Senior High School

Practical Research 2
z First Semester – Quarter 1
Describing the Background of Research
CS_RS12-Id-e-3
Practical Research 2– Grade 12
Alternative Delivery Mode
First Semester - Quarter 1 –Describing the Background of Research
First Edition, 2020
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Published by the Department of Education - Region III

Secretary: Leonor M Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Karl Patrick Nikko B. Dela Cruz

Language Reviewer: Christ Gabriel Cruz

Content Editor: Rosauro V. Duplon

Illustrator: Jerico B. Reyes

Lay-out Artist: Karl Patrick Nikko B. Dela Cruz

Management Team

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

Project Development Officer II

Marinella P. Garcia Sy, PhD

EPS – Science
Glenda S. Constantino

Project Development Officer II

Joannarie C. Gracia

Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 What I Need to Know

This module will help you in encouraging the learners to recognize and depict the

Practical Research 2
Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research that they can
apply for their exploration of knowledge and guide them in quantitative study.

First Semester – Quarter 1

It gives you the practice you need to expand on your research skills and improve your ability

Describing the Background of Research

to understand the content. Exploration in this module is very much opened and focus more
in dealing with the research process.

CS_RS12-Id-e-3
For the Learner:

“One of the road to success is to use the source of bliss in the precise quantity, at the
accurate time and in the factual way, and there is nothing wrong quality”.

In research, Quantity is frequently used to

gain CS_RS12-Id-e-2
a general sense of phenomena and to form theories that can be tested using further
quantitative research. So it is significant for you to understand and apply accuracy to
measure a definite answer.

At the end of this module, you are expected to:

Describe characteristics of quantitative research.
Determine strengths, weaknesses of quantitative research.
Identify the kinds of quantitative research
 Introductory Message

For the facilitator:

Welcome to the Practical Research Alternative Delivery Mode (ADM) Module on Describing
the Background of Research.

This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

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

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

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.
For the learner:
Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on Describing
the Background of Research.
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

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

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

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

In this portion, the new lesson will be introduced to

you in various ways; a story, a song, a poem, a
What’s New
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.
This comprises activities for independent practice to
What’s More 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 sentence/paragraph

to be filled in to process what you learned from the
lesson.
What Can I Do This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you to

enrich your knowledge or skill of the lesson learned.

Answer Key
This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.

3. Read the instruction carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

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

This module will help you understand how the background of the research study will help
establish the clarity and success of your research undertaking.
Please help the learners in sharing their ideas and knowledge from their experiences so that
learning will be facilitated easily.
Answers are written at the back of this module and utmost honesty is encouraged and
enjoined while answering.
For the learner:

You are a young researcher and the success of your undertaking lies in your ability to follow
directions. A research study cannot happen in a vacuum. The time, place and
participants/respondents where the problem is set will always affect the results of the study.

At the end of this module, you are expected to:

• Identify possible Background of research;
• evaluate criteria of good backgrounds of research undertakings;
• and describe a research background.

What I Know

Direction: Arrange the following steps in making a background of the study in chronological
order from 1-15.

Conduct this preliminary research on the specific topic, and the area of study will help
you to put forward a research question or thesis statement that will finally lead to
more relevant and specific research.
Visit the library, check the Internet and other electronic databases to find preliminary
sources such as scholarly journals and books about your background of the study.
Develop and pen down research question or thesis statement.
Decide to do more detailed research at this point and look for more sources that are
more relevant to your research question or thesis.
Read and gather the information you need to develop a thesis statement or research
question that will guide your thesis.
Cite the source of every information you are using on each note so that you won’t
forget where you got the information from, just in case you want to use it in your
thesis.
As you create your background study, create relevant sections.
When you start writing, create five different sections that have the key issues, major
findings, and the controversies that are surrounding your research question or thesis
and also a section that provides evaluation and a conclusion.
Complete your research using question and thesis statement as your guide.

Find sources that are relevant to your specific thesis and provide more insight into

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 your research question.
Do a revision and editing of your background of the study. You can write out several
drafts of your work, revising, editing, and adding more information as you do so before
coming up with the final one.
Make sure each draft is better than the previous.
ask someone else to help you proofread your work.
Identify the further studies that need to be done in the in the conclusion section.
Mention possible solutions to the issue that have not been put into consideration in the
past.

What’s In

In the last lesson, we discussed how to write a research title. Now let us, look back to
know if you still the guidelines in writing a research title. Can you recall them? Let’s
see!

Directions: Re-arrange the words given in each number to formulate a research title.
1. domestic to how violence it control
2. eradicate to ways poverty in community
3. The impact learning of technology in distance
4. The role life of smartphones daily
5. Social teen media among addiction

What’s New

Many people like to listen to music while they work, or to at least have some sort of noise in
the background. Fortunately, research shows that this is beneficial, since music and
background noise offer various cognitive benefits when it comes to factors such as
productivity and creativity.

Research shows that listening to music or to some background sounds while you work or
study can lead to various benefits. For example:
Listening to music temporarily improves performance on tests measuring intelligence and
various cognitive functions.
Listening to ambient noise enhances performance
on creative tasks.
Listening to music helps maintain concentration when
performing repetitive tasks over long periods of time.
Listening to white noise improves
people’s recognition memory, which is the ability to
recognize previously encountered objects, entities,
and events.
Listening to music improves people’s ability to
perform mental arithmetic.

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Figure 1: A lady enjoys studying
while having background music
Similarly, whenever one writes a research, having a background information about the topic
can help in boosting the present ideas or information the researcher is dealing with.

QUEST FOR QUESTIONS

How does background music help you in studying?

How can a background of study contribute to the production of the present study?

What Is It

The background study for a research undertaking sets the mood, both for the
researcher and the research that needs to be conducted. It may include a review of the
area being researched, current information surrounding the issue, previous studies on the
issue, and relevant history on the issue. Ideally, the study should effectively set forth the
history and background information of the thesis problem.

One of the preliminary steps to completing a Research study is describing the

background study for it. A Background Study may involve a description of any or a
combination of the following:
• all researched current information surrounding the issue;
• previous studies on the issue;
• relevant history on the issue.

A good background of the study provides the STRONGEST foundations to very good
evidence-based research. For the research study to be reliable and valid, it must include
literature (researched articles and studies) citing that is compelling, novel, timely, and

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accurate. Good literature review should be highly selective and specific, referring only to
work that is directly relevant to the argument you choose to make. A good literature review
which basically forms the background of the study must:
1. Define and clarify a problem;
2. Summarize previous research to inform readers of research that is the extant.
3. Identify existing relationships, contradictions, gaps and inconsistencies and
4. Suggest the next steps to be taken.
Stages in Writing your Background of the Study
Stage 1. At the beginning stages of formulating your thesis, many of the issues are still very
unclear, and you need to solidify your thoughts, you should conduct preliminary research.
You conduct this preliminary research on the specific topic, and the area of study will help
you to put forward a research question or thesis statement that will finally lead to more
relevant and specific research. You can visit a library, check the Internet and other electronic
databases to find preliminary sources such as scholarly journals and books about your
background of the study.

Stage 2. Read and gather the information you need to develop a thesis statement or
research question that will guide your thesis. You should take notes and also keep an
accurate track of the sources of information you have used up to this point. A lot of people
use note cards, but it’s easier and better to use electronic note-taking programs in this
electronic age. Just make sure to use a form or recording that is comfortable and easier for
you. Also, make sure you cite the source of every information you are using on each note so
that you won’t forget where you got the information from, just in case you want to use it in
your thesis.

Stage 3. Develop and pen down research

question or thesis statement. Think about the
things you’ve read and searched for issues
or solutions that have been found by other
people and then formulate your stance or
opinion on the issue. Write out your position
or opinion as an authoritative statement. You
can decide to do more detailed research at
this point and look for more sources that are
more relevant to your research question or
thesis.

Stage 4. Complete your research using

question and thesis statement as your guide.
You should be able to find sources that are
relevant to your specific thesis and provide
more insight into your research question. It is
critical that your sources provide information
on the history and past researches related to
your thesis or research question.
Figure 2: A student reads
different books to be used as
his background of the study.

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Stage 5. As you create your background study, create relevant sections. When you start
writing, create five different sections that have the key issues, major findings, and the
controversies that are surrounding your research question or thesis and also a section that
provides evaluation and a conclusion.

Stage 6. Identify the further studies that need to be done in the in the conclusion section.
And also mention possible solutions to the issue that have not been put into consideration in
the past.

Stage 7. Do a revision and editing of your background of the study. You can write out
several drafts of your work, revising, editing, and adding more information as you do so
before coming up with the final one. Make sure each draft is better than the previous. You
can also ask someone else to help you go through it.

What’s More

Independent Activity 1
Directions: Examine the given example of Background of the Study. Try to DEDUCE and
formulate its Research topic.

Massachusetts provides good opportunities for historic population research, since

registration of births, deaths, and marriages was made compulsory in 1639 (Spiegelman,
1968:3). Deerfield was selected as the community for study after a number of small towns in
Northwestern Massachusetts were considered. The reason Deerfield was chosen is because
available records appeared to be very complete. The community of Deerfield's own
emphasis on its long history, and efforts by such specific groups as the Pocumtuck Valley
Memorial Asaociation, (founded in 1870), and the Heritage Foundation, provide for a good
library with many well preserved records. Although several references concerning Deerfield
and Massachusetts are consulted, the major sources for the information presented below
are Baldwin's Vital Records of Deerfield, Massachusetts to the Year 1850 (1920); and
George Sheldon's History of Deerfield (1896). The major emphasis on the complete records
given in Baldwin 2 (1920) with supplementary information being added from Sheldon's
published genealogies (pp. 4-407, Vol. II). Sheldon's work is considered by many colonial
historians to be a very well written and thorough local history. The vital statistics compiled by
Baldwin appear to be very complete considering the time period covered and are based on
grave inscriptions as well as town and parish records. These statistics include 4943 births,
1485 marriages, and 2204 deaths. In an effort to test the accuracy of the records, the local
cemeteries around Deerfield were sample surveyed, and virtually 100 percent of the
cemetery markers checked are found in Baldwin.

Independent Assessment 1
Direction: Identify the DATA used in the previous paragraph that was used to describe the
background of the research. Categorize the information using the chart below.

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Current Information about the Previous Studies on the Relevant History on the
Issue Issue Issue

Current Information about the Previous Studies on the Relevant History on the
Issue Issue Issue

Independent Activity 2
Directions: Let’s GO SOLO!!! Choose ANY from the topics below and describe the
BACKGROUND of the STUDY in not more than 300 words. You may use any printed or
online materials that are available. Make sure to practice paraphrasing and proper citation.

1. Effects of Political Patronage on the Social Amelioration Program

2. Impact of the COVID 19 Pandemic on World Economy

3. Correlation between Mental Health and Physical Well-Being of Front Liners

Independent Assessment 2
Direction: Review the information you have gathered about the background of your research
problem/topic you have chosen and categorize the DATA accordingly.

Current Information about Previous Studies on Relevant History on the

the Issue the Issue Issue

Independent Activity 3
Directions: Evaluate the given text and try to do the following:

1. Describe the background of the study undertaken by the writer.

2. Does it have any of the TYPES of research backgrounds discussed? If yes, please
identify.

3. Does the description of the research background make the study clearer? Support
your answer.

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Independent Assessment 3

Directions: In NOT more than 250 words, explain the important role played by the
Background of the Research in the success or failure of the study.

What I Have Learned

Reflect on what you have learned after taking up this lesson by completing the chart
below in 2-3 sentences

I thought…
What were your
thoughts or ideas
about Background
of research?

What new or I learned that…

additional ideas
did you learn after
taking up this
lesson?

How did you apply I applied that…..

the things you
have learned
about Research
Background?

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 What I Can Do

Direction: With the use of your gadgets (android phones/tablets/laptops) and INTERNET
connectivity, work on describing the BACKGROUND STUDY for this Research Topic. Be
sure to utilize ALL types possible so as to lay down a GOOD foundation for the study.

Enhanced Community Quarantine: The NEW NORMAL In Fighting Deadly

Diseases
Explain concisely how the use of relevant literature review managed to SET the study
in its PROPER CONTEXT. ( NOT to exceed 5 sentences )

Assessment

Direction: Determine if each statement is TRUE or FALSE.

1. The research background specifies the underlying condition of what is

to be studied.

2. All good researches’ data are based on evidence, never hearsays.

3. A review of the past cannot be used in the research background.

4. Information about participants can weaken the study’s background.

5. Places and dates are unnecessary in describing the background of the

research.

6. A lousy review of literature may damage the study’s background.

7. Researchers must work on creating a clear background of the

research.

8. The title and background share no common ground.

9. A well-crafted background will result in 100% accurate data.

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 10. A good description of the background of the study will guide readers to

better appreciation.
11. Conduct this preliminary research on the specific topic, and the area of
study will help you to put forward a research question or thesis statement that will finally lead
to more relevant and specific research.

12. Visit the library, check the Internet and other electronic databases to
find preliminary sources such as scholarly journals and books about your background of the
study.

13. It is not important to develop and pen down research question or thesis
statement.

14. Decide to do more detailed research at this point and look for more
sources that are more relevant to your research question or thesis.

15. You don’t need to read and gather the information you need to develop
a thesis statement or research question that will guide your thesis.

Additional Activities

ESSAY: Using your gadgets and the internet, prepare a background of the study of this issue:

“ The Granting of a Franchise Renewal for ABS-CBN”

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 References

Mcloughlin, Caven S., Ph.D., Editor-in-Chief Emeritus for a major commercial academic
publisher. Accessed July 28,2020

Swedlund, Alan C., "Chapter 1, Background of the Study" (2008). Research Report 07: The
Genetic Structure of an Historical Population: a Study of Marriage and Fertility in Old
Deerfield, Massachusetts. 3. Retrieved from
https://scholarworks.umass.edu/anthro_res_rpt7/3

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 Appendices

Rubric for Assessment 2

➢ Clarity (they must be sensible and intelligible); -4 points
➢ Connectivity (must have connections with existing/established
theories/studies); -2 points
➢ Originality (hold prospect of making a unique contribution); -2 points
➢ Precision (must NEITHER be too broad or narrow) -2 points
Total = 10 Points/item

Rubrics for Independent Activity 2

➢ Clarity (they must be sensible and intelligible); -6 points
➢ Connectivity (must have connections with existing/established
theories/studies); -2 points
➢ Originality (hold prospect of making a unique contribution); -2
points
Total = 10 Points/item

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 For inquiries and suggestions, please contact
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development
System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos,
Bulacan
Email address: lrmdsbulacan@1d5eped.gov.ph