1._________________________
2._________________________
3._________________________
4._________________________
5._________________________

Activity 4: Tell Me!

Directions: Read and analyze the story below. After reading the
story, answer the following questions.

“Moishe and the Pope”

About a century or two ago, the Pope decided that the Jewish
people had to leave Rome. Naturally, there was a big uproar from the
Jewish community. If the representative won, the Jews could stay. If
the Pope won, the Jews would leave. The Jews realized that they had
no choice. They looked around for a champion who could defend their
faith, but no one wanted to volunteer. It was too risky. So in
desperation, they finally picked an old man named Moishe, who spent
his life sweeping up after people, to represent them. Being old and
poor, he had less to lose, so he agreed. He asked only for one condition
to the debate. Not being used to saying very much as he cleaned up
around the settlement, he asked that neither side be allowed to talk.
The Pope agreed.
The day of the great debate came. Moishe and the Pope sat opposite
each other for a full minute before the Pope raised his hand and
showed three fingers. Moishe looked back at him and raised his index
finger. The Pope waived his hand in a circle around his head. Moishe
pointed to the ground where he sat. The Pope pulled out a communion
wafer and a glass of wine. Moishe pulled an apple. The Pope stood up
and announced. “I give up. This man is too good. The Jews may stay.”
An hour later, the cardinals were all around the Pope asking him what
happened. The Pope said, “First, I held up three fingers to represent
the Trinity. He responded by holding up one finger to remind me that
there was still one God common to both our religions. Then, I waved
my hand around me to show him that God was all around us. He
responded by pointing to the ground, showing that God was also right
here with us, in our midst. I offered the wine and the wafer to show
that God absolves us from our sins. He pulled out an apple to remind
me of original sin. He had an answer for everything. What could I do?”
Meanwhile, the Jewish community had crowded around Moishe,
amazed that this old, somewhat feeble man had done what all their
scholars had insisted was impossible! “What happened?” they asked.
“Well,” said Moishe, “first he said to me that the Jews had three days
to get out of the city. I told him that not one of us was leaving. Then,

5
 he told me that his whole city must be cleared of Jews! I let him know
that we were stating right here.” “And then?” asked a woman. “I really
don’t know,” said Moishe. “He took out his lunch, so I took mine.”

Source: Joke circulating on the Internet/retrieved last June 24,

2020. Robert E. Stake (2010). Studying How Things Work.
The Guildford Press. New York London. Reprinted by
permission.

Learners’ Digest!

Question 1: What are the moral lessons that you learned?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

Question 2: How is the story connected with the scope and delimitations
of a research study?

_____________________________________________________________________
_______________________________________________________________________
_________________________________________________________________
_____________________________________________________________________

What is It

Designating Scope and Delimitations in Qualitative Research

Basically, the scope and delimitations of your study sets the parameters and
boundaries of the problem inquiry and narrows the scope of the study.
Scope
The scope of the study refers to the parameters under which the
study will be operating. The problem you seek to resolve will fit within certain
parameters. Think of the scope as the domain of your research – what’s in the
domain, and what is not. You have to set to it as specific as possible what you
will be inquiring and what influencing factors are within the accepted range of
your study. For example, if you are studying the ill effects of gang involvement

6
among Senior High School students, the scope could include both recruitment
strategies and initiation activities in grade 11 and grade 12.
Limitations
Limitations are matters and occurrences that emerge in a research study
which are out of researcher’s control. They limit the extensity to which a study
can go, and sometimes influence the result and conclusions that can be get.
Every inquiry or study no matter how scholarly organized has certain
limitations. Consequently, this is one among reasons why you should not use
the word “prove” and “disprove” in referring to research findings. Furthermore,
it is always possible that future research may cast doubt on the validity of any
hypothesis or conclusion from a study. Your study might have access to only
certain people in an organization certain documents, and certain data. These
are what we call limitations.
Delimitations
The delimitations of the study are those characteristics that emerge from
limitations in the scope of the paper (boundaries) and by conscious
exclusionary and inclusionary decisions made during the development of the
study. Unlike limitations, delimitations result from narrow and particular
choices of a researcher. Among these are the choice of objectives and questions,
variable of interest, the choice of theoretical dimensions that were adopted, the
paradigm, methodology and choice of participants.

What’s More

Activity 5: Read and Learn!

Directions: As you read the lesson about designing qualitative research project
and learning from it, do this task in your own pace. Below is an
excerpt from “An Analytical Study of the Republic Act 7160,
otherwise known as the Local Government Code of 1991”. The text
indicates the scope and delimitation of the study. Write your answer
on your separate sheet of paper.

Scope and Delimitation

The study illustrates the historical development of local government

in the Philippines, particularly the adoption and implementation of
centralism during the Spanish Period, American Period, and post-war
period (1946-1991). Pursuant to this focus, this study will explain, in
topical manner, how centralism is evident in the political structures

7
 created and the laws and policies implemented during these periods.
In this study, the investigator will explain the main features and
important provisions of the 1991 Local Government Code. It will focus
only on the following aspects of the Local Government code, namely,
on: the local government structure; basic services and facilities of the
local government; interlocal government relations; local government
relations with people’s organization, nongovernmental organizations,
and the appointive officials and legislative bodies. Other aspects of
the code that were not mentioned will not be discussed in this
research. Also the research will compare the 1991 Local Government
Code, with the 1983 Local Government Code using the same
parameters mentioned above. Furthermore, this paper will explain
the weaknesses, problems, and failures of the implementation of the
1991 Local Government Code, particularly on issues related to fiscal
administration, devolution of basic services and facilities, and
inconsistencies in the Code’s provisions.

Source: Dela Cruz, A. R. (2004). “An Analytical Study of Republic Act

7160 Otherwise known as the Local Government Code of
1991.” Undergraduate thesis, University of the Philippines,
Manila.

Guide Questions:
1. The scope of this study is…

____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________

2. The delimitations of this study are…

____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________

8
 What I Have Learned

Activity 6: Fill in the Blank

Instructions: Based from the discussions, read the statements critically. Write
the appropriate answer on your answer sheet.
1. Basically, the scope and delimitations of your study sets the parameters
and _____________ of the problem inquiry and narrows the scope of the
study.
2. The scope of the study refers to the parameters under which the study
will be _____________.
3. You have to set to it as specific as possible what you will be inquiring and
what influencing factors are within the accepted ______________ of your
study. For example, if you are studying the ill effects of gang involvement
among Senior High School students, the scope could include both
recruitment strategies and initiation activities in grade 11 and grade 12.
4. ________________ are matters and occurrences that emerge in a research
study which are out of researcher’s control. They limit the extensity to
which a study can go, and sometimes influence the result and
conclusions that can be drawn.
5. Every _____________ or study no matter how scholarly organized has
certain limitations.
6. You should not use the word “____________” and “disprove” in referring to
research findings.
7. It is always possible that future research may cast ______________ on the
validity of any hypothesis or conclusion from a study.
8. Your study might have _________ to only certain people in an organization
certain documents, and certain data. These are what we call limitations.

9. The _________________ of the study are those characteristics that emerge

from limitations in the scope of the paper (boundaries) and by conscious
exclusionary and inclusionary decisions made during the development of
the study.
10. Unlike limitations, delimitations result from narrow and particular
choices of a __________. Among these are the choice of objectives and
questions, variable of interest, the choice of theoretical dimensions that
were adopted, the paradigm, methodology and choice of participants.

9
 What I Can Do

Activity 6: Determining the Scope and Delimitation of the Study

Directions: Go to the school library or utilize the Google search engine in the
internet and find published thesis or qualitative research paper that
indicates scope and delimitation of their study. As to how they are
discussed, critically analyze the scope and delimitation. Complete
the table below with the correct information about the research you
read.

Title of Research

Author/s

Main Problem of the Study

Scope

Delimitation

Assessment

Directions: Read the statement analytically. Write the letter of the correct
answer on your answer sheet.
__________1. Basically, the _____ of your study sets the parameters and
boundaries of the problem inquiry and narrows the scope of the
study.
a. scope and delimitations c. research findings
b. scope and limitations d. none of the above

__________2. The __________ refers to the parameters under which the study will
be operating.
a. delimitations c. research findings
b. limitations d. scope of the study

__________3. You have to set to it as specific as possible what you will be

inquiring and what influencing factors are within the
_____________________. For example, if you are studying the ill

10
 effects of gang involvement among Senior High School students,
the scope could include both recruitment strategies and initiation
activities in grade 11 and grade 12.
a. within the accepted range of your study
b. researcher’ control
c. scope
d. none of above

__________4. Limitations are matters and occurrences that emerge in a research

study which are ____________________. They limit the extensity to
which a study can go, and sometimes influence the result and
conclusions that can be drawn.
a. within researcher’s control c. limitations
b. out of researcher’ control d. none of above

_________5. Every __________________________ no matter how scholarly

organized has certain limitations.
a. delimitations c. research findings
b. limitations d. inquiry or study

_________6. Consequently, this is one among reasons why you should not use
the word “prove” and “disprove” in referring to
_________________________.
a. delimitations c. research findings
b. limitations d. none of the above

_________7. It is always possible that ________________ may cast doubt on the

validity of any hypothesis or conclusion from a study.
a. delimitations c. scope
b. future research d. limitations

_________8. Your study might have access to only certain people in an

organization certain documents, and certain data. These are what
we call _________.
a. delimitations c. scope
b. limitations d. all of the above

_________9. The ________ of the study are those characteristics that emerge from
limitations in the scope of the paper (boundaries) and by conscious
exclusionary and inclusionary decisions made during the
development of the study.
a. limitations c. scope
b. delimitations d. all of the above

_________10. Unlike limitations, ________ results from narrow and choices of a

researcher. Among these are the choice of objectives and

11
 questions, variable of interest, the choice of theoretical
dimensions that were adopted, the paradigm, methodology and
choice of participants.
a) Scope c. limitations
b) delimitations d. all of the above

__________11. This refers to characteristics that emerge from limitations in the

scope of the study (boundaries) and by conscious exclusionary
and inclusionary decisions made during the development of the
study.
a. Scope of the study
b. Delimitation of the study
c. Limitation of the stud
d. None of the above

__________12. This refers to the parameters under which the study will be
operating.
a. Scope of the study
b. Delimitation of the study
c. Limitation of the study
d. None of the above

___________13. This refers to the matters and occurrences that arise in a study
which are out of the researcher’s control.
a. Scope of the study
b. Delimitations of the study
c. Limitations of the study
d. None of the above

___________14. This refers to the domain of your research – what is in the

domain, and what is not.
a. Delimitations of the study
b. Scope of the study
c. Limitations of the study
d. None of the above

___________15. Studying the effects of blended learning that includes online

meeting and modular approach is an example of:
a. Limitations of the study
b. Scope of the study
c. Delimitations of the study
d. None of the above

12
 Lesson Benefits and Beneficiaries of
2 Research

Traditionally, benefits and beneficiaries of research are expressed in the

significance of the study section of a paper whether in proposal or full-blown
research studies. Keep in mind that every research undertaking poses a
question of “What is new?” This question radically indicates an idea of what is
relevant, that is, how a research can be useful to the community in general.
This means that upon conducting research study, it is not only the contribution
to the field of knowledge but also a practical application of the newly found
knowledge into a more productive, progressive and sound decisions in the
making. To put it in scholarly view, Ardales (2001, pp.41-42) claimed: “the
significance of the study lies in the fact that it can help address or solve an
existing social and political problem and that different sectors will gain much
from the study and explain what each sector will gain from the research.”

What’s In

Activity 1: Identifying the Importance of Things and People!

Directions: On your separate sheet of paper, state the meaning and

importance of the following things and people to you.

1. Your Mother
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Mobile Phone

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

13
3. Your Studies
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Your Prayer Life

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Your dreams in Life

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Activity 1: Song Analysis!

Directions: Listen carefully to the song “The Greatest Love of All” popularized
by Lea Salonga on music playlist. On the separate sheet of paper
answer the following:
1. What line(s) hit you the most as your listen to the song? Why?

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

2. How important is loving yourself to you as a qualitative researcher?

__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________

14
 What’s New

Activity 3: Welcoming Changes Through Research!

Directions: Read the story comprehensively and analytically.

Yirrkala Action Research

During the late 1980s and 1990s, in the far north of Australia in the
community of Yirrkala, North East Arnheim Land, Northern Territory,
the Yolngu indigenous people wanted to change their schools. They
wanted to make their schools more appropriate for Yolngu children.
Mandaywuy Yunupingu, then deputy principal at the school, wrote
about the problem this way:

Yolngu children have difficulties in learning areas of

Balanda (White man’s) knowledge. This is not because
Yolngu cannot think, it is because the curriculum in the
schools is not relevant for Yolngu children, and often
these curriculum documents are developed by Balanda
who are ethnocentric in their values. The way that
Balanda people have institutionalized their way of living
is through maintaining the social reproduction process
where children are sent to school and they are taught to
do things in a particular way. Often the things that they
learn favour (the interests of) the rich and powerful.
Because when they leave school (and go to work) the
control of the workforce is in the hands of the middle
class and the upper class”.

“An appropriate curriculum for Yolngu is one that is

located in the Aboriginal world which can enable the
children to cross over into the Balanda world. (It
allows) for identification of bits of Balanda knowledge
that are consistent with the Yolngu way of learning”.
(Yunupingu, 1991, p. 202).

The Yolngu teachers, together with other teachers and with the help
of their community, began a journey of participatory action research.
Working together, they changed the white man’s world of schooling.
Of course, sometimes there were conflicts and disagreements, but
they worked through them in the Yolngu way – toward consensus.
They had help but no money to conduct their research.

15
Their research was not research about schools and schooling in
general; rather, their participatory action research was about how
schooling was done in their schools. As Yunupingu (1999) put it:

“So here is a fundamental difference compared with traditional

research about Yolngu education: We start with Yolngu knowledge and
work out what comes from Yolngu minds as of central importance, not
the other way ‘round.” (pp.102-103).

Throughout the process, the teachers were guided by their own

collaborative research into their problems and practices. They
gathered stories from the old people. They garnered information about
how the school worked and did not work for them. They made changes
and watched what happened. They thought carefully about the
consequences of the changes they made, and then they made still
further changes on the basis of the evidence they had gathered.

Through their shared journey of participatory action research, the

school and the community discovered how to limit the culturally
corrosive effects of the white man’s way of schooling, and they learned
to respect both Yolngu and the white man’s ways. At first, the teachers
called the new form of schooling “both ways education.” Later, drawing
on a sacred story from their own tradition, they called it “Gamma
Education.” Yunupingu observed:

“I am hoping the Gamma research will become critical educational

research, that it will empower Yolngu, that it will emphasize
emancipatory aspects, and that it will take a side – just as the
Balanda research has always taken a side but never revealed this,
always claiming to be neutral and objective. My aim in Gamma is to
help, to change, to shift the balance of power.” (1991, p. 583)

Source: Kemmis and McTaggart (2006, p. 583). Copyright 2006 by

Sage Publications, Inc. Reprinted by permission.

16
Activity 4: Learners’ Digest!

Directions: Supply the statement below by referring to what you have

read from the story above.

1. I learn that…
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. I realized that…
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. By conducting research, significance not only to academe but to

community is important because…
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

What is It

Benefits of Research

Benefits for Learners

➢ Internal Motivation. Learners can develop a sense of legacy and
fulfillment for the recognition and achievement for conducting
research.
➢ External Motivation. Learners report that they are always
inspired by teachers whom they perceive to be masters in their
field and who transfers learning with excitement and enthusiasm
for the subject.
➢ Active learning. Learners tend to learn most when they are
actively involved in improving their skill set and knowledge.
➢ Skills development. Through research-based learning learners
can develop the intellectual skills of critical analysis and also
valuable transferable skills such as individual, group work, time
and resource management and data organizing.

17
 Kinds of Beneficiaries
➢ Primary- beneficiaries, who are critical to either the success of the
project or in moving the project forward, for example project
partners (short term)
➢ Secondary – beneficiaries are not serious to the project but in
order to gain impact in the medium term it would be valuable if
they were aware of any progress.
➢ Tertiary – beneficiaries who are not included in the project but
have the potential for more long term effects, i.e., utilizing the
outputs from the secondary users (like practical products).

What’s More

Activity 8: Determining the Benefits of Research to Stakeholders.

Directions: Pick at least one (1) among the given research titles and their
abstracts below and explain the importance of conducting the
study to the different stakeholders.
Excerpt 1:
Pampaalert: Security Guard’s Use of Chemicals

This study examined the security guard’s use of chemical stimulants

such as coffee, cigarette, vitamins, drugs, and energy drinks as part of
their work in Puerto Princesa City, Palawan. The informants in this
study include twenty-one (21) security guards who were residents of
Puerto Princesa City. Fifteen of the informants were men above 25
years old while six were women who were 28 years old and older. The
majority of the informants entered in the security industry because of
their lack of college degrees; most of them were high school graduates
and are supporting their families and other dependents. Open-ended
questionnaires have been used to gather data and audio recorded files
were transcribed. The transcripts were thematically analyzed through
the use of Nvivo software program. The findings of this study suggest
that in a highly urbanized city like Puerto Princesa, chemical products
that support or generate alertness are treated as indispensable
commodities by many security guards. Though some people say that
working as a security guards is a job for the lazy people (trabahong
pang-tamad), this study shows that their work is very challenging. This
research revealed that most of the security guards had difficulty
staying focused during the graveyard shift. Ultimately, this study found
that chemical stimulants may seem necessary in the security guards’

18
 job. However, their effects are temporary and create a greater risk to
the health of the users.

Source: Diego, L. A. (2017). PAMPAALERT: Security Guards’ Use of

Chemicals. Presented at “UP Anthropology @ 100:
International Conference Marking the Centennial of
Philippine Anthropology” held at National Institute for Science
and Mathematics Education Development (NISMED),
University of the Philippines Diliman, Quezon City,
Philippines. Chapter of the Book entitled: Modernizing
Frontier-Chemical Transformations of Young People’s Minds
and Bodies in Puerto Princesa City. Editors: Prof. Anita P.
Hardon and Prof. Michael Tan (Former UP Chancellor).
Reprinted with Permission.

Excerpt 2:
“I WANT TO BE TALL SOMEDAY”: Height Aspirations Among Young
People in the Philippines

When the clock strikes midnight on New Year’s Eve in the Philippines,
many children jump as high as they can, believing (with their parents)
that it would make them grow taller. In my ethnography, I found many
other practices that are believed to boost children’s statures when they
grow up, from sleeping in the afternoon to taking popular growth
supplements that are overtly marketed with claims that it can make
children grow tall(erg).

What aspirations are embedded in the desire for tallness that informs
these practices? I draw from an “ethnography of height” in the city of
Puerto Princesa, Western Philippines to look at different domains in
society where height “matters”, including basketball games and beauty
pageants that privilege tall bodies; jobs that explicitly or implicitly demand
“height requirements”; public nutrition programs that use children’s
heights as an index of both individual and national well-being; and the
everyday lives of the youths with whom I hung out.

These materialities of height in the Philippines, I argue, make it valuable

“asset” for young people, and makes explicable young people’s aspirations
of tallness. But although height emerges as a form of what I call “body
capital”, there is also a “becoming” in the aspiration of tallness (Biel and
Locke, 2010), and therein, I argue, lies the efficacy of height-making
practices. Moreover, the desire for tallness can be read as an idiom for
young people’s desire for better lives.

Source: Lasco, G. (2017). “I WANT TO BE TALL SOMEDAY”: Height

Aspirations Among Young People in the Philippines. Presented at
“UP Anthropology @ 100: International Conference Marking the

19
 Centennial of Philippine Anthropology” held at National Institute
for Science and Mathematics Education Development (NISMED),
University of the Philippines Dalian, Quezon City, Philippines.
Reprinted with Permission.

Chosen Excerpt: ___________________________________

Significance to the readers:
____________________________________________________________________________
__________________________________________________________________________
Significance to the community:
____________________________________________________________________________
__________________________________________________________________________

What I Have Learned

1. Learners can develop a sense of legacy and __________________ through

internal motivation for the recognition and achievement for conducting
research.
2. Learners report that they are inspired by teachers whom they perceive
to be masters in their field and who transfers learning with excitement
and enthusiasm for the subject. This is called _________________.
3. Learners tend to learn most when they are actively involved in
improving their skill set and knowledge. This is called _______________.
4. Through research-based learning learners can develop the intellectual
skills of _____________ and also valuable transferable skills such as
individual, group work, time and resource management and data
organizing.
5. __________beneficiaries are critical to either the success of the project
or in moving the project forward, for example project partners (short
term)
6. Secondary ____________ are not serious to the project but in order to
gain impact in the medium term it would be valuable if they were aware
of any progress.
7. Tertiary beneficiaries who are not included in the project but have the
________________ for more long term effects, i.e., utilizing the outputs
from the secondary users (like practical products).

20
 What I Can Do

Activity 8: Determining the Significance of the Study

Directions: Go to the school library or utilize the google search engine in the
internet and find published thesis or qualitative research paper that
indicates significance of their study. As to how they are discussed,
critically analyze the significance of the study. Complete the table
below with the correct information about the research you read.

Title of Research

Author/s

Main Problem of the Study

Significance to the Learners/School

Significance to the Community

Significance to the Future

Researchers

Assessment

Test I:
Directions: Choose the letter of the best answer. Write the correct letter on a
separate sheet of paper
1. Learners can develop a sense of legacy and fulfilment for the recognition and
achievement for conducting research.
a. Internal Motivation c. Active learning
b. External Motivation d. Skills Development

2. Learners report that they are always inspired by teachers whom they perceive
to be masters in their field and who transfers learning with excitement and
enthusiasm for the subject.
a. Skills development c. Active learning
b. External motivation d. Internal Motivation

21
3. Learners tend to learn most when they are actively involved in improving
their skill set and knowledge.
a. Internal Motivation c. External motivation
b. Active learning d. Skills development

4. Through research-based learning learners can develop the intellectual skills

of critical analysis and also valuable transferable skills such as individual,
group work, time and resource management and data organizing.
a. Internal Motivation c. Active learning
b. External motivation d. Skills development

5. Beneficiaries who are critical to either the success of the project or in moving
the project forward, for example project partners (short term).
a. Secondary c. Primary
b. Tertiary d. Skills development

Test II: True or False.

Directions: Read the statements carefully. Write T if the statement is True and
F if the statement is False. Write the chosen letter on a separate
sheet of paper.

6. Learners cannot develop a sense of legacy and fulfillment through internal

motivation for the recognition and achievement for conducting research.
7. Learners report that they are always inspired by teachers whom they perceive
to be masters in their field and who transfer learning with excitement and
enthusiasm for the subject. This is what is called external motivation.
8. Through skills development, learners cannot tend to learn most when they
are actively involved in improving their skill set and knowledge.
9. Through research-based learning learners can develop the intellectual skills
of critical analysis and valuable transferable skills such as individual,
group work, time and resource management and data organizing. That is
why active learning is one of the benefits of research.
10. Secondary beneficiaries are not critical to either the success of the project
or in moving the project forward, for example project partners (short term).
11. Primary beneficiaries are not serious to the project but in order to gain
impact in the medium term it would be valuable if they were aware of any
progress
12. Tertiary beneficiaries who are included in the project but have the potential
for more long term effects, i.e., utilizing the outputs from the secondary
users (like practical products).

22
13. Benefits and beneficiaries of research are expressed in the significance of
the study section of a paper whether in proposal or full-blown research
studies.
14. Every research undertaking poses a question of “What is new?” This
question radically indicates an idea of what is relevant, that is, how a
research can be useful to the community in general.
15. The significance of the study lies in the fact that it can help address or solve
an existing social and political problem and that different sectors will gain
much from the study and explain what each sector will gain from the
research.

Additional Activities
Activity 10: Identifying the Importance of Baranggay Projects based on
research.

Directions: Conduct a short interview to one of the Baranggay officials in

your locality and pick at least one ongoing projects (based on
research) they currently implementing. On your separate sheet of
paper, state the meaning and importance of that project to the
following:

1. To you as a citizen
_________________________________________________________________
_________________________________________________________________
______________________________________________________________

2. To the community

_________________________________________________________________
_________________________________________________________________
______________________________________________________________

23
 24
What I Have Learned What's More Assessment
1. fulfillment Answer may vary 1. A
2. external 2. B
3. motivation 3. B
4. critical analysis 4. D
5. primary 5. A
6. beneficiaries 6. F
7. potential 7. T
8. F
9. T
10. F
11. T
12. T
13. T
14. T
15. T
Lesson 2
RELEVANT 15.
TERTIARY 14.
BENEFICIARIES 13. What's More Assessment
PRIMARY 12.
DEVELOPMENT Answer may vary 1. A
SKILLS 11. 2. D
LEARNERS 10. 3. A
MOTIVATION What I Have Learned 4. A
5. D
1. Boundaries
EXTERNAL 9.
6. C
2. operating
LEGACY 8.
7. B
3. range
SCOPE 7.
8. B
4. limitations
PARAMETERS 6.
9. B
Test II: 5. inquiry 10. B
6. prove 11. B
A 5. 7. doubt 12. A
B 4. 8. access 13. C
C 3. 9. delimitations 14. B
A 2. 10. researcher 15. A
B 1.
Test I:
What I Know
Answer Key
Lesson 1
References
Dela Cruz, A. R. (2004). “An Analytical Study of Republic Act 7160
otherwise known as the Local Government Code of 1991.”
Undergraduate thesis, University of the Philippines, Manila.

Diego, L. A. (2017). PAMPAALERT: Security Guards’ Use of Chemicals.

Chapter of the Book entitled: Modernizing Frontier-Chemical
Transformations of Young People’s Minds and Bodies in Puerto
Princesa City. Editors: Prof. Anita P. Hardon and Prof. Michael Tan
(Former UP Chancellor). Reprinted by Permission.

Guba, E.G. (1981) ‘Criteria for assessing the trustworthiness of naturalistic

inquiries’, Educational Communications and Technology Journal, 29,
pp. 75–92.

Lasco, G. (2017). “I WANT TO BE TALL SOMEDAY”: Height Aspirations Among

Young People in the Philippines. Presented at “UP Anthropology @ 100:
International Conference Marking the Centennial of Philippine
Anthropology” held at National Institute for Science and Mathematics
Education Development (NISMED), University of the Philippines
Diliman, Quezon City, Philippines. Reprinted by Permission.

Mandawuy (formerly Bakamana) Yunupingu, 1991. A plan for Ganma

research. In Rhonda Bunbury, Warren Hastings, John Henry, and
Robin McTaggart, editors, Aboriginal pedagogy: Aboriginal teachers
speak out (pp. 98-106). East Geelong, Australia: Deakin University
Press.

Yen, R. K. (2011). Qualitative Research from Start to Finish. The Guildford

Press Division of Guildford Publications, Inc. 72 Spring Street, New
York, NY 100012. www. guilford.com.

25
For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor Deped Palawan Building
Telephone no. (048) 433-6392

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone No. (048) 434-0099

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