Senior High School

Practical Research 1
Learning Activity Sheet
Quarter 2/Quarter 4 – MELC 8
CONCLUSIONS

REGION VI – WESTERN VISAYAS

Practical Research 1
Activity Sheet No. 8
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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 the exploitation of such work for a
profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written permission
from the DepEd Regional Office 6 – Western Visayas.

Development Team of Learning Activity Sheet in Practical Research 1

Writer: Charmlot G. Cabag

Illustrators: Anthony M. Cordilla
Editors: Vincent J. Castro
Lorgin G. Nuniala
Layout Artist: Annamor M. Eleccion,
Llaine Grace B. Coronel, Jose Karrlo G. Barro
Schools Division Quality Assurance Team:
Marivir R. Flores
Kent Charles G. Arnibal
Noeme F. Luces
Division of Sipalay City Management Team:
Renato T. Ballesteros
Regie B. Sama
Ronie T. Tababa
Annamor M. Eleccion
Noeme F. Luces
Key M. Espada
Regional Management Team:
Ramir B. Uytico
Pedro T. Escobarte Jr.
Elena P. Gonzaga
Donald T. Genine
Nestor Paul M. Pingil

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 Introductory Message

Welcome to Practical Research 1!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Sipalay City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible adults)
in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Practical Research 1 Activity Sheet will help you facilitate the
teaching-learning activities specified in each Most Essential Learning Competency
(MELC) with minimal or no face-to-face encounter between you and the learner.
This will be made available to the learners with references/links to ease the
independent learning.

For the learner:

The Practical Research 1 Activity Sheet is developed to help you continue

learning even if you are not in school. This learning material provides you with
meaningful and engaging activities for independent learning. Being an active learner,
carefully read and understand the instructions then perform the activities and answer
the assessments. This will be returned to your facilitator on the agreed schedule.

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 Quarter 2/4, Week 7.1

Learning Activity Sheet (LAS) No. 8

Name of Learner: ____________________________Grade and Section: _______________
Date: ______________________

PRACTICAL RESEARCH 1 ACTIVITY SHEET

Conclusions

I. Learning Competency with Code

Draws conclusions from patterns and themes (CS_RS11-IVg-j-1).

II. Background Information for Learners

The conclusion is a type of inferential or interpretative thinking that derives its

validity, truthfulness, or reasonableness from your sensory experience.

POINTERS IN WRITING CONCLUSIONS

1. Explain your point in simple and clear sentences.
2. Use expressions that center on the topic rather than yourself, the researcher.
3. Include only necessary items; exclude any piece of information or picture not
closely related to your report.
4. Have your conclusion contain only validly supported findings instead of falsified
results.
5. Practice utmost honesty and objectivity.

HOW TO WRITE THE CONCLUSIONS

Please observe the following in writing your conclusions (Garcia, Palencia and
Palencia 2019, 285):
1. Conclusions should not contain any numeral because numerals generally limit
the forceful effect or impact and scope of a generalization. No conclusions
should be made that are not based on findings.
2. Conclusions should appropriately answer the specific questions raised at the
beginning of the investigation in the order they are given under the statement
of the problem. The study becomes almost meaningless if the questions raised
are not properly answered by the conclusions.
3. Conclusions should point out what were factually learned from the inquiry.
However, no conclusions should be drawn from the implied or indirect effects
of the findings.
4. Conclusions should be formulated concisely, that is, brief and short, yet they
convey all the necessary information resulting from the study as required by the
specific questions.
5. Conclusions should be stated categorically. They should be worded as if they
are 100 percent true and correct. They should not give any hint that the
researcher has some doubts about their validity and reliability. The use of
qualifiers such as probably, perhaps, maybe, and the like should be avoided as
much as possible.

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 6. Conclusions should refer only to the population, area, or subject of the study.
7. Conclusions should not be repetitions of any statements anywhere in the
research work. They may be recapitulations if necessary, but they should be
worded differently, and they should convey the same information as the
statements recapitulated.

EXAMPLE OF CONCLUSION BASED ON SUMMARY OF FINDINGS

Competencies and Performance Appraisal: Bases for The Development of

Kapampangan Principal’s Leadership Framework
(Canlas, 2013)

Summary of Findings

In summary, the participants believed that the principals of the three divisions
exhibited six prevailing leadership styles as viewed by their teacher and themselves:
(1) being strategic leaders in facilitating the school improvement process; (being
instructional leaders in managing the processes of teaching and learning and
managing human resource and professional development; (3) being external leaders
in designing structures and process that result in community engagement, support and
ownership; (4) being managerial leaders responsible for various administrative tasks
of running the school and seeing that the facilities and resources meet educational
needs; (5) being ethical or moral leaders in demonstrating conduct to the highest
standard through personal actions and interpersonal relationships; and (6) being
cultural leaders possessing positive Kapampangan traits and observing and valuing
Kapampangan practices that helped them become effective leaders of their schools.

Conclusion

The framework suggests a requirement for school leaders to develop a portfolio

of leadership styles. Principals need to be able to carry out holistic leadership, head,
heart, hands, and feet aspects of styles of leadership and adapt their approaches to
the specific context. This framework reminds principals of the need to maintain
balance in dealing with their multifaceted life.

III. Accompanying DepEd Textbook and Educational Sites

(With Possible Materials for experiments/activities)

Blackmon, Stephanie J., and Claire Major. n.d. ``Student Experience in Online Courses: A
Qualitative Research Synthesis.” Information Age Publishing. Accessed February 11,
2021. https://www.cu.edu/doc/student-experiences-online-classesqual-study.pdf.

Cristobal, Amadeo Jr. P., and Maura Consolacion D. Cristobal. 2017. Practical Research 1
for Senior High School. Quezon, Metro Manila: C & E Publishing, Inc.

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Garcia, Miriam D., Jonas M. Palencia, and Marjueve M. Palencia. 2019. Practical Research
1: Basics of Qualitative Research. 2nd ed. Mandaluyong City, Metro Manila: Azes
Publishing Corporation.

Jufrianto, M., and Ch. B. Ramazani. 2013. “Research Paper Introduction and Conclusion
Performance and Inventory.” Accessed February 11, 2021.
http://academics.smcvt.edu/cbauer-ramazani/AEP/EN104/Rubrics/rubric-
res_paper_intro_concl.html.

Yang, Yi, and Linda F. Cornelius. 2004. “Students’ Perceptions towards the Quality of Online
Education: A Qualitative Approach.” 2004 Annual Proceedings 1.
https://files.eric.ed.gov/fulltext/ED485012.pdf.

IV. Activity Proper

Activity 1 – Drawing Conclusion

Direction: Make a conclusion based on the given findings cited from the
different qualitative researches.

Rubric for Scoring:

Adopted from Jufrianto, M., and Ch. B. Ramazani 2013
• The conclusion captures the focus of the research paper 5 pts
• The conclusion provides a recommendation 5 pts
• The conclusion includes an ending comment that
inspires the reader to continue thinking about your topic. 5 pts
15 pts

The Level of Performance of Instructors: Basis for the Formulation of an

Academic Intervention Program
By Cristobal, 2013

Summary of Findings #1:

Looking at the qualitative descriptions of the students to the instructors in terms

of strengths, the instructors are strong in the mastery of the subject matter; explain the
lessons; give enough examples; are good teachers, and have humor. This denotes
that the students are satisfied with the knowledge and inputs of their instructors as
they give enough examples. The theories and principles being discussed are
thoroughly understood by them. These strengths should be sustained if not
continuously enhanced.
For the areas of improvement, the students said that their instructors should
further improve the following: speaking in low volume; tardiness in class; lacking
instructional materials; speaking at a fast pace; lacking interactions; repetitive
instructional methods; poor time management; boring classes; poor classroom
management; and unclear grading system. Labeling these comments, it could be
inferred that instructors need more improvement in their instruction and classroom
management. This affirms the indicators and variables that need further improvement
to establish quality instruction. This is very important because though instructors have

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high knowledge on their subject matter, how to impart them also needs care and
considerations.

Conclusion #1:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Students’ Perceptions towards the Quality of Online Education:

A Qualitative Approach
by Yi Yang and Linda F. Cornelius
Mississippi State University

Summary of Findings #2:

The purpose of this study was to examine students’ perceptions towards online
education based upon the online learning experiences they had. Students' perceptions
toward online education based on their own experiences have been examined. The
factors which shaped those students’ online education experiences have also been
investigated. The findings of this research will be grouped in two clusters: students’
positive experiences and negative experiences. The students’ positive experiences
were: flexibility, cost-effectiveness, electronic research availability, and ease of
connection to the Internet. The students’ negative experiences were identified as:
delayed feedback from instructors, unavailable technical support from the instructor,
lack of self-regulation and self-motivation, and a sense of isolation. Factors that
contributed to students’ positive experiences were: flexibility of class participation time
and self-paced study, the cost-effectiveness of online class, electronic research
availability, well-designed course layout, ease of connection of the Internet, easy
navigation of the online class interface, and familiarity with the instructor. Factors that
contributed to students’ negative experiences were: delayed feedback from the
instructor; unavailable technical support from the instructor, lack of self-regulation and
self-motivation, sense of isolation, monotonous instructional methods, and poorly-
designed course content.

Conclusion #2:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 STUDENT EXPERIENCES IN ONLINE COURSES
A Qualitative Research Synthesis
Stephanie J. Blackmon and Claire Major T
The University of Alabama

Summary of Findings #3:

Several themes emerged during our research synthesis. The five major
recurring themes about student experiences from each study include the ability to
balance school and life, time management skills, acceptance of personal
responsibility, instructor (in)accessibility, and connection with peers. These themes
could be directly traced to those that were attributable to the students.

Conclusion #3:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

V. Reflection

Direction: Complete the sentence by writing the lesson learned from this
topic.

1. I learned that

2. I will continue to study this topic because

VI. Answer Key

Answer/s may vary