Practical Research 2: Grade 12 Learning Module First Quarter

Holy Rosary College of Sta. Rosa Laguna, Inc.
Tagapo, City of Santa Rosa, Laguna
HIGH SCHOOL DEPARTMENT

School Year 2021-2022
PRACTICAL RESEARCH 2
Grade 12
LEARNING MODULE
First Quarter
Mr. Red Louis V. Elacio

red.elacio@hrcsrl.edu.ph
HRC Practical Research, Grade 12, First Quarter

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OVERVIEW
The 21st century has brought about many changes in the ways people live and adapt to their environment. In
this age of information technology, the possession of the necessary skill on the acquisition of knowledge has already
become an imperative. People from all walks of life should be informed and adept to the fast-changing times. People
have grown more inquisitive and sophisticated in the way they deal with life. The present environment changes at a
very fast pace; thus, people need to reinvent themselves to easily cope with the changing times so as not to be left
behind.
Lesson 1 will focus on the nature of inquiry and research. the overall objective of this chapter is to help the
researcher decide on a suitable quantitative research in the different areas of interest. Module 1 showcases the nature,
importance, outcomes, and the application of inquiry in daily life. Module 2 is all about research: the types, aims,
and sources of research topics. the succeeding modules deal with the characteristics, strengths, weaknesses, end kinds
of quantitative research, and it's important across disciplines. the hands and users of variables will cap the first
chapter.
Lesson 2 will discuss the fundamentals of literature review. Specifically, this lesson will focus on selecting
and citing relevant literature, as well as tabulating and synthesizing the reviewed literature. Furthermore, ethical
standards in review writing will be tacked in the last module.
Lesson 3 focuses on the formulation and statement of a research problem. It aims to develop the research
problem write-up.
Lastly, lesson 4 discusses the ways to present the review of related literature from the extensive tabular
reconnaissance developed in lesson 2 showing similarities and differences in the findings from literature to build the
study arguments.
Pre-assessment
I. Directions: Write TRUE if the statement is correct, and FALSE if not. Write your answer on the space
provided.
__________1. The process of research is a continuous cycle: it starts with a person’s birth until his or
her death.
__________2. Research aims to produce and utilize new knowledge or information, validate existing
knowledge, and improve the researcher.
__________3. There are four kinds of research.
__________4. Qualitative research yields measurable values that can be analyzed using statistics,
figures, and mathematical models.
__________5. Quantitative research cuts across different fields and disciplines.
__________6. There are three major types of variables.
__________7. Research is an account of what has been published on a topic by a qualified scholars and
researchers.
__________8. The purpose of literature review is to provide an overview of what is known about the
topic and to assess the strength of the evidence on that topic.
__________9. Formulating hypothesis is done to refer to another person’s work used in a research
paper.
__________10. Topics for research may be sourced through personal experiences, observations, or
interest.
II. Directions: Encircle the letter of the correct answer.
1. It is defined as the search for truth, information, or knowledge through questioning.

a. Research b. inquiry c. interview d. hypothesis
2. Which is NOT an aim of research?

a. Produce new knowledge or information
b. Validate existing knowledge
c. Invalidate and replace existing facts
d. Improve the investigator/researcher

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3. It is done to come up with knowledge or to have a fuller grasp of the subject.
a. Basic research b. applied research c. validating variables d. creating hypothesis
4. It studies a phenomenon in its natural setting and captures data from the source. It aims to present an
in-depth understanding of human behavior.
a. Quantitative research b. basic research c. qualitative research d. applied research
5. It validates relationship to generalize.

a. Quantitative research b. basic research c. qualitative research d. applied research
6. It is the probable cause of an event.

a. Variable b. attributes c. dependent variable d. independent variable
7. These are possible observations or the data to be processed.

a. Variable b. attributes c. dependent variable d. independent variable
8. It is an account of what has been published on a topic by qualified scholars and researchers.
a. Hypothesis b. variables c. literature review d. research design
9. It specifies what the researcher intends to do and not to do in the study.

a. Significance of the study
b. Scope and limitation
c. Review of related literature
d. Research questions
10. It expresses the researcher’s interest in a problem.

a. Significance of the study
b. Scope and limitation
c. Review of related literature
d. Research questions
III. Directions: Answer the following questions briefly.
1. How would you define research?

2. How is research relevant in our daily lives and its progression?
3. What characteristics/attitude should a researcher have? How would these be helpful in creating
research works?
4. What is plagiarism? How do we avoid plagiarism?
5. What are the different kinds of research and how is it different from one another?
Lesson 1-The Nature of Inquiry

In this module, you will encounter the following:
Day 1 – Online Class

• The Nature of Inquiry
Day 2 – Asynchronous Activity
• Activity # 1: Constructing Inquiries
• Research: An Overview
• Activity # 2: Identifying Possible Research Gaps
• Approaches to Research
• Activity # 3: Identifying Research Approaches

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• The Use of Variables in Research
• Activity # 4: Identifying Variables
• Performance Task
Module 1: The Nature of Inquiry
Lesson Objectives:
In this lesson, you will learn to:
• Familiarize, define, and discuss the key concepts of inquiry, its meaning and importance;
• Apply the concepts of inquiry in daily life; and
• Describe the outcomes of inquiry.
What is inquiry?
It is defined as the “quest for truth, information, or knowledge through questioning.” (“How People Learn,”
1999). The process of inquiry follows the developmental stage of a person, which proceeds from “womb to tomb.”
Inquiry begins when a person is born. The progression of inquiry continues as the child grows, develops, and
perceives his or her own environment.
Importance of Inquiry
Today’s generation of people are very much overwhelmed by the so-called “information revolution.” Data
flood the Internet. This makes information easily accessible and readily available for researchers. However, these
data of information could changer very single minute. Thus, memorization of facts is no longer encouraged. More
than simply memorizing, an understanding on how data or information may be explored and used productively is
one of the greatest challenges today.
Inquiry is not so much seeking the right answer – because often there is none – but rather seeking
appropriate resolutions to questions and issues.
Inquiry is important in the generation and transmission of knowledge. This is essential because the source
of knowledge is constantly increasing. Inquiry also helps develop higher order information literacy and critical
thinking skills. For modern education, the skills and the ability to carry on learning to the next higher level should
be the most important outcomes.
The Application of Inquiry
Inquiry learning can be applied to all disciples and all facets of life. Learning is continuous; therefore, a
person never stops learning.
Individuals have different perspectives in viewing the world. Such views could include the artistic,
scientific, historic, economic, and other viewpoints. While disciplines should interconnect with one another,
inquiry learning includes the application of certain specific “ground rules” that safeguard the integrity of the
various disciplines and their world views.
Outcomes of Inquiry
A practical knowledge about the world should be an important outcome of inquiry. Inquiry answers how
the world is organized, how it changes, and how people interrelate and communicate about the world they live in.
There are important concepts, issues, and questions that people will face throughout their lives. Inquiry
provides individuals with different ways of viewing the world, communicating about it, and successfully coping
with the questions and issues of everyday life. It is for these reasons that the school should provide a relevant and
collective framework for effective learning.
Activity # 1: Constructing Inquiries

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Accomplish the following exercises via MS Word. Attach your work in MS Teams Assignment afterwards.
A. Write five questions that may be asked by the following people to their respective clients.
1. Call center agent to a client
2. Lawyer to a witness
3. Teacher to a parent/student
4. Counselor to a counselee
5. Doctor to a patient
B. Reflect on the following situations. Generate three relevant questions that may be asked about the following
given conditions:
1. Rise of obesity cases among grade schoolers
2. Raising people’s awareness to the top ten deadly diseases today
3. Improvement of transport services in the Philippines
4. Proliferation of fake news on social media platforms
5. Strengthening time management skills among teenagers
Module 2: Research: An Overview
Lesson Objectives:
• Define and explain the meaning of research;
• Enumerate and explain the types of research; and
What is Research?
Research is the acquisition of new knowledge through a purposive, organized, and designed program of
activities. It seeks to find the answers to the problems and generate new information for a better understanding of the
concepts under study.
Research may either be basic of applied depending on the aims of the research. Basic research is conducted
solely to come up with a new knowledge or to have a fuller understanding of a particular subject for its own sake.
Conversely, applied research is done to find and application of the knowledge, whether it be old or new.
Aims of Research
Research aims to unfold the answers to questions and:

• Produce new knowledge or information
• Utilize new knowledge
• Validate existing knowledge
• Improve the investigator/researcher
Activity # 2: Identifying Possible Research Gaps
Instructions: In the following research areas given, identify the possible research gaps or the areas to explore that
exist in the topics given.
Example:
Research Area: Information Technology

Possible Areas to Explore:

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a. The use of databases in government agencies to expedite data collection and reporting.
b. Information as an aid to municipal protection in the disaster-hit areas in the Philippines
c. The role of information technology in social media
d. Information Technology as a tool in instruction and communication
1. Alternative medicine
2. Philippine politics
3. Freedom of the press
4. Philippine show business/entertainment
Module 3: Approaches to Research
Lesson Objectives:
• Recall the kinds of research designs and characteristics of qualitative research;
• Describe the characteristics, strengths, and weaknesses of quantitative research; and
• Explain the importance of quantitative research across fields.
Research Design
How Quantitative Research Works?
Quantitative research, also known as empirical research, is a type of inquiry where relations are established
through the collection of numerical data which are analyzed to derive a generalization. It is a systematic scientific
analysis of data and their relationships. It specifically refers to tests or experiments that yield quantifiable values that
can be analyzed using statistics, figures, and mathematical models to provide information that may be used to aid in
decision making.
It aims to establish or validate relationships and to develop generalizations from the relationships. It is usually
more objective as the accumulated data is submitted to statistical analysis. Quantitative design often depicts a study
answering the “what” and “how many/much” questions. This type of research involves measuring or counting
attributes.

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There are three main assumptions in quantitative research: observing and explaining an occurrence,
collecting information, and analyzing the information. The combination of these three will result in well-defined and
well-researched findings.
Strengths and Weaknesses of Quantitative Research
Strengths Weaknesses
• Data collections is relatively faster and easier to do. • The statistical aspects of a quantitative study may
• It is especially useful given a large sample or be too technical for average readers to
population, because it could speedily generate comprehend.
accurate, precise, and credible results. • Its emphasis on statistical significance which may
• Data analysis is done through the use of statistical sometimes disregard other aspects involved or can
software affect the study.
• The results are more objective and are free from • The results might be too abstracts and extensive for
personal bias of the researcher direct application to particular local conditions and
• Samples are randomly selected and are noy in any personages.
way known or related to the researcher. • Results of the study may also be too limited as they
only provide numeric interpretations rather than
detailed narrative accounts of an individual’s
insights.
Quantitative Research across Disciplines
Different types of quantitative research are used in various disciplines:

• Science and technology • Disaster management/relief operations
• Business • Medical field
• Finance • Household census
• Entrepreneurship • Information technology
• Economics • Education
• Marketing
Activity # 3: Identifying Research Approaches
Instructions: For each of the following problems:

a. Determine the most appropriate research approach to be used; and
b. Explain the reason for your choice
1. A study on the effect of gender in the attitude of youth toward social media
2. A study on thoughts of grade 12 students on difficulties in solving mathematical problems
3. A study on how a baby learns to use eating utensils
4. A study on how paramedics work when called to assist in a vehicular accident
5. A study on the effect of remediation activities to the performance of students in mathematics
6. A study on the preference of senior high school students in the choice of reading materials
7. A study on the experiences of winners of a singing contest
8. A study on the effect of parental involvement on students’ academic performance
9. A study on the probable number of enrollees in a school the next school year based on their enrolment
statistics in a school for a five-year period
10. A study on the extent to which television commercials affect the consumers’ consumption of the products
of a particular food chain

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Module 4: The Use of Variables in Research
Lesson Objectives:
• Recall the concept of a variable;
• Explore the different types and uses of variables in research; and
• Distinguish between a dependent and an independent variable.
Defining Variable
A variable is an object, event, idea, feeling, time period, or any other type of category which can be measured
(Kalof, Dan, and Dietz, 2008). Many variables exist in research; however, it is extremely difficult to account for all
of the, because what can be considered as a variable in one study may not necessarily be a variable in another.
Variable is the characteristic of a data set. A variable is something that can change, such as gender, which
can be either male of female; age which can be 10, 15, 25, 37 or 40 years old. These sample variables are typically
the focus of a study. Related to variables are characteristics which are subvalues of a variable, such as “male” and
“female” based on the variable gender. To put it simply, male and female are the attributes of the variable gender.
The attributes of the variable are the possible observations or the data to be processed. A variable usually contains at
least two values.
Characteristics of a Variable
• They have a prescriptive period/duration when they start and stop.

• They may have a pattern such as daily, weekly, and monthly.
• They are detailed though the summary is thorough and profound.
• There may be dormancy which is the time gap between measuring dependent and independent variables
because some things do not take effect right away.
Types of Variables
Independent Variable Dependent Variable

• The input variable • The outcome variable; the outcome of the study
• The probable cause of an event • It is affected by the independent variable.
• It is independent of everything that transpires • It changes as a result of the modifications made
during the experiment because it is selected, it on the independent variable.
does not easily change. • It is something that depends on other factors.
• It is a variable that is controlled by the researcher
since he or she may manipulate to determine if
it will affect change on the dependent variable.
The relationship between independent variable and dependent variable is that independent variables cause a
change in the dependent variable. It is not possible for a dependent variable to cause a change in an independent
variable.
Dependent and independent variables are important because they drive the research process. They guide the
researchers to pursue their studies with maximum curiosity.
Activity # 4: Identifying Variables
Instructions: For each of the following situations:

a. Identify the independent variable/s; and
b. Name the dependent variable/s.
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1. A study on the effect of gender on the academic performance of students
2. A study on the relation of length of study period and the grades of the students
3. A study on senior high school students’ choice of movie types
4. A study on customers’ satisfaction based on the quality of food offered in fast foods
5. A study on whether the choice of type of foot wear differs between genders
Performance Task
Identify five specific research topics you would want to study about. For each topic you have identified, determine
its dependent and independent variable. Then, identify the research approach fit to use in each topic you have
given. Outputs will be done in PowerPoint format and be ready to present it in class. (Attach in MS Teams
Assignment)
Lesson 2-Exploring and Synthesizing Related Literature


• Fundamentals of Literature Review
• Activity # 1: Identifying Source of RRL
• Citation
• Activity # 2: Citation Application
• Citation
• Quiz # 2
• Ethical Standards in Writing Literature Review
• Activity # 3: Consent Letter
Module 1: Fundamentals of Literature Review

Lesson Objectives:
• Explain the meaning of literature review;
• Discuss the characteristics, purpose, function, and sources of literature review; and
• Identify the steps in doing a literature review.
What Literature Review Means
• It is an account of what has been published by other researchers.

• “It is a systematic, explicit, and reproducible method for identifying, evaluating, and
synthesizing the existing body of completed and recorded work produced by researchers,
scholars, and practitioners.” (Fink, 2015)
• It guides the researchers through a directed exploration of a body of knowledge in a profound
manner.
• In doing a literature review, we usually analyze the findings of studies on the same subject
done earlier, and incorporate these findings in the present study where conclusions from
samples chosen are made.

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Purpose, Characteristics, Functions, and Sources of Literature Review
Purpose Characteristics Functions Sources

• Providing an • It must be recent • It helps identify • It may be source
overview of what as possible. gaps that surface through articles
is known about the in the process of published in
topic to assess the • It must be relevant review. scholarly journals,
strength of the to the current law and
evidence on that study. • It provides constitution books,
topic. justification of the and other general
proposed project reference
• The number of
• Distinguishes and enables materials.
related literature is
other related or researchers to
dependent on the
similar studies that define the • It may include
availability of
have been made in boundaries of their grey literature
materials that you
the past and study, defining such as working
have access to.
identify areas that what makes the papers, conference
need further study different proceedings, and
research. from those done reports from
by other seminars,
researchers. manuscripts,
monographs and
memoirs, official
• It gives the
reports from the
researchers more
government, as
credibility to
well as records of
interpret the
schools.
significance of
their own results.
• It prevents
duplication of
previous studies.
Steps in Conducting a Literature Review
1. Choose your topic

2. Identify databases and resources
3. Search and refine
4. Read and analyze
5. Write the review
Activity # 1: Identifying Source of RRL
Instructions: Choose one topic from the topics you have identified in your performance task. Identify where to
source the related literature and what to look for in reviewing the literature related to your topic.
Module 2: Synthesizing and Citing Related Literature

Lesson Objectives:
• Synthesize information from relevant literature; and
• Cite related literature using standard style.

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Synthesizing Related Literature
In synthesizing the literature gathered by the researcher, we are comparing the findings of those literatures,
the variables and the method used, and their objectives. In the synthesis, one can combine authors with the same
findings or statements, or same method used by the authors, variables, and objectives. With this, researchers can
now identify if there are sufficient studies that will support the present study, or if there are no sufficient studies
available. This is the chance of the researcher to conduct the study to add up to the literature already available.
Take note that even if there is sufficient literature available, authors still conduct the same study. This is because of
their contradicting results and those results are not yet conclusive and still needs further investigation.
Citation
Citation is done when the researcher refers to another author’s work in his or her paper. He or she must cite
his or her source by providing the last name of the author and the year of publication, e.g.: (Santos, 2015)
Whenever a researcher is using the idea of another researcher, an in-text citation is needed. Thus, citation is
necessary under the following conditions:
• When the researcher paraphrases statements of another researcher;
• When the researcher summarizes the ideas of another researcher;
• When the researcher is quoting what was written by another researcher; and
• When the researcher makes reference to ideas or theories of another researcher.
Commonly Used Forms of Citations

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Activity # 2: Citation Application
Instructions: Proceed in writing a literature review based on the information you have submitted on activity 1.
Make sure you apply paraphrasing, summarizing, or direct quoting in the literature review you are doing. Lastly,
apply in-text citations in your work.
Module 3: Ethical Standards in Writing Literature Review

Lesson Objectives:
• Explain the meaning of ethics in research; and
• Follow ethical standards in writing related literature.
Meaning of Ethics
• Ethics is often defined as norms of conduct that delineate the boundary between acceptable and unacceptable
behavior.
• Ethics may also be defined as an approach, process, or perspective for choosing how to act on certain issues
or situations and for probing complicated problems and issues.
Ethical Standards in Doing Research
• Research ethics is a specialized discipline which studies ethical norms.

• Transparency is important in conducting the study in an ethical manner.
• A researcher should device a consent form for the purpose of informing participants of the advantages, intent,
threats, and other aspects of the study.
• Assuming authorship of another person’s work is unethical.
• To avoid plagiarism, the work of other authors used in the study must be properly cited.
Activity # 3: Consent Letter
Instructions: Prepare a letter of consent for the respondents of your chosen study outlining the following:
a. Purpose of the study
b. Identity and affiliations of the researcher/s; and
c. Assurance of confidentiality of data or information of respondents.
Performance Task
Write a short synthesis of your findings based on the review of related literature based on the research topic that
you have chosen.
Lesson 3 – Identifying the Inquiry and Stating the Problem


• Research Topic Area Identification
• Activity # 1: Identifying Research Topics
• Formulating Research Questions and Objectives of the Study
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• Activity # 2: Dissecting Research Titles
• Writing the Scope, Limitation, and Significance of the Study
Module 1: Research Topic Area Identification

Lesson Objectives:
• Identify a good topic area for research;
• Identify the research focus or problem from the identified topic area;
• Write a tentative title for the research; and
• Describe the background of the research problem.
Identifying the Topic Area for Research
• Researcher’s observations, interests, and experiences

• Deduction from theories
• Related literature
• Clarification of contradictory findings
Identifying Research Focus
There is a need to clarify or narrow down the identified topic area. A topic area such as “Students can’t read”
is not clear because many aspects of reading, including discrete reading skills and strategies, may contribute to
reading difficulties. Alternatively, “Students cannot find the main ideas in reading passages” is much clearer and
potentially much easier to measure and address since one can define the main idea and determine student performance
related to this behavior in such a number of ways.
Without adequately defining the problem or the focus of the study, researchers may find themselves going
off on a “goose chase” to tackle a vague phenomenon, trying to deal with symptoms rather than root causes, and
wasting time becoming frustrated, or even making the actual problem worse.
Your chosen research focus must have your interest sustained and your imagination stimulated yet it must be
relevant enough for it to merit the investigation. Consider knowledge and experience in the identified topic area.
Required data can be made available to the researcher and the entire research agenda is manageable in size. Expected
results must have potential to contribute to existing literature in terms of theories, practices, and policies.
Clarifying the problem focus may be done by identifying the specific areas affected by the identified topic.
Given the following news item, identify the topic or trend and the specific research focus or problems that arise from
the topic/trend that need to be resolved.
Research Problem Defined
A research problem is an area affected by the identified topic or trend in the field that would like to address,
investigate, or study, whether historically, descriptively, or experimentally (De Guzman, 2015). It is the focus or
reason for engaging in your research. It is typically a topic, phenomenon, or a challenge that you are interested in
and with which you are at least somewhat familiar.
Research problems are the issues, controversies or concerns studied by researchers (Creswell, 2005). In order
to determine the research problem, the following questions may be asked:
• What issue, problem, or controversy would I like to address in the situation or topic of interest?
• What do I already know about the topic of interest?
• What else do I need to know about the topic of interest?
• What studies were already done on the topic of interest?

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• What were the findings of the previous studies done on the topic?
• Were the findings of previous researchers similar or diverse?
Components of the Research Problem Write-up
The context or background shows how the problem is formulated. It places the research problem within a
bigger setting.
The rationale of the study indicates the major purpose and the specific objectives for the conduct of the
study. It shows in a more specific manner what is being investigated.
Activity # 1: Identifying Research Topics
Accomplish the following exercises via MS Word. Attach your work in MS Teams Assignment afterwards
Instructions: Identify five general/broad topics. Afterwards, fill out the necessary details for each column.
General/Broad Topic Narrowed/Specific Topic Research Problem Context or Background

of the Study
1.
2.
3.
4.
5.
Module 2: Formulating Research Questions and Objectives of the Study

Lesson Objectives:
• Formulate research questions for the study;
• Translate research questions to objectives; and
• Write a research title.
What is a Research Question?
A research question is a way of expressing the researcher’s interest in a problem or phenomenon. There could
be more than one research question for a study, depending on the complexity and breadth of the proposed work. Each
question should be clear and specific, refer to the problem or phenomenon, reflect an intervention in experimental
work, and note the target population or participants. Identifying a research question will provide greater focus to the
research or clarify the direction of the investigation, whether the research is descriptive or experimental. Quite
significantly, a well-written research question will also shed light on appropriate research methods.
Writing the Research Title
Writing the research title may seem to be a simple task yet it is the most important determinant of readership.
Readers come across research paper titles in searches through Internet databases and reference sections of the library.
They deduce what a paper is about and its relevance to them based on the title. A good research title must be able to
summarize what the paper is all about into 12 or less substantive words. A lengthy title may seem unclear to the
readers as they may not be able to capture the relevant ideas being conveyed by the researcher. At the same time, it
should be able to differentiate the research from the previous researches in the same field.

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A research title should contain the following: variables used in the study, the research design, the research
focus or problem to be investigated and the respondents/subjects or locus of the study (De Guzman, 2015).
Activity # 2: Dissecting Research Titles
Instructions: Listen below are several research titles. Identify the following:
a. Research focus or problem;
b. Variables;
c. Respondents / subjects or locus
1. Sleep behavior and its relationship to academic achievement

2. Early reading matters: A study of effective reading strategies for every learner
3. Effect of students’ global warming awareness on their waste management behavior
4. Ethyl alcohol from ripe banana peelings
5. Fuel briquettes from dried banana leaves and waste papers
Module 3: Writing the Scope, Limitation, and Significance of the Study
Lesson Objectives:
• Indicate scope and limitation of study; and
• Cite benefits and beneficiaries of the study.
Scope and Limitation of the Study
The statement of the problem describes exactly what the researcher intends to do. But it is also of equal
importance to indicate what the researcher will not be able to cover. What the researcher intends to do and does not
intend or may not be able to do is stated in the scope and limitations of the study. The limits of the study should be
carefully identified and specifics should be itemized so as to set to its readers the appropriate expectations and
applications for the output of the study.
Research problems usually come from larger contexts and wider problem areas. The researcher can be easily
fascinated and drawn to consider all issues raised on the problem. Although it could be the best thing to do, it may
not be feasible considering time and financial constraints for the conduct of the study.
The researcher should be careful not to become involved in any data extraneous to his or her objectives, no
matter how enticing or interesting other foci may be. The researcher should always stay focused on the specific
problem that he or she has started. He or she should use the specific objectives that he or she named as a guide to
help distinguish between what is relevant and what is not for the study. All the things relevant in order to provide
solutions to the issues raised in the research problem should be stated in the scope of the study and those that are not
relevant to the problem must be carefully stated as its limitation.
Limitations are matters and occurrences relative to the conduct of research which are beyond a researcher’s
control. They set certain boundaries to which a study can be done, which sometimes affect the results and conclusions
that can be drawn.
There could be instances when instead of stating the limitations of the study, delimitations are used.
Delimitations of a study are those characteristics that arise from limitations in the scope of the study and by the
exclusion and inclusion of decisions made during the planning phase of the investigation.
In brief, the scope and limitation of the study should include the following description of the topic to be
studied, the locus of the study or where data will be gathered, the population where the respondents belong, and the
time frame where data will be collected.

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Significance / Contribution of Study
The significance of the study provides a backdrop as to how the study will make a contribution to current
knowledge and/or practice. This also indicates the group of people and/or institutions to which findings of the study
will prove to be relevant. The group to be affected by the study and how it is going to be affected should be clearly
spelled out.
Performance Task
Produce the following parts of the introduction of the research paper based on the research title that you have
chosen:
a. Background – discuss what is known and what is unknown about the research topic
b. Objectives – discuss the purpose of the study or what the research paper wants to accomplish
c. Scope and limitation – describe the topic to be studied, the locus of the study, the population where the
respondents belong, and the time frame when data will be collected.
d. Significance – specify who will benefit from the study and how.
Lesson 4 – Writing Literature Review


• Formulating the Hypothesis
• Activity # 1: Formulating Hypothesis
• Writing the Theoretical Framework
• Writing the Conceptual Framework
• Activity # 2: Comparing Frameworks
Module 1: Formulating the Hypothesis

Lesson Objectives:
• Formulate appropriate hypotheses corresponding to problem statements, questions, and objectives.
What is Hypothesis?
The role of hypothesis is to provide a tentative explanation to the main problem and subproblems which serve
as a basis of the solutions to the identified problems in the investigation. According to Leedy & Omrod (2013), a
hypothesis is a “logical supposition, a reasonable guess, an educated conjecture” that is based on an extensive review
of literature.
Hypothesis can be the claim of the researcher/s, or assumptions, or what the researcher/s wanted to determine.
In formulating the hypothesis, we have the null and alternative hypotheses. The result of the study can validate our
hypothesis whether we need to reject or accept our claim.
Characteristics of Usable Hypothesis
• It should be conceptually clear.

• It should be capable of being tested.
• It should have empirical basis.
• It must be specific.
Types of Hypotheses According to Relationships among the Variables (Correlations, Effect, Differences)

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Possible expected relationships between and among variables will focus only on three possibilities, namely:
correlations, differences, and effects.
Correlation deals with the relationships in the behavioral patterns between two variables without any implied
causality. Effect deals also with behavioral patterns as well but causality is implied. This indicates that the
independent variable has an influence on the dependent variable. Behavioral patterns show the direction of the
variable, as well as that of the hypothesis.
Hypothesizing on differences follows a different format from the first two types of hypotheses. It should
explicitly state the test variable and the grouping variable. The test variable indicates the variable to which differences
are taken. This may be measured using any of the four scales: nominal, ordinal, interval, or ratio. The grouping
variable indicates the number of groupings or samples that are being compared. This is only measured in the nominal
scale.
Types of Hypotheses According to Form (Null and Alternative Hypotheses)
A hypothesis may also be classified according to how it is formulated. Null hypothesis indicates no
relationship between and among the variables under investigation (no correlation, no difference, no effect). On the
other hand, alternative hypothesis indicates a significant relationship. Notably, a researcher should take into
consideration what the literature is conveying before deciding on the form of hypothesis to use in the study. There
should only me one claim per hypothesis, either there is a relationship or no relationship. These two situations are
mutually exclusive, which means that only one is probably true. The researcher cannot claim both at the same time.
Activity # 1: Formulating Hypotheses
Instructions: In the following research situations, formulate the null and alternative hypotheses:
1. In a specific class from grade 11, the teacher claims that her students finished taking her quiz in just 15
minutes or less.
2. A group of students from grade 12 is conducting a study regarding the preference of students to watch a series
of a particular TV network. They are claiming that 70% of the students prefer to watch the TV series.
3. A researcher is conducting a study regarding athletes. The researcher wanted to determine the relationships
between the number of hours of practice and the GWA of the players to their number of winnings.
4. The teacher is trying to determine whether the performance of female students is the same as the performance
of male students.
5. A students is doing a study on the effect of remediation activities to the performance of students in
mathematics.
Module 2: Writing the Theoretical Framework

Lesson Objectives:
• Develop the theoretical underpinnings of the chosen research topic.
Theoretical Framework Defined
The theoretical framework serves as a basis as to how the study will be investigated. It refers to the theory,
principle, or model that the researcher chooses to guide him in the conduct of the study. Therefore, it involves the
application of the theory, principle or model, to offer an explanation of an event, or shed some light on a particular
phenomenon or research problem. This could refer to, for instance, the Newton’s laws of motion, gas laws, that could
be applied toa given research problem, deductively (De Guzman, 2015; Imenda, 2014)
Theories are formulated to explain, predict, and understand phenomena and, in many cases, to challenge and
extend existing knowledge within the limits of critical bounding assumptions. The theoretical framework is the
structure that can hold or support a theory of a research study. The theoretical framework introduces and describes
the theory that explains why the research problem under study exists (Swanson, 2013).

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Importance of Theory
The theoretical framework strengthens the study in the following ways:
• An explicit statement of theoretical assumptions permits the reader to evaluate the research critically.
• The theoretical framework connects the researcher to existing knowledge. Guided by a relevant
theory, you are given a basis for your hypotheses and choice of research method.
• Articulating the theoretical assumptions of a research study forces you to address questions of why
and how. It assists you in the intellectual transition from a simple description of a phenomenon you
have observed to a generalization about various aspects of that phenomenon.
• Having a theory helps you identify the limits to those generalizations. A theoretical framework
specifies which key variable influence a phenomenon of interest and highlights the need to examine
how those key variables might differ and under what circumstances.
Developing the Theoretical Framework
• Examine the research topic, title, statement of the problem and research questions. In one statement,
what is the concern of the investigation?
• List down the keywords that show the focus of your research.
• Read and review related literature on the topic using a keyword search to locate research articles
related to the topic.
• Identify prominent authors who have advanced the same area of inquiry.
• List down variables relevant in the study and label them as dependent and independent variables.
• Select a theory in your field or in other fields that can help explain how the identified variables behave
and serve as basis for the conduct of the research.
• Discuss the assumptions or propositions of each theory taking into consideration its relevance in the
research investigation.
Module 3: Developing the Conceptual Framework
Lesson Objectives:
• Illustrate and explain conceptual framework
The Conceptual Framework
The conceptual framework is a tentative theory regarding the topic under investigation usually shown in a
diagram (Punch, 2009). It explains the hypothesized relationships among the variables thus making it easy to
understand the arguments advanced by the study.
To illustrate in a diagram, there is a need to associate certain shapes with the elements of the conceptual
framework, namely: (1) the type of variable under investigation grouped according to how readily it can be measured
and (2) the hypothesized relationship between any two variables.
Variable Typologies in a Conceptual Framework
• Manifest variables. These are variables which can be readily measured. They are observable
variables like the demographic profile of the respondents and thus will only need one question to
measure the said variable.
• Latent variables. These variables cannot be readily measured by a single question. There are several
indicators of latent variable and there is a need to ask several questions before one can measure it.

Page 18 of 19
Activity # 2: Differentiating Theoretical and Conceptual Framework
Instructions: Create a T-chart comparing theoretical framework and conceptual framework. Identify five differences
each.
Reference:
Uy, C., Cabanatuan, R., de Castro, B., & Perez-Grajo, J. (2019). Practical research 2 (K to 12 Revised edition).
Vibal.

Page 19 of 19

Practical Research 2: Grade 12 Learning Module First Quarter

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Holy Rosary College of Sta. Rosa Laguna, Inc.

Tagapo, City of Santa Rosa, Laguna

HIGH SCHOOL DEPARTMENT

Mr. Red Louis V. Elacio

HRC Practical Research, Grade 12, First Quarter

II. Directions: Encircle the letter of the correct answer.

1. It is defined as the search for truth, information, or knowledge through questioning.

2. Which is NOT an aim of research?

HRC Practical Research, Grade 12, First Quarter

5. It validates relationship to generalize.

6. It is the probable cause of an event.

7. These are possible observations or the data to be processed.

9. It specifies what the researcher intends to do and not to do in the study.

10. It expresses the researcher’s interest in a problem.

III. Directions: Answer the following questions briefly.

1. How would you define research?

Lesson 1-The Nature of Inquiry

Day 1 – Online Class

HRC Practical Research, Grade 12, First Quarter

Module 1: The Nature of Inquiry

The Application of Inquiry

Activity # 1: Constructing Inquiries

Module 2: Research: An Overview

Research aims to unfold the answers to questions and:

Activity # 2: Identifying Possible Research Gaps

Research Area: Information Technology

HRC Practical Research, Grade 12, First Quarter

Module 3: Approaches to Research

How Quantitative Research Works?

HRC Practical Research, Grade 12, First Quarter

Strengths and Weaknesses of Quantitative Research

Quantitative Research across Disciplines

Different types of quantitative research are used in various disciplines:

Activity # 3: Identifying Research Approaches

Instructions: For each of the following problems:

HRC Practical Research, Grade 12, First Quarter

• They have a prescriptive period/duration when they start and stop.

Independent Variable Dependent Variable

Activity # 4: Identifying Variables

Instructions: For each of the following situations:

Lesson 2-Exploring and Synthesizing Related Literature

Day 1 – Online Class

Module 1: Fundamentals of Literature Review

What Literature Review Means

• It is an account of what has been published by other researchers.

HRC Practical Research, Grade 12, First Quarter

Purpose Characteristics Functions Sources

Steps in Conducting a Literature Review

1. Choose your topic

Activity # 1: Identifying Source of RRL

Module 2: Synthesizing and Citing Related Literature

HRC Practical Research, Grade 12, First Quarter

Commonly Used Forms of Citations

HRC Practical Research, Grade 12, First Quarter

Module 3: Ethical Standards in Writing Literature Review

• Research ethics is a specialized discipline which studies ethical norms.

Activity # 3: Consent Letter

Lesson 3 – Identifying the Inquiry and Stating the Problem

Day 1 – Online Class

Module 1: Research Topic Area Identification

Identifying the Topic Area for Research

• Researcher’s observations, interests, and experiences

Identifying Research Focus