Sdoquezon Adm Shs12 A Pr2 m2 PDF

Practical
SHS
Research 2
Quarter 1 – Module 2:
Identifying the Inquiry
and Stating the Problem
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Personal Development
Alternative Delivery Mode
Quarter 1 – Module 1: Title
First Edition, 2020
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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio
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Practical Research II
Quarter 1 – Module 2:
Identifying the Inquiry and
Stating the Problem
Introductory Message
For the facilitator:
Welcome to the Practical Research II – Grade 12 Alternative Delivery Mode (ADM)

Module on Identifying the Inquiry and Stating the Problem!
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 in 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.
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 learning. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.
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For the learner:
Welcome to the Practical Research II – Grade 12 Alternative Delivery Mode (ADM)

Module on Identifying the Inquiry and Stating the Problem!
The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands, we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
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 such as a
story, a song, a poem, a problem opener, an
activity, or a situation.
What is It This section provides a brief discussion of 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.
What I Have Learned This includes questions or blank

sentences/paragraphs to be filled in to
process what you learned from the lesson.
What I Can Do This section provides an activity that will help

you transfer your new knowledge or skill in
real-life situations or concerns.
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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. This also tends retention of
learned concepts.
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 a deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module will help you to jumpstart your research study. This module will
start with choosing your research interest and topic and will end by completing the
introductory part of your research report. This includes your research title,
background or rationale of your study, your research questions and hypothesis (if
applicable), scope and delimitation of your study, and the beneficiaries of your study.
This section of your research report will highlight the essence of conducting your
research study as you will be providing the research gap/s addressed by your desired
investigation. Therefore, this module will help you make the significance of your
desired research study to be known to others.
This module contains seven lessons, namely:

 Lesson 1 – Choosing your Research Topic
 Lesson 2 – Writing your Research Title
 Lesson 3 – Writing your Research Introduction
 Lesson 4 – Writing your Research Questions
 Lesson 5 – Writing your Research Hypothesis
 Lesson 6 – Stating the Significance of your Research Study
 Lesson 7 – Stating the Scope and Delimitation of your Study
After finishing this module, you are expected to gain the following research
competencies:
1. design research useful in daily life;
2. writes a research title;
3. describe the background of research;
4. state research questions;
5. indicate scope and delimitation of study;
6. cites benefits and beneficiaries of study;
7. presents a written statement of the problem; and
8. lists research hypotheses (if appropriate)
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What I Know
Answer the following questions by writing the letter of the correct answer on
the space provided. These statements are about the lessons you will encounter in
this module. Let us see how familiar are you in the introductory part of research
writing.
_____1. Which of the following concepts should NOT be included in a research title?
a. Research Topic c. Research Instrument
b. Major Research Process d. Research Participants or Subject
_____2. Which of the following is true about a good research objective?
a. Measurable c. Researchable
b. Attainable d. All of the above
_____3. Which of the following is a good example of a research title?
a. Assessment of Lesson Mastery under Self-Paced Learning and Face-to-
Face instruction among Senior High School Students
b. Comparing Quezon Senior High School Students’ Core Subjects Lesson
Mastery under Self-Paced Learning and Face-to-Face Instruction
c. Knowledge of Core Subjects’ Lesson under Self-Paced and Face-to-Face
Instruction
d. Comparing the Mastery of Core Subject’s Competency delivered under Self-Paced
and Face-to-Face Instruction among the Quezon Senior High School Students
_____4. Which of the following is NOT a mandatory element in a research title?
a. Catch Phrase c. Research Instrument
b. Major Research Process d. Research Participants or Subject
_____5. Which of the following is NOT a purpose of the statement of the problem?
a. orients and introduces the significance of the study to the readers
b. reveals the overall methodology of your investigation
c. sets the context and parameters of what you are investigating
d. serves as the anchor from which research questions will be framed
_____6. Which of the following is an example of a descriptive research question?
a. What is the level of awareness of male and female students on their town’s
cultural heritage?
b. Is there a significant difference between the students’ level of awareness
town’s cultural heritage when grouped according to gender?
c. Is there a significant relationship between home-school distance and
tardiness of the students?
d. Based on the result of the study, what program could be developed to
enhance the cultural awareness of the respondents?
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_____7. Which of the following is an example of a comparative research question?
cultural heritage?
_____8. Which of the following is an example of a relationship-based research
question?
cultural heritage?
_____9. Which of the following is a logical sequence of the research question?
I. Output II. Comparative III. Relational IV. Descriptive
a. IV, I, then III c. III, I, then IV
b. I, IV, then III d. IV, III, then I
_____10. Which of the following is an example of a null hypothesis?
a. There is no significant relationship between households’ monthly
electricity bills and the sleeping schedule of the family members.
b. There is a significant difference between the gas consumption of the three
motorcycle brands having the same horsepower.
c. Brand X has significantly greater gas consumption among the three
d. None of the above.
_____11. Which of the following is an example of a directional hypothesis?
_____12. Which of the following is an example of a non-directional hypothesis?
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_____13. When can you commit a Type I Error in testing?
a. When you wrongly rejected the null hypothesis even if it is true.
b. When you fail to reject the null hypothesis that is false
c. When you did not set the alpha value.
d. When it is not applicable to have hypothesis testing.
_____14. When can you commit a Type II Error in testing?
a. When you wrongly rejected the null hypothesis even if it is true.
b. When you fail to reject the null hypothesis that is false
c. When you did not set the alpha value.
d. When it is not applicable to have hypothesis testing.
_____15. Which is true about the research hypothesis?
a. All research study needs hypothesis testing.
b. Only those quantitative study needs hypothesis testing.
c. Not all research study needs hypothesis testing.
d. Only those qualitative study needs hypothesis testing.
You may check the correct answers at the end of this module. Make sure you
have answered this pretest honestly. Before you continue, make sure you can do the
following:
1. describe characteristics, strengths, weaknesses, and kinds of quantitative
research;
2. illustrate the importance of quantitative research across fields; and
3. differentiate kinds of variables and their uses.
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Lesson
Choosing your Research
1 Topic
Now that you know how to differentiate variables and their uses from the
previous lesson, it is your time to have your research topic considering several
variables. This lesson will give you a chance to be creative in choosing your research
topic which will drive your way in becoming a student-researcher.
At the end of the lesson, you will be able to:
1. determine the things to consider in choosing your research topic;
2. relate research to your daily life and interests;
3. make a concept map on a research topic; and
4. propose a research topic with SMART objective.
What’s In
In this activity, you are going to recall the previous lesson that you had. From
recalling the previous lesson, you will be able to identify the types of variables present
in each research scenario that follows. There are already underlined specific
variable/s that you can see for each number, then at the top of the underlined
word/s, you have to write what type of variable is that.
1. Examining employment outcomes among participants in a vocational
training program compared to those on a waiting list
2. Testing the effects of giving chocolate to students in their school work
motivation
3. Two groups of twelfth graders were tested to compare their speed solving
long division problems. One group had calculators, the other did not have.
4. Measuring the amount of sugar in an orange
5. Discovering the time required to run a mile
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Ensure that before the learners take on this lesson, the learners
have completed the tasks given from the previous lesson and
mastered the types of variables in research.
What’s New
“Have a Topic in Mind”: You have here some song lyrics. If you were given a
chance to identify the thing being talked about for each of the following song lyrics,
could you tell what could be each song lyrics all about? Write the possible topic that
comes into your mind for each lyric on the space provided.
1.“We’re soarin’, flying
There’s not a star in heaven that we can’t reach”
-Breaking Free by Zac Efron, Vanessa Hudgens, Drew Seeley
__________________________________________________
2.“This season may we never forget

The love we have for Jesus,
Let him be The One to guide us
As another new year starts”
-Christmas in Our Hearts by Jose Mari Chan
__________________________________________________
3. “You can count on me like 1,2,3

I’ll be there,
And I know when I need it
I count on you like 4, 3, 2
You’ll be there”
-Count on Me by Bruno Mars
__________________________________________________
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4. “There are people dying
If you care enough for the living,
Make a better place
For you and for me”
-Heal the World by Michael Jackson
________________________________________________
5. “I wish nothing but the best for you too

Don’t forget me, I remember you said,
Sometimes it lasts in love
but sometimes it hurts instead”
-Someone Like You by Adele
________________________________________________
Based on the activity you did, how did you come up with the answers that you
had for all of the song lyrics presented? Did you depend on the words only? Did you
consider the thought or the meaning of each of the song lyrics for you to get what
was being talked about?
If you say so, please make a list of the things you considered in determining a
certain topic.
List:
1. ____________________________________________________
2. ____________________________________________________
There are things to consider when you are given a task to determine the topic
of a certain song. You have to identify first the things that are related to the song; it
can be people, places, or things. The term we always need to consider is “connection”.
Similar to the task given to you in this activity, you also have to consider things
related to a research topic that may get your interest. You just have to build a
“connection” with the variables that you have in mind for you to come up with a
research topic.
What is It
Just like determining the topic for the song lyrics provided for you, there are
also things you need to determine and consider in choosing and in creating your
research topic.
Having a good topic is one of the most difficult things in doing a research
paper. Determining an area of your interest is usually not a problem. What comes
hard is the discovery of a specific topic within your area of interest. On selecting an
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appropriate research topic, the following discussion from Alderman (2014) may help
you.
Factors to Consider in Choosing a Research Topic
1. Interest. The greater your interest in the research area, the more
committed and dedicated you will be. Research can be a long journey that
requires perseverance and determination. Therefore, to avoid boredom and
frustration along the way, select a research topic that you are passionate
about.
2. Alignment to Track/Strand. Ask yourself what are the most interesting
topics in your track/strand that you want to explore. Your track/strand is
one of the most important factors to consider when choosing a research
topic. A research topic closely related to your track/strand will only add
value in the world of studies and work. One of the main purposes of doing
research is to contribute to knowledge and practice. Therefore, it will be
beneficial to you if your research aligns with your track/strand.
3. Time. Usually, your Senior High School will have a specific duration by
which you are expected to complete your study. This time will usually affect
how deep you can explore a research topic.
4. Significance. Ask yourself what change the research on your chosen topic
can bring to the world around you. Your preference should be a topic that
can solve some problems in real life. Everyone enjoys reading a research
paper that has a lot of practical implications. A significant topic is the best
topic to do in research.
5. Addresses a research gap. Choose a topic that you think can help you
promise solutions to certain issues in a specific field of specialization.
Some people enjoy writing on challenging topics that are also demanding
the gaps that must be addressed in your surroundings.
Developing a Research Topic

1. Pick a (manageable) topic that interests you. Try to pick a topic that you find
interesting. This will ensure the research process is as engaging and fun as
possible.
a. Ask yourself: “What am I curious about? What questions do I have? What
topic would I like to learn more about?” [If you’re still not sure, think of 3
things that interest you, even if you don’t think they relate to your class,
but related to your strand. You might be surprised at the connections you
can make!]
b. Also consider: “How long does my research paper need to be?” Choose a
topic that seems appropriate for the length of the paper.
For example, “American Literature of the 1950s” is too broad of a
topic for a university research paper. You could write a whole book on
that topic! “Depictions of Advertising in American Literature of the
1950s” is a more manageable topic to start with.
2. Be flexible. Understand that choosing a research topic is a cyclical process. No

topic should be set in stone. Be prepared to change your topic as you search for
information, read about your topic, and learn more.
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3. Search for information on your topic. Search for information resources, such
as scholarly articles and books, in the library catalog and relevant databases.
What do you find?
If you find too many information resources, your topic might be too broad. To
make your topic more specific and narrow, try to zero in on a single aspect of
your topic. Here are some questions to ask yourself to help narrow your topic:
 Could you focus on a more specific region, time, or group (age,
gender, ethnicity)?
 Could you focus on a specific aspect of your topic? (eg. Instead of
just video games, how about video games and socialization?)
 Can you narrow your topic to a specific problem or question? (eg.
Instead of just video games and socialization, how about “how do
first-person shooter games affect adolescents’ ability to learn
social behaviors?”)
a. Narrow your topic and search again. If you cannot find enough
information resources, your topic might be too specific. To broaden
your topic, consider removing some of your criteria from your research
topic.
For example, instead of investigating “the use of Instagram by
university students at funerals”, you might broaden your topic to “the
use of Instagram by university students at funerals”. Alternatively, you
might need to adjust the keywords you have been using – talk to a
reliable person for help!
b. Broaden your topic and search again. There’s a need to narrow and
broaden the search for you to be able to get the exactly related
literature that you need for your research study. Sometimes a topic
that seems like the right size for your paper can seem way too big after
you have learned a little more about it and when this happens, you
need to narrow the focus of your paper. Sometimes, you will find that
your topic is too narrow---there is not enough published on your topic
and when this happens, you can try to broaden your topic.
4. Read about your topic. As you read through your chosen information resources,
you will learn more about your topic. In response to what you learn, you may
wish to tweak your topic further. Don’t be afraid to change your topic to reflect
what you read.
5. Begin writing. Even while you’re writing, your topic may change slightly. In
many ways, writing is a way of thinking through your topic. As you write—and
think—you may decide to refine your topic to better reflect the content of your
research paper.
Note: Don’t worry. Keep in mind that the heart of your topic is still your initial
idea. The tweaking and refining that occurs throughout the research process is
simply a way of ensuring your topic is manageable and accurately reflects the
findings of your research.
Other Things to Consider in Choosing a Research Topic

Formulating SMART objectives on research topics must be done for you to be
able to criticize if your chosen research topic is worth it. Typically, writing objectives
as SMART statements are the gold standard for goal setting, because it gives a clear
direction for action planning and implementation (CDC, 2008). The SMART model
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was originally outlined by George T. Doran in 1981 as the five essential criteria that
the statement of every meaningful and effective objective should fulfill (Doran, 1981;
CDC, 2008; Day and Tosey, 2011). Many programs and organizations have since
used the SMART acronym as a reliable model to guide the formulation of objectives
for different intervention levels by simply asking the question: ‘Is the objective
SMART?’
1. Specific: It states a precise outcome.
2. Measurable: It states an indicator of the outcome.
3. Attainable: It states an achievable relevant target level of the indicator.
4. Realistic: The target level can be attained with available resources in a
particular time-frame.
5. Time-bound: The desired time-frame is specified.
Example:
SMART objective statement: “To improve the economic status of the
population in community X, such that the poverty rate falls from 50% to 30% by
the end of one year.”
Specific outcome: “to improve the economic status of the population in community X
Measurable indicator: “poverty rate”
Attainable target: “reduce from 50% to 30%”
Realistic & Time-bound: “by the end of one year”
For you to simply determine what SMART objectives are, read, and analyze the
following examples of research objectives.
Ineffective (incomplete) research SMART Objectives
objectives
Study employee motivation of Coca-Cola To study the impacts of management
practices on the levels of employee
motivation at Coca-Cola US by
December 5, 2018
Analyze consumer behavior in the Analyzing changes in consumer
catering industry behavior in the catering industry in the
21st century in the UK by March 1, 2019
Recommend Toyota Motor Corporation Formulating recommendations to
management on new market entry Toyota Motor Corporation management
strategy on the choice of appropriate strategy to
enter Vietnam market by June 9, 2018
Analyze the impact of social media Assessing impacts of integration of
marketing on a business social media into marketing strategy on
the level of brand awareness by March
30, 2017
Finding out about time management Identifying main time-management
principles used by Accenture managers strategies used by managers of
Accenture France by December 1, 2017
The data in the second column are considered SMART objectives for they are
specified by what and who are involved, when and where it will be conducted, and
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how will the process be done; each objective encompasses the 5Ws and 1H (What,
Who, When, Where, With what, and How) of research. On the other hand, the first
column which contains the objectives that are considered as ineffective for each of
them lacks the information needed to make it a SMART one.
If you think that your chosen research topic is possible to have SMART objectives,
then you are on the right track!
What’s More
The Best Topics
Generally speaking, the best choices for research topics have one or more of the
following characteristics:
Timely (the topic is currently being discussed widely by professionals in the field)
Controversy or dispute (the topic lends itself easily to debate or can be argued
from a pro and con perspective)
Verifiability (the topic does not fall into the realm of the supernatural or involve
unverifiable reports of difficult to document occurrences)
Focus (the topic is neither too broad to be manageable nor too narrow to be
successful)
It should become apparent early in your efforts to locate materials if you have
chosen your topic well. If you are finding just enough material to make your points,
you have probably chosen well. If you are finding too much material, you probably
need to focus more. If you are not finding enough material, you probably need to re-
examine your topic to determine if it is too narrow or if there is just not much
information to be found on the topic.
Once you have identified a topic, examine it closely, and ask yourself the
following questions in choosing a research topic:
 Does this topic have explorable issues?
 What are they? What questions still need to be answered about this topic?
 Is there sufficient literary warrant to justify further researching this topic?
 Is it connected to my SHS Strand?
 Does it address research gaps?
 Is it significant to daily life?
If you find it easy to answer these questions, most likely you have a potentially
successful topic.
Activity 1: Show Your Concept!

Now that you know the things to consider in choosing your research topic. Do the
following tasks.
1. Make a list of the possible topics you want to pursue as a student-researcher.
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List of possible topics:
(a)
(b)
(c)
(d)
(e)
2. For each possible topic, make a concept map to show how important each
research topic is to daily life or what are the salient things connected to that
particular topic based on the guide questions in choosing a research topic.
You should connect each topic that you will list to the previous discussion.
Features/ Features/
Significance Significance
Features/ Research Topic Features/

Features/ Features/
3. After having the concept map, review it until you decide which research topic
are you going to choose.
ACTIVITY 2: Be SMART!
Once you have your chosen research topic, please give your SMART
objective/s you have in mind for that topic.
Research Topic: ____________________________

SMART Objective/s (“What are you planning to do in your research investigation?”):
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________.
Note: You may consult your chosen research topic to your research teacher whenever
possible.
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Lesson
2 Writing your Research Title
After getting familiar with the different types of variables from Module 1 and
choosing your research field of interest or research topic from the previous lesson,
you will now work on your research title. This lesson will jumpstart your work as a
student-researcher and will give you a sense of ownership of your research work.
This lesson will also give you tips on how to write research titles and the
characteristics of a good research title.
By completing the lesson activities, you will be able to:
1. analyze the variables present in a research title;

2. evaluate sample research title;
3. characterize a good research title; and
4. write your working research title.
What’s In
Before you think of your research title, ensure that you already have a
research topic in mind. Reflect if your chosen research topic has relevance to your
K12 Track and Strand. You may also check if your target research addresses a
research gap based on your advanced reading.
Check the spaces describing your research topic:
_____ My research topic is connected or relevant to my SHS Strand.
_____ My research topic addresses the research gap
_____ My research topic is significant either for a group of people, animals,

environment, society, or in the near future.
If you think your research topic lacks any of those mentioned above, you should
either refine your topic or think of another one.
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have an approved research topic that is relevant to their K12
Strand and the topic approved addresses research gap and has
potential significance.
What’s New
Importance of a Good Research Title

The following are sample research titles. Tell which one is the best and which one
is the worst. Try to justify your answer.
a. Assessment of Lesson Mastery under Self-Paced Learning and Face-to-Face

instruction among Senior High School Students.
b. Comparing Quezon SHS Students’ Core Subjects Lesson Mastery under Self-
Paced Learning and Face-to-Face Instruction
Instruction
d. Comparing the Mastery of Core Subject’s Competency delivered under Self-
Paced and Face-to-Face Instruction among the Quezon Senior High School
Students
A research title sums up the whole idea of your study in the fewest possible
words that adequately and clearly describe the content and the purpose of your
research paper (James 2005). In the given samples above, which research title clearly
summed up the idea of the study in the fewest possible words?
It is important that you create a good research title because it is the part of
your manuscript that is always read the most. A Research title will help you to catch
the reader’s interest as you emphasize your research’s focus of investigation.
With this, you must know the characteristics of a good research title.
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What is It
Characteristics of a Good Research Title

Here are some points you should look at in your research title.
1. A good research title is not too long that the title contains unnecessary,
confusing, redundant, and implicit words.
Example: A Study Comparing Grade 11 and Grade 12 Senior High School
Students’ Readiness for Online Learning using Technological Devices and
Internet.
2. A good research title is not too short that the title did not include some
important concepts of the purpose of your study.
Example: Online Learning Readiness of Students
3. A good research title does not use words having too broad meaning.
Example: Learning of Students
4. A good research title does not contain abbreviations and numerical
values.
Example: SHS Learners’ DL Opportunities for 100% Learning Mastery
5. If a research title contains a catchphrase, signaled by a colon ( : ), the
catchphrase should be related to the context of the study.
Example: Prepared to Connect: Online Learning Capabilities of Senior High
School Students in Quezon
6. A good research title mentions all the major variables of your research study.
Example: Comparing Quezon Senior High School Students’ Core Subjects
Lesson Mastery under Self-Paced Learning and Face-to-Face Instruction
Research Variables and the Research Title

Research variables play a great role in your research study. It sets the
parameters, the scope, and the point of investigation in your study. By including the
major variables of your research in your study, you help the readers to clearly
understand what is the purpose of your investigation.
In the following research situation, try to identify the variables and their types by
completing the column provided:
Research Title 1: Comparing Gender-Based Research Interests of Senior High School

Grade 12 Students.
Variables in the Title Type of Variable
16
Research Title 1: Assessing the Relationship of Morning Temperature to SHS
Student’s Tardiness.
Variables in the Title Type of Variable
The same goes for your research title. By including the research variables in
your title, you can convey the totality of your research investigation to whoever will
read your research study.
What’s More
Language Focus
In writing a research title, key concepts or elements should be present. This involves
the following:
1. Research Process / Method
This could be in the form of a verb that shows action or process you will do
or you have done in your study like assessing, creating, improving,
comparing, and the likes. This could also be in the form of a noun that gives
the impression of what will take place in your research studies like
assessment, creation, improvement, comparison, and the likes. It answers
the question “What are you going to do in your study?”
2. Research Topic as Point of Inquiry

You must include the point of your investigation in your research title. You
should be able to mention what concept are you processing, measuring,
creating, improving, or comparing. This serves as the direct object of your
process or method in item number 1 (Research Process / Method). It answers
the question “what”.
Example: What are you assessing, creating, improving, or comparing?
Assessing the Bullying Atmosphere among Grade 12 Talipan Senior High School
3. Research Participants / Respondents / Subjects

In your title, you should not forget to mention who is your research
participants. You must mention them without being too specific that the
readers can easily pinpoint your research participants, nor too broad that your
research will seem impossible to be done. It answers the question “whom” or
“whose”.
Example:
Assessing the Anti-Bullying Atmosphere in Grade 12 Adonis of Talipan Senior
High School for School Year 2020-2021 is too specific that the readers can
easily identify who might be or who were your respondents.
Assessing the Anti-Bullying Atmosphere in SHS Students is too broad that your
research might seem to be impossible to conduct as it comprises of SHS
Students who could be all around the Philippines.
17
4. Research Intervention (if applicable)
There are times that research study has intervention programs or materials.
In case your research study has intervention; you should be able to mention
it in your research title. It answers the question “How or are you going to
create, improve, or change a situation?” or “What are you going to do to create,
improve, or change a situation?”
Example: Creating a Bullying Friendly Atmosphere among Grade 12 Talipan
Senior High School through Bully Free Program
5. Research Output (if applicable)

Some research study could produce an output which will give the further
significance of the study. In case you intend to create an output, you may also
indicate it in your research title. You may indicate the output of your study
by using a colon ( : ) as a signal.
Example: Assessing the Bullying Atmosphere among Grade 12 Talipan Senior
High School: Basis for Anti-Bullying Program
6. Research Catch Phrase (if desired)

Since the research title also intends to get the reader’s attention, you may also
add catchphrase in your research title. This will help you set the mood of your
readers in accordance with the content of your study. However, be careful not
to distract the readers by having a too humorous catchphrase. A catchphrase
should be based on the context of your study. You may apply a catchphrase
through a colon ( : )
Example: Serve and Protect: Creating a Bullying Friendly Atmosphere among
Grade 12 Talipan Senior High School through Bully Free Program is a better
catchphrase because it is based on the context of your study compared to The
Lunchbox Collector: Creating a Bullying Friendly Atmosphere among Grade 12
Talipan Senior High School through Bully Free Program which might be
misleading.
Activity 1. Critiquing a Research Title

Having in mind the elements of a research title, try to indicate which element
is present or not present in the samples. On the table provided, put a checkmark (/)
if the element is present and cross (X) mark if the element is not stated.
1. Comparison of HUMSS A and HUMSS B Cultural Heritage Awareness: Basis

for Local Cultural Program
2. Students’ Appreciation of Different Movie Genres
3. Like, Comment, Share: Assessing the Relationship of Length of Social Media
Use and Narcissistic Attitude of Grade 11 Talipan National High School
Students
Elements Title No. 1 Title No. 2 Title No. 3

Research Process/
Method
Topic/ Point of
Inquiry
18
Participants/
Respondents/
Subjects
Intervention
Research Output
Research Catch
Phrase
Points to Ponder in Writing your Research Title

You can test whether you created a good research title by having a “YES” answer for
the following questions:
1. Does your research title include the focus and scope of your investigation
including the people, events, or things involved in your study using the
fewest words possible?
2. Does your research title clearly show the primary purpose of your study?
3. Does your title give a hint of the specific process you will do or done in your
study?
4. Does your research title mention the major research variables in your study?
5. If you use a catchphrase, it is related to the context of your study?
6. Can your research title spark the interest of your reader?
7. Does your research title sum up your whole investigation?
Activity 2. Let’s create your working research title

Guided by the previous activities and discussions, write your working
research title on the given space. Make sure you reflect on the guide questions and
you look into the elements of a research title to ensure that you have made a good
research title. Remember that your working title may still be revised depending on
the development of your study.
Working Research Title:
____________________________________________________________________________
After having your working research title, you may now proceed to our next
lesson. There, you will be taught how to build up your research’s rationale. Good
luck RESEARCHER!
19
Lesson
Writing your Research
3 Introduction
After having a research topic and after having your approved research title,
you are now up to the next level! It is now your moment to emphasize your research
topic by introducing what it is all about, why have you come up with that particular
research idea, why your research study is worth reading, and why your paper
warrants their attention. This lesson will allow you to express yourself as a student-
researcher by having an organized research introduction as you follow an
introduction model to be discussed in this lesson.
1. analyze the steps of writing a research introduction;

2. illustrate the ways of achieving a research introduction using the CARS
model by creating a topic outline;
3. characterize a good research introduction; and
4. write your research introduction.
What’s In
Before this lesson, you were asked to choose your research topic and to write
your research title. Now, you will be asked to write your introduction to your research
study. Before we proceed, let us check first the progress of your research work.
Check the spaces describing your progress:
____ I have my topic checked by my research teacher.

____ I have my approved research title.
If you think you are not yet done with any of those mentioned above, you
should try to finish them first because they are needed in the activities under this
lesson.
20
have an approved good research title. Also, ensure that the learners
have a clear directions on what they want to do in their study.
What’s New
“Bingo Bonanza”: You have here some phrases about the possible content
of your research introduction. You have to choose the phrases which you think, as a
student-researcher, must be included in your research introduction to make it a good
one. Simply, cross-out the phrases which you think must NOT be considered in
writing your good research introduction.
Keep the
Explaining readers
Stating Marking the
Introducing why the puzzling on
invaluable benefits of the
topic. research topic what the
opinion article.
is important. research is all
about.
Telling
Stressing the
Conducting readers about Including Establishing
significance of
literature the research personal credibility or
the explored
review. plan to carry arguments. trust.
subject.
out.
Narrowing the
Retrieving Supporting
background
some Excluding the related
Stating information
quotations to modern time arguments
rationale. down to
inert as in- scholars. with credible
specific
text citations. sources.
points.
Gathering free
Using
online best Thinking Creating some
Stating transition
introduction about the context and
hypothesis. words to build
samples rationale. background.
bridges.
hesitantly.
The introduction to a research paper can be the most challenging part of the
research paper to write. The length of the introduction will vary depending on the
21
type of research paper you are writing. An introduction should announce your topic,
provide context and rationale of your work, before stating your research questions
and hypothesis. Well-written research introductions set the tone for the paper, catch
the reader’s interest, and communicate the hypothesis or thesis statement (Morgan,
2020).
What is It
Just like determining the characteristics of a good research introduction,

there are also things you need to determine and consider in writing your research
introduction. The following model from Swales (1990) will help you in achieving a
good research introduction.
Create a Research Space (CARS) Model of Research Introductions
Sometimes getting through the introduction of a research article can be the
most difficult part of reading it. In his CARS model, Swales describes three "moves"
that almost all research introductions make. The provided summary of Swales’ model
here is a kind of shorthand to help you in both reading research articles and writing
them. When you write your papers, making the same moves yourself will help you
present your arguments clearly and convincingly because following this model can
help you to: (1) begin the writing process, (2) understand how an introduction sets
the stage for the rest of your paper, and (3) assess how the introduction fits within
the larger scope of your study.
Move 1: Establishing a Territory (the situation). In this move, the author
sets the context for his or her research, providing the necessary background on the
topic. This is generally accomplished in two ways: (1) by indicating that a general
area of your research paper is important, critical, interesting, problematic, relevant,
or otherwise worthy of investigation, and (2) by introducing and reviewing key
sources of prior research in that area to show where gaps exist or where prior
research has been inadequate in addressing the research problem. This move
includes one or more of the following steps:
Step 1: Claiming Centrality. The author asks the discourse
community (the audience for the paper) to accept that the research about to
be reported is part of a lively, significant, or well-established research area. In
this step, you describe the research problem and you provide evidence to
support why the topic is worth studying. To claim centrality, the author might
write:
"Recently there has been a spate of interest in ..."
"Knowledge of X has great importance for ..."
This step is used widely across the academic disciplines, though less
in the physical sciences than in the social sciences and the humanities.
Step 2: Making Topic Generalizations. The author makes statements
about current knowledge, practices, or phenomena in the field. In this step,
22
you provide statements about the current state of knowledge, consensus,
practice, or description of phenomena. For example:
"The properties of X are still not completely understood."
"X is a common finding in patients with ..." and/or
Step 3: Reviewing Previous Items of Research. The author relates
what has been found on the topic and who found it. In this step, you
synthesize prior research that further supports the need to study the research
problem; this is not a literature review but more a reflection of key studies
that have touched upon but perhaps not fully addressed the topic. For
example:
"Both Johnson and Morgan claim that the biographical facts have
been misrepresented."
"Several studies have suggested that. .. (Gordon, 2003; Ratzinger,
2009)."
"Reading to children early and often seems to have a positive long-
term correlation with grades in English courses (Jones, 2002; Strong,
2009)."
When citing the research of others, the author may use integral citation
(citing the author's name in the sentence, as in the first example above) or
non-integral citation (citing the author's name in parentheses only, as in the
second and third examples above). The use of different types of verbs (e.g.,
reporting verbs such as "shows" or "claims") and verb tenses (past, present
perfect, or present) varies across disciplines.
Move 2: Establishing a Niche (the problem). In this move, the author argues
that there is an open "niche" in the existing research, a space that needs to be filled
through additional research. This refers to making a clear and cogent argument that
your particular piece of research is important and possesses value. This can be done
by indicating a specific gap in previous research, by challenging a broadly accepted
assumption, by raising a question, a hypothesis, or need, or by extending previous
knowledge in some way. The author can establish a niche in one of four ways:
a. Counter-claiming. The author refutes or challenges earlier
research by making a counter-claim. In this step, you
introduce an opposing viewpoint or perspective or identify a
gap in prior research that you believe has weakened or
undermined the prevailing argument. For example:
"While Jones and Riley believe X method to be accurate, a close
examination demonstrates their method to be flawed."
b. Indicating a Gap. The author demonstrates that earlier
research does not sufficiently address all existing questions or
problems. In this step, you develop a research problem around
a gap or understudied area of the literature. For example:
“While existing studies have established X, they have not
addressed Y."
23
c. Question-raising. The author asks questions about previous
research, suggesting that additional research needs to be
done. In this step, you do present key questions about the
consequences of gaps in prior research that will be addressed
by your present study. For example:
"While Jones and Morgan have established X, these findings raise
several questions, including ..”
d. Continuing a Tradition. The author presents the research as
a useful extension of existing research. In this step, you
extend prior research to expand upon or clarify a research
problem which is often signaled with logical connecting
terminology. For example:
"Earlier studies seemed to suggest X. Hence, to verify this finding,
more work is urgently needed."
Move 3: Occupying a Niche. In this move, the author turns the niche
established in Move 2 into the research space that he or she will fill; that is, the
author demonstrates how he or she will substantiate the counter-claim made, fill the
gap identified, answer the question(s) asked, or continue the research tradition. The
author makes this move in several steps, described below. In this move, you
announce how your study will contribute new knowledge or new understanding in
contrast to prior research on the topic and you also describe the remaining
organizational structure of the paper. The initial step (1A or IB) is obligatory, though
many research articles stop after that step.
Step 1A: Outlining Purposes. The author indicates the main
purpose(s) of the current article. In this step, you answer the question “So
what?” which clearly explains the objectives of your study. For example:
"In this article, the researchers argue ..."
"The present research tries to clarify ..." or
Step 1B: Announcing Present Research. The author describes the
research in the current article. In this step, you describe the purpose of your
study in terms of what the research is going to do or accomplish. For example:
"This paper describes three separate studies conducted between
March 2008 and January 2009."
Step 2: Announcing Principal Findings. The author presents the
main conclusions of his or her research. In this step, you present a brief,
general summary of key findings. For example:
"The results of the study suggest..."
"When we examined X, we discovered ..."
Step 3: Indicating the Structure of the Research Article. The author
reviews the organization of the article. For example:
"This paper is structured as follows ..."
24
Examples of research introduction integrating the CARS Model:
I. Move 1: Establishing a Territory
Step 1 (Claiming Centrality): Autism Spectrum Disorder refers to a group of
brain development disorders, often characterized by repetitive behaviors, and
problems with social interaction and communication. (lead-in should be brief and
clear)
Step 2 (Making Topic Generalizations): In today’s world of social media, the
socialization of children must involve many different mediums and approaches. (flesh
out the context and point to its relevance)
Step 3 (Reviewing Previous Items of Research): American theorist John
Dewey concluded that human beings learn best from a “hands-on” approach to
education. (connect what has been proposed to who proposed it)
Move 2: Establishing a Niche

a (Counter-claiming): However, recent experiments in the laboratory show
that…
However, these experiments have failed to recognize that…
(point out flaws in already-established research in the field)
b/c (Indicating a Gap/ Question-raising): The question remains, is Freud’s
theory of psychosexual development relevant in today’s social climate? (demonstrate
a deficiency of research on the topic or raise a specific question)
d (Continuing a Tradition): Hence, additional research of … are needed… (use
logical connectors such as “therefore”, “consequently”, “hence”, or “thus”)
Move 3: Occupying a Niche

Step 1A (Outlining Purposes): The study will evaluate the link between
anxiety disorders and internet usage. (outline what you intend to accomplish in
conducting the research)
or
Step 1B (Announcing Present Research): The researcher will argue that the
use of electronic readers has had an improvement in literacy rates among grade
school students. (give a sense of how you reached your conclusion, but avoid too much
detail)
Step 2 (Announcing Principal Findings): The results show that there is an
observable correlation between social media activity and test scores in high school
students. The results support popular scholarly theories that a traditional high
school curriculum does not engage today’s generation of students. Further research
could examine the links between social media and educational reform. (quick
summary of the results of your study)
Step 3 (Indicating the Structure of the Research Article): This paper will be
divided into four main sections: Hypothesis, Initial Research, Comparative Studies,
and Final Results.
25
II. The following table is another example of a research introduction from the Journal
of Second Language Writing by Miller (1994) that utilized the CARS model.
Move 1 (Establishing
the territory)
Step 2 (Generalization) Many ESL learners come to the learning task already
literate in their first language.
Step 3 (Review of Much has been written about the difference between the
previous research) forms and the functions of first and second language
literacy.
Step 1 (Claiming This study focuses on products, on what learners

Centrality) already know about writing/reading that may affect
their second language acquisition efforts.
Move 2 (Establishing a
niche)
Step B (Indicating a However, little attention has been paid to the process of
gap) literacy acquisition, to what second language learners
have learned about learning to read and write in their L1
that may affect how they approach literacy acquisition
in ESL writing classrooms.
Move 3 (Occupying the
niche)
Step 1B (Announcing In this paper, the researcher will examine L1 writing
the present research) development in two contexts: Japanese and Chinese
primary and secondary educational settings
Step 3 (Indicating RA Using this perspective, the researcher will examine three
structure) aspects of literacy acquisition that affect how Japanese
and Chinese students learn to read and write…
Note: There are obligatory and non-obligatory moves and steps in the CARS model.
Obligatory means it is a must or it is needed to be present in a particular text while
non-obligatory means that it is optional or it is up to you if you are going to include
that particular move/step in your introduction. All the Moves are obligatory, but
in terms of Steps, there are obligatory steps and there are non-obligatory or optional
steps. The obligatory steps are all steps from Move 1; a, b/c from Move 2; and
Step 1A from Move 3. The rest of the steps are optional.
26
What’s More
Now that you know the moves and steps on how to do a research introduction
with the CARS model of John Swales (1990), you have to review those steps to make
the following activities.
ACTIVITY 1: Create a topic outline of your research introduction by including the

moves and steps discussed previously. The following table is provided below for you
to be able to start an introduction well and to get it ended nicely.
MOVES STEPS Your Topic Sentences

Move 1 Step 1 (Claiming
(Establishing Centrality)
a Territory)
Step 2 (Making Topic

Generalizations)
Step 2 (Reviewing Previous

Items of Research)
Move 2 Step A (Counter-Claiming)

(Establishing
a Niche)
Step B (Indicating a Gap)
Step C (Question-raising)
Step D (Continuing a
Tradition)
Move 3 Step 1A (Outlining

(Occupying a Purposes)
Niche)
Step 1B (Announcing
Present Research)
Step 2 (Announcing
Principal Findings)
Step 3 (Indicating the

Structure of the Research
Article)
27
Points to Ponder in Writing Your Research Introduction
You can test whether you created a good research introduction by having a “YES”
answer for the following questions:
1. Do you narrow down your research introduction after starting writing

it broadly?
2. Does your introduction state the aims and importance of your research
study?
3. Can your research introduction cite thoroughly but not excessively?
4. Can you avoid giving too many citations for a point?
5. Does your research introduction clearly state either your hypothesis or
research questions?
6. Does your research introduction consider giving an overview of the
paper?
7. Is your research introduction short but precise?
8. Is your research introduction more on showing than telling why the title
is important?
9. Can you avoid burying your readers in detail?
ACTIVITY 2: Guided by the previous activities and discussions, write your

working research introduction using the CARS model. Make sure you reflect on the
guide questions and you look into the elements of a research introduction to ensure
that you have made a good research introduction. Remember that your working
introduction may still be revised depending on the development of your study.
Research Title
Introduction
____________________________________________________________________
___________________________________________________________________________
_____________________________________________________.
____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________.
____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________.
Note: You may consult your chosen research introduction to your research teacher
whenever possible.
28
Lesson
4 Questions
Now that you have your working research title and has clarified the need for
doing your research study, it is now time to set the direction for your research
investigation. In this lesson, you will create the heart of your research study. It is the
part of your research manuscript that directs the way you will do your investigation,
present and discuss your research findings, and create your conclusions and
recommendations. By stating your research problem, this lesson will give you the
types of quantitative research questions, the characteristics of good research
questions, and the process of writing your research questions.
After you accomplish the lesson activities, you will be able to:
1. be familiar with the characteristics of good research questions;

2. classify research questions based on their values or types;
3. state your research problems; and
4. write your research questions.
What’s In
Before you proceed with the activity, it must be clear to you the difference
between the research topic, research title, statement of the problem, and research
questions. A research topic pertains to the whole concept that you would like to focus
on in your study. A research title translates the totality of your investigations to
fewest words possible. A statement of the problem reveals the overall objective of your
study which may deal with addressing the research gap or needs. A set of research
questions specifies what is being sought in your study that needs to be answered to
attain your research objective and test your research hypothesis (if applicable).
Before you were able to write your research questions, be sure that you
complied with the following statements.
_____ I have a working research title containing the essential elements of a good
research title.
_____ I have a written draft for my research background showing the research gaps
or needs.
29
If you think you are not yet done with any of those mentioned above, you should try
to finish them first because they will be used in the coming activities under this
lesson.

have an approved research topic and a working research title. Also,
the overall objective of their research study should already be clear
for them.
What’s New
Asking Relevant Questions

Let us say you want to know certain information or you want to gather specific
data. You must ask the correct question to obtain the correct data or information.
Try matching the following purpose with an appropriate question to you should ask.
Purpose Question
____1. You want to know your friends’ a. What shampoo brand do you
favorite anime character. use?
____2. You want to know if how did the b. How far do you live from school?
online shoppers know your online
store.
____3. You want to assess who among c. How long before our class can
your classmates live farthest to evacuate from our room
6school. 66 during emergency drills?
____4. You want to identify how long d. Who is your favorite anime
does it take for your class to evacuate character?
from the classroom.
____5. You want to compare which e. How did you know my online
among the shampoo brand is most store?
used by your classmates.
f. What are the colors of your
school logo?
30
If you fail to ask the appropriate questions, you will not be able to get the
data or information you are looking for. Let say you want to know the favorite food
of your friends but you ask them How long do you sleep every day? With this
situation, your question will not elicit the answer that you are looking for.
Importance of a Good Research Question

Research Questions are based on your overall objective of the study or
statement of the problem. It is in the form of an interrogative question which, after
being answered, will help you achieve the objective of your study. Thus you should
state first your research problems.
Statement of the problem (SOP) has the following purposes (Allan 2007):
1. SOP orients and introduces the significance of the study to the readers.
2. SOP is a concise statement that reveals the overall purpose of your study.
3. SOP sets the context and parameters of what you are investigating.
4. SOP serves as the anchor from which research questions.
Research Questions, in equivalence to SOP, is in an interrogative form that:
1. provides the direction for how your methodology and result and discussion
will push through;
2. specifies the needed data or information for you to attain the purpose of your
study; and
3. provides the basis for hypothesis testing (if applicable).
What is It
Types of Quantitative Research Questions

Knowing how important stating your research problem, you must ask for the
most appropriate research questions to attain the objective of your research. With
this, you should be acquainted with the different types of quantitative research
questions that you may ask in your research.
Remember that research questions specify the data you need for your research
problem. By stating appropriate research questions, you set the parameters for your
entire study. There are three common types of quantitative research questions.
1. Descriptive Research Question

This type of research question asks for the respondent’s response regarding a
specific research variable. It is the type of question used to quantify or give numerical
values to the research participants’ responses. Some of the common descriptive
31
research questions starters are “What is the demographic profile of…”, “What is the
level of…”, “What is the degree of…”, “How much is…”, or “How frequent …”.
Example:
a. What is the level of awareness of male and female students on their
town’s cultural heritage?
b. How far is the average home to school distance of those students who
were late in class?
c. What is the degree of learning proficiency of students under online-
learning and those under face-to-face instruction?
d. What is the demographic profile of the respondents in terms of:
1. gender;
2. grade level; and
3. community type?
You should remember that you may use other question starters as long
as the answers for descriptive research questions are countable or
quantifiable. It means that a value is assigned to the responses of the research
participants to a research variable. More often than not, the results of
descriptive research questions are used to answer the Comparative Research
Questions and Relation-based Research Questions.
2. Comparative Research Question
Comparative research questions are used to identify differences
between the quantitative values of two or more research variables (British
Library n.d.). Typically, you will ask “What is the difference between the level
of awareness of male and female students on their town’s cultural heritage?” if
you want to know who between males and females is more aware of their
town’s cultural heritage. Meanwhile, it will be more direct is you will ask:
Is there a significant difference between the level of awareness of male

and female students on their town’s cultural heritage?
Is there a significant difference between the students’ level of awareness

Although the comparative question seems to be answerable by “yes” or

“no”, the data from the descriptive research questions needs to be processed
statistically before you have your answer.
A comparative research question serves as a focal point for your
research hypothesis testing. Meanwhile, not all research study requires
comparative research questions, especially if your research problem does not
need to compare variables.
3. Relationship-Based Research Question

Unlike comparative research questions that look into the differences of values,
relationship-based research questions investigate the relation, association, or trend
between two or more values or variables (Lund Research Ltd 2012). Remember that
this is not about respondents’ love life nor personal relationship issues. You might
32
ask “What is the relationship between home-school distance and tardiness of the
students?” if you want to know the relation between the distance of home and school
and the tardiness of the students from which you may find out that the farther the
home from school, the more tardy a student, or vice-versa. Meanwhile, it will be more
productive for you if you will directly ask:
Is there a significant relationship between home-school distance and

Like the example comparative research question, the relationship-

based research question seems to be answerable by “yes” or “no”. However,
the data from the descriptive research questions needs to be processed
statistically before you have your answer.
The relationship-based research question can also serve as a focal
point for your research hypothesis testing. Meanwhile, not all research study
requires relationship-based research questions, especially if your research
problem does not need to investigate the relation, association, or trend
between two or more values or variables.
So, what do these types of research questions imply? You can categorize these
three types of questions into two:
Leading Research Question, the data-gathering question, pertains to the

descriptive research question that will provide you the needed data to answer your
concluding research questions concerning the objective of your study.
Concluding Research Question could either be a comparative research
question, relationship-based research question, or both depending on the objective
of your study.
Thus, you cannot proceed with answering the concluding research questions
if you have not yet collected the needed data or information for your leading research
questions.
Sometimes, there are output-based study or research studies that aim to
produce an output to be used for future needs. You can add a final research question
asking what could be produced or done based on the results of the study like:
Based on the result of the study, what program could be developed to enhance
the cultural awareness of the respondents?
What intervention program could be created to minimize the tardiness of the
learners?
Characteristics of a Good Statement of the Problem (SOP)

As discussed from the previous discussions, research questions root from
a clear statement of the problem. Hence, you must observe the following
characteristics of a good statement of the problem (Bwisa 2018):
33
1. SOP mentions the knowledge or research gap.
2. SOP clarifies the overall objective of your investigation or research
study.
3. SOP sparks interests by highlighting the study's significance.
4. SOP is researchable.
Characteristics of a Good Statement of the Problem (SOP)

As discussed from the previous discussions, research questions root from
a clear statement of the problem. Hence, you must observe the following
characteristics of a good statement of the problem (Bwisa 2018):
1. SOP clearly and precisely mentions the knowledge or research gap.

2. SOP clarifies the focus and the overall objective of your investigation or
research study.
3. SOP sparks interests by highlighting the study's significance and
answering the “so what?” question.
4. SOP mentions the key concept or major variables in your research.
5. SOP is researchable.
Characteristics of Appropriate Research Questions

From a clear statement of the problem, a set of research questions could
easily be formulated. The first thing to consider is whether your research
question is aimed to gather “only the relevant data needed” to achieve you r
research objective. Then, you must arrange your research questions logically
(leading questions first then concluding questions).
The aim of posing your research question is to narrow down or specify the
concepts you are measuring or testing in your research study. Here are the
things on how you can ensure you have a good research question (Bryman 2007;
De Carlo 2018):
1. You logically asked only those relevant questions.

2. You asked the key concept using specific and understandable terms to
specific respondents or research participants.
3. You asked questions that give quantifiable answers or answers to be tested
using statistical measures.
4. You asked questions not merely answerable by “yes” or “no”
34
What’s More
Language Focus
In writing your statement of the problem, you may simply focus on what is
going to happen and why is there a need for such a study. In your proposal
manuscript, you may use the future tense of the verb (will + base form of the verb)
to express the overall objective of your study.
Example:
To address the possible deteriorating cultural awareness in society and decide

on what program could be developed to enhance respondents’ cultural awareness, this
study will investigate their current level of cultural heritage awareness.
For the school to assess one of the possible reasons for students’ tardiness, this
investigation will focus on the home-school distance of those recorded tardy students.
Before you give your research questions, it is appropriate that you provide a
signal stating that they are your specific research goals. Future tense of the verb (will
+ base form of the verb) shall be the one you use and end your statement with a
colon ( : ). Furthermore, ensure that you logically arranged your research questions
(from leading questions to concluding question)
Example:
Specifically, this study will seek an answer to the following research questions:
1. Leading Question (Descriptive Research Question)
3. Concluding Question (Comparative or Relationship-based Research Question

or both, if applicable)
4. Output Question (if applicable)
You should remember that in your final research manuscript, you should
revise those statements to past tense.
Example:
To address the possible deteriorating cultural awareness in society and decide

on what program could be developed to enhance respondents’ cultural awareness, this
study investigated their current level of cultural heritage awareness.
For the school to assess one of the possible reasons for students’ tardiness, this
investigation focused on the home-school distance of those recorded tardy students.
Specifically, this study sought an answer to the following research questions:
35
3. Concluding Question (Comparative or Relationship-based Research Question

or both, if applicable)
4. Output Question (if applicable)
Points to Ponder in Writing your Statement of the Problem or

Research Questions
You can test whether you have stated your research problem clearly and given your
research questions appropriately by answering “yes” the following questions
1. Have you clearly stated the overall objective of your study?
2. Are your research questions logically arranged?
3. Have you asked specific key concepts to specific respondents?
4. Have you asked only the “relevant research questions” based on your
statement of the problem?
5. Are your research questions quantifiable or testable using statistical

measures? Are the leading questions not answerable by “yes” or “no”?
6. Have you used the correct verb tense?
Activity 1. Critiquing Research Questions

Given are the sample set of research questions. Based on the previous discussions,
try to comment on the way they are constructed and framed by accomplishing the
given table. Put a check mark (/) if the samples comply with the given standard and
cross mark (X) if otherwise.
Set 1: This study will identify if there is a difference between the speed of internet
connection between the two 2 service providers in the municipality. Specifically, this
research will answer the following inquiries:
1. What is the average internet connection speed of the X Service Provider?

2. What is the average internet connection speed of the Y Service Provider?
3. Is there a significant difference between the average internet connection
speed of the X and Y Service Provider?
Set 2: With an increasing violation of classroom waste segregation, this study will
explore the use of Garbage Basketball Bin in decreasing the violation of classroom
waste segregation. This study will answer the following research questions:
1. Is there a significant difference between the daily amount of unsegregated
classroom waste before and after using Garbage Basketball Bin?
2. What is the average daily amount of unsegregated classroom waste after using
Garbage Basketball Bin?
36
3. What is the average daily amount of unsegregated classroom waste before
using Garbage Basketball Bin?
Set 3: With an observable continuous use of mobile gadgets among elementary-aged

children and an assumption that those elementary-aged children might not be familiar
with traditional Filipino games (laro ng lahi), this study will identify the relationship
between gadget exposure and awareness to the rules of traditional Filipino games.
With an end view of developing an awareness program, this study will inquire about
the following:
1. What program could be implemented addressing the findings of the study?
2. Is there a significant relationship between elementary-aged children’s gadget
exposure and their awareness of the rules of traditional Filipino games?
3. What is the respondents’ level of awareness on the rules of traditional Filipino
games?
4. How long are the respondents exposed to gadgets every weekend?
Set 4: To assess prominent K12 Curriculum Exit to be chosen by Grade 12 learners,

this study will survey the most popular curriculum exit for each strand. To attain this
objective, the investigation focused on answering the following questions:
1. How many Grade 12 learners have chosen a specific curriculum exit?
2. Will the Grade 12 learners graduate this School Year?
3. Is there a significant relationship between the Grade 12 Learner’s choice of
track and their choice of curriculum exit?
Criteria Set 1 Set 2 Set 3 Set 4

1. Overall objective is clearly stated.
2. Research questions are logically arranged.
3. Asked specific key concepts to specific
respondents.
4. Asked only relevant questions based on
statement of the problem.
5. Answers to Research Questions are
quantifiable and testable using appropriate
statistical treatment or mathematical
computations
6. Leading questions are not answerable by
“yes” or “no”.
7. Used correct verb tenses.
Activity 2. Let’s state your Research Questions

Noticing the errors evident in the research questions in Activity 1 and guided
by the previous activities and discussions, write your draft statement of the problem
followed by your research questions. Make sure you reflect on the guide questions
and characteristics of a good statement of the problem and appropriate research
questions. You can have more than three research questions depending on the aim
37
of your research study. Remember that your output may still be revised depending
on the development of your study.
_________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________________.
1. _________________________________________________________?
2. _________________________________________________________?
3. _________________________________________________________?
Now that you have stated your research problem and prepared the set of your
research question, you can now proceed to the next lesson. There, you will learn how
to write a research hypothesis. Good luck RESEARCHER!
38
Lesson
5 Hypothesis
By clarifying your statement of the problem and by having formulated your
research questions, you can easily formulate your research hypothesis. However, it
is not sampling saying the “no” statement in your hypothesis without knowing the
underlying principles of hypothesis testing.
Although not all research necessitates hypothesis testing, in this lesson, you
will be writing your research hypothesis based on your statement of the problem and
research questions. Your hypothesis will be the basis of your testing. Thus, you need
to complete this lesson, especially if your study asks for a significant difference or
significant relationship.
This lesson is comprised of a lecture about the importance of the research

hypothesis, types of hypothesis, errors in hypothesis testing, and procedure on how
to write a research hypothesis.
After you finish all the lesson activities, you will be able to:
1. differentiate the types of research hypothesis;
2. assess the hypothesis testing error;
3. infer the process of hypothesis testing;
4. write a research hypothesis; and
5. write your research questions, if applicable.
What’s In
Before this lesson, you were asked to clarify your statement of the problem
and write your research questions. You must have these two to determine if you need
or need not write a research hypothesis.
Although not all research study needs hypothesis testing, knowledge in

formulating a research hypothesis will be beneficial for you. Before we proceed, let
us check the progress of your research work.
_____ I have a clearly stated my research problem.
39
_____ I have a good set of research questions that will help me attain the objectives
of my research study.
If you think you are not yet done with any of those mentioned above, you should try
to finish them first because they might be useful in the coming activities under this
lesson.

have an approved set of research questions. Although not all the
research studies of the learners might need hypothesis testing,
still, they are required to do the set of activities for their learning.
What’s New
Research Hypothesis: Importance and Function

A research hypothesis is considered as an educated guess. A hypothesis is an
assumed answer to a question (A Research Guide 2019). In this case, your concluding
question could either be a comparative research question or relationship-based
research question. With the following sample concluding questions, try to give an
assumed answer:
a. Is there a significant relationship between households’ monthly electricity
bills and the sleeping schedule of the family members?
b. Is there a significant difference among the gas consumption of the three
motorcycle brands having the same horsepower?
c. Is there a significant difference in the students’ mastery of the lesson before
and after using the mobile research application?
d. Is there a significant difference between the level of cultural awareness of
the two groups?
As you can see, without even doing an experiment, observation, or research,

you can give an answer or a “guess” on those given questions. Those guesses are
called hypothesis which you still have to prove or disprove through data gathering
process and statistical tests as a part of your scientific investigation.
40
Thus, you can say that a hypothesis is a formulated answer to a question
based on facts or evidence. What you do as a researcher is either to prove or disprove
your hypothesis. It means that by having your research hypothesis, you have
something to reject or you have failed to reject, whichever is acceptable based on
data, information, and pieces of evidence you gathered.
Types of Research Hypothesis

In providing a research hypothesis to your research problem, you must
acquaint yourself with the types of the research hypothesis, alternative
hypothesis, and null hypothesis (Bacon-Shone 2013). Although in your research
work, the null hypothesis is the one you either reject or failed to reject, it will be
more beneficial if you get yourself acquainted with the different of these two
types of hypotheses.
1. Null Hypothesis (H0)
A null hypothesis is a statement telling that either the significant
difference or significant relationship does not exist.
Example:
Ho :
There is no significant relationship between households’ monthly
b. Is there a significant difference between the gas consumption of the three

Ho :
There is no significant difference among the gas consumption of the three
motorcycle brands having the same horsepower
c. Is there a significant difference in the students’ mastery of the lesson before

and after using the mobile research application?
Ho :
There is no significant difference in the students’ mastery of the lesson
before and after using the mobile research application.

the two groups?
Ho :
There is no significant difference between the level of cultural awareness
of the two groups
A null hypothesis, to put it simply, is a statement telling that there is

no existence of significant difference or relationship or no significant effect of
a variable to another.
41
2. Alternative Hypothesis (H1)
An alternative hypothesis is a positive statement of what you, as a
researcher, expect to find (Burke and Christensen 2014). An alternative
hypothesis, to put it simply, is a statement telling that there is the existence
of a significant difference or relationship or existence significant effect of a
variable to another variable.
H 1:
There is a significant relationship between households’ monthly electricity
bills and the sleeping schedule of the family members.
An alternative hypothesis could also be directional which states the

greater or lesser value or non-directional which states of non-equal value.
b. Is there a significant difference among the gas consumption of the three

H 1:
There is a significant difference in the gas consumption of the three
motorcycle brands having the same horsepower. (Non-directional)
Brand X has significantly greater gas consumption among the three
motorcycle brands having the same horsepower. (Directional)
c. Is there a significant difference in the students’ mastery of the lesson

before and after using the mobile research application?
H 1:
There is a significant difference in the students’ mastery of the lesson
before and after using the mobile research application. (Non-directional)
Before using the mobile research application, students’ have a significantly
lesser mastery of the lesson. (Directional)

the two groups?
H 1:
There is a significant difference between the level of cultural awareness of
the two groups. (Non-directional)
Group A has a significantly higher level of cultural awareness then Group
B. (Directional)
Level of Significance and the P-Value

You might be noticing that in every given sample hypothesis, there is the word
“significant” in each hypothesis statement. It is because a situation may occur that
even if there is a “difference” or “relationship” in the variables, but such difference is
“not significant” based on the result of your statistical tests.
Again, hypothesis serves as your testing point from which you either reject or
failed to reject your (null) hypothesis. With the concern of when is it time for you to
reject or when is it that you have failed to reject a (null) hypothesis necessitates for
42
you to set the Significance Level or Alpha Level as a cutoff telling you when to
reject the (null hypothesis).
Selecting a significance level of 0.05 is good enough to show that there is a

95% chance that the result is true and a 5% chance that the result is false. This
means, the lesser the significance level, the higher is it likely for your research results
on hypothesis testing to be true. Meanwhile, for social science research 0.05 level of
significance is enough while for medical researches, 0.01 level of significance is
recommended. The value you will find under the statistical table about the level of
significance or the alpha level will be your guide when you (a) reject the null
hypothesis or (b) failed to reject the null hypothesis.
The value you set for your significance level is where you will compare the
probability value (p-value). The p-value indicates that the observed result of your
investigation given the assumption that the null hypothesis is true. According to
Jacob Cohen, a p-value of 0.00 to 0.05 (equal or less than the alpha level) is
sufficient to tell that the findings are statistically significant. That is why there is
always the word “significant” in your null hypothesis. Remember, there might be a
relationship, difference, or effect between variables, but the relationship, difference,
or effect might not be that significant.
There are certain rules to follow in hypothesis testing. It was already discussed
in your Statistics and Probability Subject as a prerequisite to this subject. You may
review your notes on this matter. Despite this, there will be a lesson on Hypothesis
Testing in the following modules.
What is It
Types of Hypothesis Errors

There are times that even if you carefully analyzed data and decide on the
hypothesis, hypothesis errors occur. There are two types of mistakes that might
happen when testing the hypothesis:
Type I Error (False Positive)
This error happens when you wrongly rejected the null hypothesis even if
it is true.
Example:
Ho: There is no significant difference between the level of cultural awareness of the two
groups.
You commit Type I Error when you decide that there is a significant
difference in the level of cultural awareness of the two groups even though the
truth is they are just equal or there is no significant difference between the two
groups.
43
Type II Error (False Negative)
This error happens when you fail to reject the null hypothesis that is false.
Example:
Ho: There is no significant difference between the level of cultural awareness of the two
groups.
You commit Type II Error when you decide that there is no significant
difference in the level of cultural awareness of the two groups even though the
truth is they are not equally aware of their culture or there is a significant
difference between the two groups.
What’s More
Language Focus
In student research writing, you can focus your testing on the hypothesis you
have indicated. Although there are two types of hypothesis, null and alternative, it is
the Null Hypothesis that you will be using.
Before you state your null hypothesis, it is better if you mention first the level
of significance or the alpha level that you will be using such as the one given:
At 0.05 level of significance, the following hypothesis will be tested:
Ho: There is no significant difference between the level of cultural awareness of the
two groups.
Points to Ponder in Writing your Research Hypothesis

You can test whether you have stated your research problem clearly and given
your research questions appropriately by answering “yes” the following questions
1. Have you stated the level of significance?

2. Have you stated a null hypothesis?
3. Is your null hypothesis based on your concluding question/s?
Activity 1. Writing a Research Hypothesis

Write the null hypothesis for the following research questions:
44
1. Is there a significant difference between students’ level of research interest when
grouped according to gender?
H 0:
___________________________________________________________________________
_________________________________________________________________________.
2. Is there a significant relationship between the morning temperature and the
tardiness of students?
H 0:
___________________________________________________________________________
_________________________________________________________________________.
3. Is there a significant difference in the annual income of teachers, bank tellers,
police officers, and engineers?
H 0:
___________________________________________________________________________
_________________________________________________________________________.
4. Is there a significant difference between the level of engagement of TNHS parents
in school activities when grouped according to the occupation?
H 0:
___________________________________________________________________________
_________________________________________________________________________.
5. Is there a significant difference between the absenteeism rate of male and female
TNHS-SHS students?
H 0:
___________________________________________________________________________
_________________________________________________________________________.
Activity 2. Let’s state your Research Hypothesis

Having your working research questions, indicate your research hypothesis.
Keep in mind the things that you have to mention before stating your research
hypothesis. Meanwhile, if your approved research study does not need a hypothesis,
you may skip this activity.
________________________________________________________________________
___________________________________________________________.
H 0:
______________________________________________________________________________
______________________________________________________________________.
Now that you have learned how to write a research hypothesis, you may now
proceed to the next lesson. There, you will learn how to control your study by
indicating its scope and delimitation. Good luck RESEARCHER!
45
Lesson
Stating the Significance of
6 your Research Study
Now that you are done writing your draft research introduction, statement of
the problem, and hypothesis, you will now move forward to the next part of your
research paper. In this part, you will be writing the significance of your research
study depending on the things you included in the previous parts of your research
paper.
This lesson will allow you to show and prove the worth of your research study
by citing the benefits and the beneficiaries from your research result or research
output.
1. reflect on the importance of your research investigation;
2. see how your research study will impact individuals or group of people and
even situation;
3. cite the benefits and the beneficiaries of your research; and
4. write the draft discussion of the significance of your study.
What’s In
Before this lesson, you were asked to write your research title, to describe the
background of your research study, and to formulate your research questions and
hypothesis.
Now, you will be asked to cite the benefits and beneficiaries of your research
study. Before we proceed, let us check first the progress of your research work.
____ I have properly described the background of my research study.
____ I have clearly stated my research problem.
____ I have a good set of research questions that will help me attain the objectives of
my research study.
____ I have formulated my hypothesis (if applicable)
If you think you are not yet done with any of those mentioned above, you
should try to finish them first because they might be useful in the coming activities
under this lesson.
46
have done all the activities and tasks for the previous lesson. The
research questions must be finalized, hypothesis must be stated (if
there is any) correctly. More importantly, learners must have an
idea of the significance of their possible research result.
What’s New
Matching Type: You have here Column A representing individuals, groups, or

communities and Column B for ideas that are somewhat related to the terms in
Column A. Choose from Column B the best phrase that is logically connected to each
number in Column A. Write only the letter of your answer before each number.
Column A Column B
_____1. Doctors a. adapt reliable means of
investigating and reporting on
news and issues
_____2. Students b. improve skills in proving

theories and in contributing to
developing knowledge in a field
or a study
_____3. Journalists c. enhance medical

professionalism
_____4. Researchers d. upgrade using common themes

in offering public services while
on their terms
_____5. Politicians e. achieve greater cost-efficiency

when performing tasks related
to their areas of expertise
47
f. learns more engaging ways of
reading and writing
Based on the activity you did, how did you come up with the answers that you
had for all of the numbers in Column A? Did you depend on the keywords from
Column B that might be related to Column A? Did you consider the thought or the
meaning of each of the phrases in Column B to connect it to Column A?
What is It
Just like determining the connections of certain individuals to the phrases

presented in the activity, there are also things you need to determine and consider
in writing the significance of your research study. The following discussion from
Regoniel (2015) will help you in achieving a better manner of forming the significance
of your research.
Why Discuss the Significance of the Study in your Manuscript?

It is critical to share the significance of the study so that the reader will know
and understand the worth of your research. You can start with your general purpose
to specific purpose. For instance, give an idea of how your research results or output
might help to improve society, practices, or individuals.
By discussing the significance of your study, you will be able to:
 show the benefits as well as the advantages of the study’s possible results and
outputs;
 explicitly share the possible contribution of your study to society;
 justify why the study is important to the future researchers; and
 specify how your research will create an impact to the society.
In writing the importance or significance of the study, the researcher or writer

must explain the rationale, timeliness, and relevance of the study to existing
conditions. Also, the possible solutions to existing problems or improvements must
be identified. It should also discuss the implications such as the possible causes of
the problems discovered, the possible effects of the problems, and the remedial
measure to solve the problems. The good points of the systems being continued or
to be improved must be included in this section.
Also, it must be shown who are the individuals, groups, or communities who
may be placed in a more advantageous position on account of the study.
The following are sample phrases that could help express the importance of
the study:
48
Researchers may find the findings useful as ……………
This study will encourage them to ……………
It will also serve as a basis in the study of …………
This study will contribute to …………
The study will provide ………..
This study can help boost ………..
Through this study, students will become aware of ……….
The results of this study will provide some insights and information on how
they…
What’s More
Now that you know the importance of discussing the significance of your
research, you will also have other things to consider in sharing the significance of
the study.
Two Tips in Writing the Significance of the Study
1. Refer to the Statement of the Problem. Your problem statement can guide you
in identifying the specific contribution of your study. You can do this by observing
a one-to-one correspondence between the statement of the problem and the
significance of the study.
For example, if you ask the question “Is there a significant relationship between
the teacher’s teaching style and the students’ long quiz scores in Mathematics?” then
the contribution of your research would probably be a teaching style or styles
(among say, three teaching styles you evaluated) that can help students perform
better in Mathematics. Your research will demonstrate that teaching style works.
That could be a groundbreaking approach that will change the way teachers teach
Mathematics which many students abhor.
2. Write from General to Specific Contribution. Write the significance of the study
by looking into the general contribution of your study, such as its importance to
society as a whole, then proceed downwards—towards its contribution to
individuals and that may include yourself as a researcher. You start broadly then
taper off gradually to a specific group or person.
Coupled with the problem statement, this effectively stimulates the mind to
think in a deductive mode, i.e., from general to specific. This writing approach is
similar to the Inverted Pyramid Approach (CARS Model) discussed in How to Write
a Good Thesis Introduction.
For example, in the study on teaching style given in #1, you may write:
49
These two techniques will prevent your mind from wandering wildly or
aimlessly as you explore the significance of your study. Applying them will save time
thus allow you to focus on the next section of your thesis. Who knows, this section
may also help justify why your study deserves a grant.
Points to Ponder in Writing the Significance of Your Research Study
Ask the following to fine-tune your discussion of the significance of your study:
 Why is this research study important?

 What are the positive implications of the findings of my study?
 How does my study link to another knowledge?
 How does my study stand to inform or influence policymaking?
 What new perspective will my study introduce to the subject?
 What benefits my study might have for others in the subject area or to the
public?
 How is my study expected to resolve lingering questions or gaps in knowledge
in your field of study?
 How is my study expected to develop better theoretical models in your
specialty?
 How will my study change the way people do their jobs in a particular field or
may improve the way people live?
ACTIVITY 1: Using the pattern indicated for each number, chunk the following
significance of the study provided for you by filling-out each blank space. The first
number is provided as an example.
Profiling the Study Beneficiaries
1. Significance of the Study: This study provides reference materials that teachers
can use for the SY 2020-2021 especially in public schools given that they do not have
available reference materials.
a. Who? Teachers
b. What? This study provides reference material
c. How? They can use the reference material

d. Why? There is no available reference material
50
e. When? (if applicable) For SY 2020-2021
f. Where? (if applicable) Public schools
2. Significance of the Study: The study of dehydration technology and fabrication

can be a learning paradigm in the secondary level and vocational schools to enhance
the students’ knowledge and entrepreneurial skills as well in preparation for post-
secondary education or careers after graduating from high school.
a. Who?
b. What?
c. How?
d. Why?
e. When? (if applicable)
f. Where? (if applicable)
3. Significance of the Study: This study could provide the student teachers with
useful information on likely problems they are going to face during teaching practice
and to make them prepared to overcome these problems.
a. Who?
b. What?
c. How?
d. Why?

4. Significance of the Study: The study will educate the community on the
importance and the use of internet services for both the young and the old; thereby
assisting in monitoring the level of computer illiteracy in selected barangays in
Quezon Province.
a. Who?
b. What?
c. How?
d. Why?
51
ACTIVITY 2: Guided by the previous activity and discussions, write your working
significance of the study by citing the benefits and the beneficiaries connected to
your research study. Make sure you reflect on the guide questions and you look into
the elements in discussing the significance of the study to ensure that you have made
a good one. Remember that your working significance of the study may still be revised
depending on the development of your study.
Significance of the Study
____________________________________________________________________
___________________________________________________________________________
_____________________________________________________.
____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________.
____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________.
Note: You may consult your working significance of the study to your research
teacher whenever possible.
52
Lesson
Stating the Scope and
7 Delimitation of your Study
Now that you are done with your research topic, research title, introduction,
statement of the problem, hypothesis, and significance of the study you will now
move forward to the next part of your research paper. In this part, you will be writing
the scope, limitations, and/or delimitations of your research study depending on the
things you included in the previous parts of your research paper.
This lesson will allow you to show how good you are at analyzing the things
that should be included and excluded in your research paper.
1. analyze the ways of stating the scope and limitations/delimitations of a
research study;
2. gain more research focus by choosing the things to be included and to be
excluded in a particular research topic;
3. differentiate research limitations and delimitations; and
4. write the scope and delimitations of your research study.
What’s In
Before this lesson, you were asked to write your research title, to describe the
background of your research study, to formulate your research questions and
hypothesis, and to form the significance of the study of your research paper. Now,
you will be asked to analyze the things that must be included and excluded in your
research study. Before we proceed, let us check first the progress of your research
work.
____ I have properly described the background of my research study.
____ I have clearly stated my research problem.
____ I have a good set of research questions that will help me attain the objectives of
my research study.
____ I have formulated my hypothesis.
____ I have finished forming the significance of my research study.
If you think you are not yet done with any of those mentioned above, you should
try to finish them first because they might be useful in the coming activities under
this lesson.
53
have done all the activities and tasks for the previous lesson. The
benefits and the beneficiaries of the study must be cited and stated
well before taking this lesson. Most importantly, the research
questions and general objectives must already be finalized.
What’s New
Scoop the Scope: There are five research topics below. Each of them has written
concepts below them. You just have to scoop or get the concept/s or term/s that
belong to each specific research topic. You will scoop the concept/s or term/s by
encircling the ones which you think belongs to the research topic provided for you.
Please answer the question that follows the choices.
1. Research Topic: Modern Technologies Change the Way of Teaching-Learning
Process in the Future
Blended Learning Flexible Discussion Classroom Decoration Lesson Plans
Enthusiasm towards peer-related activities Effective mobile interaction
 Why do you think it does/they do not belong to the group?
2. Research Topic: Internet Services on Senior Secondary School Students’ Academic

Achievement
Overview of the internet Parents’ perception towards the use of internet
Nature of internet Students’ academic achievement Teachers’ teaching style
3. Research Topic: Attitude and Perception of Nursing Mothers Towards Exclusive

Breastfeeding in Quezon Province
54
Perception of Nursing Mothers on Breastfeeding Numbers of Nursing Mothers
Child’s development Milks’ brand names Food supplements for babies
4. Research Topic: Role of Social Media in Fostering Stereotyped Lifestyle Among

Teenagers
Social Media teenagers’ lifestyle Load Promo for surfing

Usage of Social Media Availability of gadgets
 Why do you think they it does/do not belong to the group?
5. Research Topic: Students’ Perception of the Role of School Counselors on the

Choice of a Career
Parenting style Career decision-making

Counseling Style Peer factor on career Role of School Counselors
What is It
Determining which word/s do/es not belong to the group is like determining
the scope of your research study. When you start determining the scope of your
study, you can also start realizing the limitations and delimitations you may set for
your entire study. The following discussion from Yambo (2012) will help you analyze
the things you have to include and exclude in your research paper.
Scope
The scope is the extent of the study and contains measurements, which is a
quantitative study would include the number of participants, the geographical
location, and other pertinent numerical data.
This also refers to the depth at which the research area will be explored. Facts
and theories about the subject are included in this area. For instance, one might
decide to carry out a study of the impact of mobile devices on the behavior patterns
of elementary school kids. However, it is infeasible to cover all aspects of the selected
subject. If so, the scope will have to be restricted to a specific section of the target
population over a specified duration.
55
The researcher’s task under “Scope” is to specify how much and/or what
aspects of the problem or relevant subject-matter is to be tackled, and how large
the study area and population will be included.
Delimitations
These are choices that “describe the boundaries” set for the study during the
research design, “imposed deliberately by the researcher”.
In a social sciences study, delimitations would be the specific entity (school,
hospital, community, etc.), where a study took place; in a scientific study, the
number of repetitions.
Delimitation parameters or characteristics that limit the scope and outline the
boundaries of the study. These parameters include sample size, time, and geographic
area. Additionally, the researcher is free to decide which research tools and
methodologies to use as well as theories that apply to the data. delimitations like
insufficient time and financial resources might be imposed to allow further analysis
or investigations.
Here, a researcher is tasked with the responsibility of explaining why specific
exclusions and choices were made and how they might affect the outcome of the
research.
Limitations
These refer to “influences that the researcher could not control”. Hence, they
are “the shortcomings, conditions or influences that placed restrictions on the
researcher’s methodology and conclusions”, and such should be reported.
Thoroughness is a must in reporting limitations and these would include
how the limitations influenced the analysis of results. The kind of instrument used,
“the sample constraints” can render findings not applicable to the larger
population.
Limitations are the constraints on the concept of any data collected,
applications to practice, and utility of findings that were not accounted for
beforehand. Theses affect the methods used to set internal and external validity.
Under “Limitations”, the researcher indicates the extent to which the intended
scope may not be fully realized.
To further explain the concepts of scope, limitations, and delimitations, the
following table is made for you.
Research Topic Possible Scope Possible Possible
Delimitations Limitations
Online Marketing Strategies in determining the Local businesses Time constraints;
Luring Out Target Consumers status of online run in Quezon Funding
marketing strategies Province;
of the business Food services
establishment excluding fast-food
chains;
Methods and
strategies, facilities,
customer services
offered, and current
problems the entity
is facing
56
Role Performance in School determining the Students in public Absent students
and Home of the Students in difference in the role schools in Quezon; during the conduct
Public and Private Schools performance of the students in private of the study;
students schools in Quezon; Working hours of
causes of bullying; parents/guardians
roles of
parents/guardians
Social Media as Used in Investigating the use students in DepEd- Schedule;
Academics of social media in Quezon with social Number of
academic media accounts; students present
performance six faculty members during data
in each school collection
What’s More
Now that you have the pieces of information about the scope, limitations, and
delimitations, you will now have the other factors to consider in stating the scope
and delimitations of your study.
Points to Ponder in Stating the Scope and Limitations/Delimitations of the

Study
It is important to narrow down your research topic and limit the scope of your
study. As a researcher, you should inform the reader about the limits or coverage of
the study. The scope identifies the boundaries of the study in terms of subjects,
objectives, facilities, area, time-frame, and the issues to which the research is
focused.
Sample phrases that help express the scope of the study:
 The coverage of this study…
 The study consists of…
 The study covers the…
 This study is focused on…
A group of 25 kids in grades 3 to 5 at one particular school would be an ideal
coverage to study their behavior patterns for five months.
The delimitation of the study is delimiting a study by geographic location, age,
sex, population traits, population size, or other similar considerations.
Sample phrases that help express the delimitations of the study:
 The study does not cover the…
 The researcher limited this research …
 This study is limited to…
The researcher might explain why a sample group of 25 children was chosen
together with children from grades 3 to 5 and not the rest of the grades.
Sample phrases that help express the limitations of the study:
 There may be some possible limitations in this study…
57
 The findings of this study have to be seen in the light of some
limitations…
 The empirical results reported herein should be considered in light of
some limitations…
The researcher might discover that several children from grades 3 and 5 could
not make it to school on the research day due to heavy rain.
Remember that…
 Scope incorporates the giving of the “reason why”; that is why the scope is as
we are called upon to see it---in terms of time, space, and/or number.
 Limitations answer the questions “given your scope, to what extent will your
findings be generalizable; that is, to what extent beyond your actual area of
study, or your sample?”.
 Delimitations explain the “reasons for specific exclusions and choices”.
ACTIVITY 1: Using the pieces of information presented and discussed in this lesson,
differentiate limitations and delimitations by filling-in the following Venn Diagram.
Limitations
-influences that the
researcher could Delimitations
__________ control; -choices that describe
shortcomings that the __________;
placed __________ on imposed __________
-both are by the researcher;
the researcher’s discussing the
__________ and __________ or
__________ of characteristics that
conclusions; the study
__________ on the __________ the scope
concepts of any data and outline the
collected; indicate __________ of the
the extent to which study; explains why
the intended scope specific __________
may not be fully and __________ were
__________. made.
58
ACTIVITY 2: Guided by the previous activity and discussions, write the scope and
delimitations of your study by determining which are to be included and which are
to be excluded in your research study. Make sure you reflect on the points to ponder
and you investigate the elements of the scope and delimitations of the study to ensure
that you have made a good one. Remember that your working scope and
delimitations of the study may still be revised depending on the development of your
study.
Scope and Deliminations

_____________________________________________________________________
___________________________________________________________________________
____________________________________________________.
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________.
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
Note: You may consult your working scope and delimitations of the study to your
research teacher whenever possible.
Congratulations RESEARCHER! You are about to reach the end of this module
about the introductory part of research writing. Now, it is time to look into the skills
that you have gained from the activities in this module.
59
What I Have Learned
After finishing this module, you are expected that you were able to (a) design
research useful in daily life, (b) write a research title, (c) describe the background of
research, (d) state research questions, (e) indicate scope and delimitation of the
study, (f) cite benefits and beneficiaries of study, (g) present written statement of the
problem, and list research hypotheses (if appropriate).
By attaining the mentioned research competency, check the following module
outputs that you were able to make:
_____ Research Title
_____ Background of the Research
_____ Research Questions
_____ Research Hypothesis
_____ Scope and Limitation of the Research
_____ Significance of the Study
If you were not able to complete those outputs, you should review the lessons
contained in this module because you will be using those outputs as you complete
your final research manuscript.
60
What I Can Do
Now, it is time to see how you apply the skills you have gained from this
module. This activity will enable you to start completing your final research
manuscript. Having the following components, write the introductory portion of your
research study. You may use a separate paper. Try to assess the content of your
write-up based on the given guide questions on each lesson.
Research Title
_________________________________________
Introduction/ Background of the Study

_____________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
_____________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
Research Questions
_____________________________________________________________________
___________.
1. __________________________________________________?
2. __________________________________________________?
3. __________________________________________________?
Hypothesis (if applicable)
_____________________________________________________________________
___________.
Scope and Delimitation
_____________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
_____________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
61
Assessment
Let us check what you have learned in this module. Answer the following questions
by writing the letter of the correct answer on the space provided. These statements
are about the lessons you encountered in this module. Let us see if you improve your
performance.
_____1. Which of the following concepts should be indicated in a research title?
a. Major Variables c. Research Participants/ Subject
b. Point of Inquiry d. All of the above
_____2. Which of the following is NOT true about a good research problem?
a. Specific c. Relevant
b. Time-bound d. Futuristic
_____3. Which of the following is the worst example of a research title?
a. Assessment of Lesson Mastery under Self-Paced Learning and Face-to-
Face instruction among Senior High School Students
b. Comparing Quezon Senior High School Students’ Core Subjects Lesson
Mastery under Self-Paced Learning and Face-to-Face Instruction
Instruction
d. Comparing the Mastery of Core Subject’s Competency delivered under Self-Paced
and Face-to-Face Instruction among the Quezon Senior High School Students
_____4. Which of the following is always a present element in a research title?
a. Research Point of Inquiry c. Research Intervention
b. Research Output d. Catch Phrase
_____5. Which of the following is the purpose of the statement of the problem?
a. contextualizes the significance of the research
b. serves as the frame in formulating research questions
c. reveals the research methodology
d. explains the reason for choosing the research participants
_____6. If you asked, “Is there a significant relationship between home-school distance
and tardiness of the students?”, what type of research question did you use?
a. Descriptive Research Question c. Relationship-based Research Question
b. Comparative Research Question d. Output Question
_____7. If you asked, “What is the level of awareness of male and female students on
their town’s cultural heritage?”, what type of research question did you use?
62
_____8. If you asked, “Is there a significant difference between the students’ level of
awareness town’s cultural heritage when grouped according to gender?”, what type of
research question did you use?
_____9. If you asked, “Based on the result of the study, what program could be
developed to enhance cultural awareness of the respondents?”, what type of research
question did you use?
_____10. Which of the following is a logical sequence of the research question?
I. Output II. Comparative III. Relational IV. Descriptive
a. IV, II, then I c. IV, II and III, then I
b. IV, III, then I d. All of the above
_____11. If your hypothesis states that, “Brand X has significantly greater gas
consumption among the three motorcycle brands having the same horsepower.”, what
type of hypothesis do you have?
a. Null Hypothesis c. Directional Hypothesis
b. Non-Directional Hypothesis d. Type I Error
_____12. If your hypothesis states that, “There is no significant relationship between
households’ monthly electricity bill and sleeping schedule of the family members.”,
what type of hypothesis do you have?
_____13. If your hypothesis states that, “There is a significant difference among the
gas consumption of the three motorcycle brands having the same horsepower.”, what
type of hypothesis do you have?
_____14. If you decided that there is a significant difference in the level of cultural
awareness of the two groups even though the truth is they are just equal or there is
no significant difference between the two groups, did you commit Type 1 Error of
Hypothesis Testing?
a. Yes c. Partly
b. No d. Not Applicable
_____14. If you decided that there is no significant difference in the level of cultural
awareness of the two groups even though the truth is they are not equally aware of
their culture or there is a significant difference between the two groups. did you
commit Type 1 Error of Hypothesis Testing?
a. Yes c. Partly
b. No d. Not Applicable
63
Additional Activities
For more learnings on how to accomplish introductory part of your research

manuscript, you may visit and try the following materials by accessing the links:
Choosing a Research Topic
 Worksheet in choosing a research topic which can also help you formulate
your research questions:
a. Library Hunter. n.d. “Using a Reading to Choose a Research Topic
Worksheet”. Accessed May 9, 2020.
https://library.hunter.cuny.edu/sites/default/files/documents/Usin
g_Reading_to_Choose_Research_Topic_Worksheet-1.pdf
b. Southern Tech Libraries. 2014. “Worksheet for Choosing Research
Topic and Developing a Thesis Statement.” Accessed May 5, 2020.
https://southerntechlibraries.files.wordpress.com/2014/08/workshe
et-for-choosing-a-research-topic.pdf
c. The University of Nottingham. n.d. “Choosing a Research Topic:
Worksheet.” Accessed May 8, 2020.
https://www.nottingham.ac.uk/studentservices/documents/choosin
garesearchtopic-worksheet.pdf
Research Title
 Additional lecture in writing research title can be found in the following

links:
a. Sacred Heart University Library. n.d. “Organizing Academic Papers:
Choosing a Title.” Accessed May 11, 2020.
https://library.sacredheart.edu/c.php?g=29803&p=185911
b. Papers Owl. 2019. “How to Write a Good Research Paper Title.”
Research Paper Writing Guides. Accessed May 8, 2020.
https://papersowl.com/blog/how-to-write-a-good-research-paper-title
 A video lecture on writing research paper title can be accessed at:
a. Wordvice Editing Service. “Ho to Write a Research Paper Title”.
January 25, 2018. https://www.youtube.com/watch?v=Fl1q-I3bE0c
Research Background
 Additional lecture in writing background of the study can be accessed in the

following:
a. Necessary Knowledge to Conduct Business Research. 2019.
“Rationale for the Study.” Research Methodology. Accessed May 8,
2020. https://research-methodology.net/research-
methodology/rationale-for-the-study/
b. Moola, Tahira. 2015. “Rationale”. University of Cape Town FHS
Writing Lab. Accessed May 8, 2020.
http://www.writingcentre.uct.ac.za/sites/default/files/image_tool/im
ages/167/Rationale.pdf
64
 A video lecture on creating research can be viewed at:
a. MeanThat. “1.5 Introduction and Research Rationale.” March 17,
2016. https://www.youtube.com/watch?v=gDY4ZHyo5iw
Statement of the Problem and Research Questions
 Additional lecture on writing the research questions and statement of the

problem can be accessed at:
a. McCombes, Shona. 2019. “How to write a problem statement.”.
Updated January 13, 2020. https://www.scribbr.com/research-
process/problem-statement/
b. Bwisa. Henry M. 2008. “How to Write a Statement of the Problem.”
Accessed May 11, 2020.
https://www.slideshare.net/businesscollege_plmar/how-to-write-a-
statement-problem
c. Sacred Heart University Library. n.d. “Organizing Academic Papers:
The Research Problem / Question.” Accessed May 11, 2020.
https://library.sacredheart.edu/c.php?g=29803&p=185918
d. George Mason University. 2018. “How to Write a Research Question.”
The Writing Center. Updated August 8, 2018.
https://writingcenter.gmu.edu/guides/how-to-write-a-research-
question
Research Hypothesis
 Additional lecture on writing research hypothesis can be accessed at:

a. McCombes, Shona. 2019. “How to write a hypothesis.”. Updated
January 13, 2020. https://www.scribbr.com/research-
process/problem-statement/
b. "Formulating the Research Hypothesis and Null Hypothesis."
Study.com. September 15, 2013.
https://study.com/academy/lesson/formulating-the-research-
hypothesis-and-null-hypothesis.html.
Scope and Delimitation
 Additional lecture on writing the scope and delimitation of your study can be
accessed at:
a. "Scope and Delimitation." StudyMoose, Nov 09, 2016. Accessed
May 11, 2020. https://studymoose.com/scope-and-delimitation-2-
essay
b. "Scope and Delimitation." StudyMoose, Nov 09, 2016. Accessed
May 11, 2020. https://studymoose.com/scope-and-delimitation-2-
essay
c. “What’s the meaning of Scope and Delimitation in the Studies?”
Reference. Accessed May 11, 2020. https://www.reference.com/world-
view/meaning-scope-delimitation-study-3e1b555aedd388ea
65
 Additional lecture on writing the significance of your study can be accessed

at:
a. Sharifyar Institute. 2019. "How to Write the Significance of the
Study." Accessed May 11, 2020. http://sharifyar.com/how-to-write-
the-significance-of-the-study/
b. Akanoh, Chika. “Understanding the Concept and Writing of
Significance of the Study in a Research Work.” Afribary. Posted
September 30, 2015. https://afribary.com/blog/520/understanding-the-
concept-and-writing-of-significance-of-the-study-in-a-research-work/
66
Answer Key
15.b 15.C
14.A 14.B
13.B 13.A
12.A 12.B
11.C 11.C
10.D 10.A
9. D 9. D
8. B 8. C
7. A 7. B
6. C 6. A
5. B 5. B
4. A 4. A
3. C 3. B
2. D 2. D
1. D 1. C
Assessment What I Know
Lesson 1
What's In
Review (What’s In)
1. Vocational training program, waiting list- Independent; Employment Outcomes-Dependent
2. Giving chocolate to students- Independent; school work motivation- Dependent
3. Two groups of twelfth graders- Independent; speed- Dependent; group that did not have
calculators- Controlled
4. Amount of sugar in an orange- Continuous
5. Time required to run a mile- Continuous
67
Lesson 2
What's More
Activity 1
Elements Title Title Title

No. 1 No. 2 No. 3
Research Process/ Method   
Topic/ Point of Inquiry   
Participants/ Respondents/   
Subjects
Intervention   
Research Output   
Research Catch Phrase   
Lesson 3
What’s New
Keep the
Stating Explaining readers
Marking the
Introducing invaluable why the puzzling on
benefits of the
topic opinion research topic what the
article
is important research is all
about
Telling
Stressing the
Conducting readers about Including Establishing
significance of
literature the research personal credibility or
the explored
review plan to carry arguments trust
subject
out
Retrieving Narrowing the Supporting
some Excluding background the related
Stating
quotations to modern time information arguments
rationale
inert as in- scholars down to with credible
text citations specific points sources
Gathering free
Using
online best Thinking Creating some
Stating transition
introduction about the context and
hypothesis words to build
samples rationale background
bridges
hesitantly
68
Lesson 4
What's More
Activity 1
Criteria Set Set Set Set
1 2 3 4
1. Overall objective is clearly stated.    
2. Research questions are logically arranged.    
3. Asked specific key concepts to specific respondents.    
4. Asked only relevant questions based on statement of    
the problem.
5. Answers to Research Questions are quantifiable and    
testable using statistical treatment or mathematical
computations.
6. Leading questions are not answerable by “yes” or “no”.    
7. Used correct verb tenses.    
Lesson 5
What's More
Activity 1
1. There is no significant difference between students’ level of research interest when
grouped according to gender.
2. There is no significant relationship between morning temperature and tardiness of
students.
3. There is no significant difference among the annual income of teachers, bank tellers, police
officers, and engineers.
4. There is no significant difference between the level of engagement of TNHS parents in
school activities when grouped according to occupation.
5. There is no significant difference between the absenteeism rate of male and female TNHS-
SHS students
Lesson 6
What’s More
Profiling the Study Beneficiaries
2. a. Who? students
b. What? Learning paradigm; preparation for post-secondary education or
careers
c. How? They can use the learning paradigm; they can prepare for post-
secondary education or careers
d. Why? they lack the skills and preparation
e. When? (if applicable) after graduating from high school
f. Where? (if applicable) secondary level and vocational schools
3. a. Who? student teachers

b. What? useful information on likely problems they are going to face; to make
them prepared to overcome these problems
c. How? They can apply their useful information from the study to overcome
problems
d. Why? they need enough time to cope-up with such issues
69
e. When? (if applicable) during teaching practice
4. a. Who? the community; young and the old

b. What? importance and the use of internet services
c. How? educate the community on the importance and the use of internet
services; assisting in monitoring the level of computer illiteracy
d. Why? They are not that literate in using computers
f. Where? (if applicable) selected barangays in Quezon Province
Lesson 7
What’s New
1. classroom decoration; enthusiasm towards peer-related activities

2. parent’s perception towards the use of the internet; teachers’ teaching
style
3. child’s development; milks’ brand names; food supplements for babies
4. load promo for surfing; availability of gadgets
5. parenting style; peer factor on career
What’s More (Activity 1)
Delimitations
Limitations -choices that
-influences that the describe the
researcher could boundaries;
not control; imposed
shortcomings that deliberately by the
placed restrictions researcher;
-both are
on the researcher’s parameters or
discussing the
methodology and characteristics
scope of the
conclusions; that limit the
study
constraints on the scope and outline
concepts of any the boundaries of
data collected; the study;
indicate the extent explains why
to which the specific exclusions
intended scope and choices were
may not be fully made.
realized.
70
References
A Research Guide. 2019. “Short Explanation How to Write Hypothesis.” Accessed

May 10, 2020. https://www.aresearchguide.com/write-a-hypothesis.html
Alderman, Jim. 2014. “Choosing a Research Topic.” Beginning Library & Information
Systems Strategies 17. Accessed May 12, 2020.
https://digitalcommons.unf.edu/bliss/17
Bacon-Shone, John. 2013. Introduction to Quantitative Research Methods. Hong
Kong: The University of Hong Kong Graduate School.
British Library. nd. “Bright Ideas Inspiring People.” Accessed May 9, 2020.
https://www.bl.uk/business-and-ip-centre/articles/what-are-typical-
quantitative-research-questions
Bryman, Alan. 2007.“The Research Question in Social Research: What is its
Role?” International Journal of Social Research Methodology 10 (2007): 5-
20.
Burke, Johnson R., and Christensen, Larry. 2014. Educational Research:
Quantitative, Qualitative, and Mixed Approaches, 5th Edition.
Bwisa, Henry. 2018. “The Basics of Writing a Statement of the Problem for Your
Research Proposal.” Editage Insights. Accessed May 9, 2020.
https://www.editage.com/insights/the-basics-of-writing-a-statement-of-the-
problem-for-your-research-proposal?refer=scroll-to-1-article&refer-
type=article
Creative Commons. 2016. “Choosing A Research Topic.” Accessed May 8, 2020.
https://researchguides.uoregon.edu/c.php?g=371224&p=2687364
De Carlo, Matthew. (2018). “Scientific Inquiry in Social Work.” Accessed May 9,
2020. https://scientificinquiryinsocialwork.pressbooks.com/chapter/8-2-
writing-a-good-research-question/
Dudovskiy, J. 2019. “Formulating Research Aims and Objectives”. Research
Methodology. Accessed May 28, 2020. https://research-
methodology.net/research-methodology/research-aims-and objectives/
Hairston, Maxine, and Michael Keene. 2003. Successful Writing. 5th ed. New York:
Norton.
Hartley James. “To Attract or to Inform: What are Titles for?” Journal of Technical
Writing and Communication 35 (2005): 203-213
Lund Research Ltd. 2012. “Types of Quantitative Research Questions.” Lᴂrd
dissertation. Accessed May 9, 2020, http://dissertation.laerd.com/types-of-
quantitative-research-question.php
Miller, Thomas. 1994. “The Introduction to the Research Article from a Discourse
Perspective” Accessed June 5, 2020.
http://journals.openedition.org/asp/4269
Morgan, Megan. 2020. “How to Write A Research Introduction?” Accessed May 17,
2020. https://www.google.com/amp/s/www.wikihow.com/Write-a-
Research-Introduction%3famp=1
Ogbeiwi, Osahon. 2017. “Why Written Objectives Need To Be Really SMART?” British
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https://www.researchgate.net/publication/318390296
71
Prasad, Shalini, Rao, Ajith, and Rehani, Eeshoo. 2001. Developing Hypothesis and
Research Questions. Accessed May 10, 2020.
https://www.public.asu.edu/~kroel/www500/hypothesis.pdf
Regoniel, Patrick. 2015. “Two Tips on How to Write the Significance of the Study.”
Simply Educate Me. Accessed May 19, 2020.
https://simplyeducate.me/2015/02/09/two-tips-on-how-to-write-the-
significance-of-the-study/
Swales, John M. 1990. “Create a Research Space (CARS) Model of Research
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Cambridge: UP. Accessed May 13, 2020.
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Thesisnotes. 2016. “Writing Thesis Significance of the Study.” Accessed May 19,
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the-study/
Yambo, M. 2012. “Scope and Limitations in Scientific Research”. Blogspot. Accessed
May 28, 2020. https://www.mauriyambo.blogspot.com
72
For inquiries or feedback, please write or call:
Department of Education – Region IV - CALABARZON - SDO QUEZON

Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
Telefax: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
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Practical

GOVERNMENT PROPERTY | NOT FOR SALE

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by SDO QUEZON

Department of Education – Region IV - CALABARZON - SDO QUEZON

Welcome to the Practical Research II – Grade 12 Alternative Delivery Mode (ADM)

This module was collaboratively designed, developed, and reviewed by educators

Notes to the Teacher

Welcome to the Practical Research II – Grade 12 Alternative Delivery Mode (ADM)

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity that will help

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

This module contains seven lessons, namely:

training program compared to those on a waiting list

2. Testing the effects of giving chocolate to students in their school work

4. Measuring the amount of sugar in an orange

5. Discovering the time required to run a mile

2.“This season may we never forget

3. “You can count on me like 1,2,3

5. “I wish nothing but the best for you too

Developing a Research Topic

2. Be flexible. Understand that choosing a research topic is a cyclical process. No

Other Things to Consider in Choosing a Research Topic

The Best Topics

Activity 1: Show Your Concept!

Features/ Research Topic Features/

Research Topic: ____________________________

2 Writing your Research Title

By completing the lesson activities, you will be able to:

1. analyze the variables present in a research title;

Check the spaces describing your research topic:

_____ My research topic is connected or relevant to my SHS Strand.

_____ My research topic addresses the research gap

_____ My research topic is significant either for a group of people, animals,

Importance of a Good Research Title

a. Assessment of Lesson Mastery under Self-Paced Learning and Face-to-Face

Characteristics of a Good Research Title

Research Variables and the Research Title

Research Title 1: Comparing Gender-Based Research Interests of Senior High School

2. Research Topic as Point of Inquiry

3. Research Participants / Respondents / Subjects

5. Research Output (if applicable)

6. Research Catch Phrase (if desired)

Activity 1. Critiquing a Research Title

1. Comparison of HUMSS A and HUMSS B Cultural Heritage Awareness: Basis

Elements Title No. 1 Title No. 2 Title No. 3

Points to Ponder in Writing your Research Title

5. If you use a catchphrase, it is related to the context of your study?

6. Can your research title spark the interest of your reader?

7. Does your research title sum up your whole investigation?

Activity 2. Let’s create your working research title

Working Research Title: