Professional Documents
Culture Documents
Name of
Maricel M. Malicdem
Learner:
Grade
Strand: BEED Level & 2A
Section:
RESEARCH PROJECT
Second Semester - Module 1
GETTING STARTED ON A RESEARCH
Learning
Outcomes
At the end of this lesson, the student will be able to:
1. Explain why ethics in research is important;
2. Describe basic ethical principles of research ethics in making decisions;
3. Describe ethical dilemmas and safeguards in research; and
4. Apply basic ethical principles and guidelines in research in making decisions.
Learn
More!
In order for you to have further understanding about our lesson, read the
attached hand-outs or notes containing an in-depth discussion of the topic. After
reading, you may go back on this module and accomplish the activities that would help
you process and apply the new bits of information you’ve grasped.
Assessmen
t
Activity 1 - Points for Reflection
Directions: Answer the following questions. Write your answers on the back portion of
this page.
1. Why is it important that the respondents’ rights, whether human or animals,
should be respected?
It is important to respect the rights of animal or human as a respondents
in our research because they have both feelings, thinking, and we need to
protect them from any possible harm that can cause by our research.
2. How does research ethics helps on yielding relevant and accurate information?
Research ethics helps the researcher to gather information in a good way
without harming/hurting their respondents. It also makes the
respondents to participate on the researcher.
3. What are the differences between deontological, and consequentialist
approaches to ethical problems?
The differences between deontology and consequentialist is that
deontology deals on the righteousness and wrongness of act itself, while
consequentialist deals on the consequences of actions.
4. Why is it more appropriate to protect the welfare of animals rather than their
rights?
It is more appropriate to protect the welfare of animals rather than their
rights because by protecting their welfare they can feel that they are safe
on us and considering their welfare can achieve our purpose on them.
5. What are the differences between the right to confidentiality and right to
anonymity? Use a hypothetical situation to justify your answer.
The right or confidentiality are like when the respondents says everything
about his/her self on the researcher they will assured that the researcher
will never show or tell it to the public, while right to anonymity , it is a
situation that the respondents hide his/her identity even though to the
researcher. For example, when in the court one of the witness used other
name and hide his/her face to the people to make it sure that they would
not recognize him/ her and in that way he/she will prevent any harm that
can cause by the suspect.
Learning
Outcomes
At the end of this lesson, the student will be able to:
1. Identify the parts of Chapter 1 in a research study
2. Write a Chapter for a research study.
Learn
More!
In order for you to have further understanding about our lesson, read the
attached hand-outs or notes containing an in-depth discussion of the topic. After
reading, you may go back on this module and accomplish the activities that would help
you process and apply the new bits of information you’ve grasped.
Assessmen
t
Activity 3 – Concept Mastery
A. Multiple Choice. Encircle the letter which represents the correct answer.
C 1. This term refers to an intelligent guess that is formulated and temporarily adapted
to explain the observed facts covered by the study.
a. Objective c. Hypothesis
b. Problem d. Hypotenuse
C 2. Key terms used in the study are clearly defined in what section of the research
paper.
A. Appendix c. Definition of terms
B. Assumption d. Hypothesis
D 3.It is the section of the research paper in which the extent and the coverage of the
study is explained.
A. Bibliography c. Acknowledgment
B. Table of Contents d. Scope and Limitations
C 4.It is regarded as the heart of a research study.
A. Definition of Terms c. Statement of the Problem
B. Background of the Study d. Scope and Limitations
Guidelines:
It should be encoded.
Use font style, Times New Roman; font size 12.
Page size: 8.5” x 11”
Double spacing
Pagination: upper right
Margin: 1.5” for left side; 1.0” for other sides
REFERENCES:
Calderon, J.F., & Gonzales, E.C. (1993). Methods of Research. Mandaluyong City:
National Book Store.
Clemente, R. F., et al. (2016). Research in Daily Life 1. Quezon City: Sibs Publishing
House, Inc.
Prepared by:
Kimberly Ann V. Ganancial,
LPT
REIVEN SERVANDA -
TOLENTINO, LPT
Subject Teacher
CHAPTER 1
INTRODUCTION
Physical Activity have big impact to the academic success of students. There is
substantial evidence that physical activity can help improve academic achievement,
including grades and standardized test scores. Increasing or maintaining time dedicated to
physical education may help, and does not appear to adversely impact, academic
ways, many of which promote their academic success in subjects such as math, science,
social studies, and language arts. Schools and districts that emphasize activity during the
school day are meeting the needs of their students not just physically, but also socially,
A current trend amongst young children is a sedentary lifestyle that leads to a lack of
motivation, focus, and behavioral issues in school. Physical activity is often lacking in the
school day, and studies have shown that increasing the amount of activity can improve
many aspects of a person’s well-being. The curriculum and schedules in schools are often
full of academics, and there is little time for activity, but it is important that teachers
understand the variety of ways it can be integrated for academic success. Desai, Kurpad,
Chomitz, and Thomas (2015) state that aerobic exercise and activity positively support
mental health, influence health behaviors, and is associated with academic achievement.
A child’s cognitive performance in school has the potential to be enhanced through the
integration of physical activity and exercise into the school day, with or without adding in
programs. There are several ways that educators can get the students moving with
mathematics problems, taking brain breaks, providing after school exercise programs,
and much more. The researcher is interested in the many positive effects that physical
activity and exercise have on students and their academic success. As a physical
educator, the researcher can see first-hand accounts of students who are exercising
regularly and displaying success in different aspects of their school day, including focus
and attention, scores on assessments and benchmarks, and positive behaviors. Teachers
are capable of providing students with many life lessons as well as academic lessons, and
being physically fit is one lesson where students will be able to see success. There have
been numerous studies to determine the effects of exercise on children and their academic
success, and with more positive results, students can become more academically fit as
The purpose of this study was to examine the effects of physical activity in
Hypothesis
Physical activity and exercise for twenty minutes in the morning for fifth grade students
The result of the study will benefit the students because it shows if how physical activity
This study focuses on elementary school students only. This involves an investigation to
every elementary school students. The selection of respondents are only limited since
This research is designed to have a thorough knowledge about effects of physical activity
Definitions of Terms.
Physical activity
- refers to all movement including during leisure time, for transport to get to and
intensity physical activity improve health.
Academic achievement
In the big picture, academic achievement means completing high school or earning a
college degree. In a given semester, high academic achievement may mean a student is