Republic of the Philippines

Department of Education
REGION IV A - CALABARZON
SCHOOLS DIVISION OF RIZAL
GURONASYON FOUNDATION INCOROPRATED NATIONAL HIGH SCHOOL
BINANGONAN, RIZAL

QUARTER 4 – Week 1
LEARNING ACTIVITY SHEET
TECHNICAL TERMS USED IN RESEARCH

I. BACKGROUND INFORMATION FOR LEARNERS

A. WHAT IS RESEARCH?
 Research is defined as the scientific investigation of phenomena which includes collection, presentation,
analysis and interpretation of facts that lines an individual‘s speculation with reality.
 Solutions to problems must be based on knowledge not on mere beliefs, guesses or theories.
 In research a systematic and well-planned procedure is required to meet the need in order that
information is acquired and evaluate its accuracy and effectiveness.
 It is a process of inquiring1

B. TECHNICAL TERMS USED IN RESEARCH

1. Abstract- summarizes all sections and helps readers decide whether or not to read the entire report
2. Introduction- presents background information, scope, and focus of the research paper
3. Data- factual information [as measurements or statistics] used as a basis for reasoning, discussion, or
calculation.
4. Theory- a general explanation about a specific behavior or set of events that is based on known
principles and serves to organize related events in a meaningful way.
5. Conclusion- provides the summary of the research
6. Discussion- evaluates the results of the study or research
7. Literature review- provides a review of what others have written or researched on concerning the topic
8. Conceptual Framework- offers a logical structure of connected concepts that help provide a picture or
visual display of how ideas in a study relate to one another within the theoretical framework (Grant &
Osanloo, 2014).
9. Research Design- the game plan or method for finding out what you want to know.
10. Methodology- systematic approaches to the conduct of an operation or process. It includes steps of
procedure, application of techniques, systems of reasoning or analysis, and the modes of inquiry
employed by a discipline.
11. Plagiarism- Plagiarism is the appropriation of another person’s ideas, processes, results, or words
without giving appropriate credit.
12. Reference- lists all the sources used in the research

C. METHODS IN DOING RESEARCH

1. Quantitative Research
 The data produced are always numerical, and they are analyzed using mathematical and statistical
methods.
 Explaining phenomena by collecting numerical data that are analyzed
using mathematically based methods (in particular statistics).
2. Qualitative Research
 It often involves words or language but may also use pictures or photographs and observations.
 Seeks to answer questions about why and how people behave in the way that they do. It provides in-
depth information about human behavior.

II. LEARNING COMPETENCY

 Distinguish technical terms used in research.
III. EXERCISES: Read carefully each direction then answer tasks as instructed.

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LEARNING TASK 1: Write T if the statement is true and F if it Is false.
F 1. Research process can be done hastily.
2. Abstract presents background information, scope, and focus of the research paper
3. Sources are factual information.
4. Conceptual Framework provides an in- depth
5. Theory gives limited explanation of a certain topic
6. Discussion evaluates the results of the study or research
7. Qualitative research is better than Quantitative research in all aspects.
8. Methodology is the systematic approaches to the conduct of an operation or process.
9. Plagiarism is a good practice in research.
10. Reference lists all the sources used in the research

LEARNING TASKS 2: What makes these images a portrayal of what research is? Write at least 2-3
sentences explanation for each.

LEARNING TASKS 3: Pick 10 words in the box which you think are related to research. Using those,
formulate a definition essay with at least 100 words of what is research based on your opinion. Do not forget
to underline the words that you used.

V. Reflection:
Learning Task 4: In your notebook, write a one- paragraph essay answering the question:

Why is it important to know the technical terms used in research?

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IV.RUBRICS
Rubric for Learning Tasks 3

Rubric for Learning Task 4

V. Reflection:
In your notebook, write a one- paragraph essay answering the question:

Why is it important to know the technical terms used in research?

REFERENCES:
https://pdfcoffee.com/lesson-1-technical-terms-in-research-1-pdf-free.html
Pastor, M. E. (2020). Quarter 1– Module 1: Nature of Inquiry and Research. Department of Education –
Bureau of Learning Resources (DepEd – BLR)
https://www.thoughtco.com/essay-rubric-2081367
https://studylib.net/doc/8281892/definition-essay-rubric

ANSWER KEY:
Learning Task 1: 1. F, 2. F, 3. T, 4. T, 5. F, 6. T, 7. F, 8. T, 9. F, 10. T
Learning Task 2: Answers may vary
Learning Task 3: Answers may vary
Learning Task 4: Answers may vary
Prepared By: Checked By: Noted By:
EMYROSE B. TIRAÑA ELEONOR Y. CERTEZA, ED.D. VICTORINO V. BUTRON
English 10 Teacher English Department Head Principal

3
 Republic of the Philippines
Department of Education
REGION IV A - CALABARZON
SCHOOLS DIVISION OF RIZAL
GURONASYON FOUNDATION INCOROPRATED NATIONAL HIGH SCHOOL
BINANGONAN, RIZAL

Name:________________________________________ Date:______________________
Grade:________________________________________ Section:____________________

QUARTER 4 – Week 2
LEARNING ACTIVITY SHEET
DEFINITION OF WORDS

I. BACKGROUND INFORMATION FOR LEARNERS

TECHNICAL VS OPERATIONAL DEFINITION
 Technical definition mostly refers to the aspect of explaining or describing any technical terms or
terminology. Technical definitions could be used in expanding the vocabulary since most of these terms
are explained in the exact manner. Examples include the terms and definitions of the words found in
dictionary.
 Operational definition, on the other hand, is more on the application of the word. For example, these
may include the various attempts to define or explain a certain process and its properties including but
not limited to the characteristics of the event itself.
It gives a precise meaning to the spoken or written word, forming a ‘common language’ between two or
more people.
It defines how a term, word or phrase is used when it is applied in a specific context. This implies that a
word may have different meanings when used in different situations.

EXTENDED DEFINITIONS
 An extended definition may explain the word's etymology or historical roots, describe sensory
characteristics of something (how it looks, feels, sounds, tastes, smells), identify its parts, indicate
how something is used, explain what it is not, provide an example of it, and/or note similarities or
differences between this term and other words or things

Planning:
For your extended definition, select a topic you wish to research. Next, identify the larger document you
would anticipate your definition appearing in (e.g., a user’s manual, a textbook, an advertisement, a legal
document). This larger document will determine your audience, which will then determine how specific you
need to be with your definition and how formal its tone will be.

Organization:
Begin your extended definition with a sentence definition, which is a broad one-sentence definition of your
topic. Sentence definitions begin with “(topic) is/was a/the…” (examples: A guitar is a musical instrument
belonging to the string family; George Washington was the first president of the United States).

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From here, there are eight definition strategies you can use to write your extended definition. Your topic
will determine which ones you use; however, you should plan to use several of them.

 Visuals: provide a graphic representation of a topic. For example, for a definition of the water cycle,
the writer might use a visual illustration of the process to supplement his or her written description.
 Examples: explain an abstract or complicated topic. For example, for a definition of compound
exercise, the writer might provide several compound exercises as examples (squat, bench press,
deadlift, etc.).
 Partition: divides complex topics into multiple categories. For example, for a definition of diabetes,
the writer would want to partition the three kinds of diabetes (type 1 diabetes, type 2 diabetes, and
gestational diabetes) and discuss them one at a time rather than try to define them all at the same
time.
 Principle of Operation: defines a process or an object involved in a process; as such, it is likely to
appear in documents like a user’s manual or instructions.
For example, for a definition of four-wheel drive, the writer could explain, step-by-step, how four-
wheel drive works.
 Comparison and Contrast: useful when the topic consists of two categories with clear similarities and
differences. For example, for a definition of electric current, the writer might want to set up the
definition.
as a comparison/contrast between the two types of electric current: alternating current (AC) and
direct
current (DC).
 Analogy: draws a comparison between the topic and something likely already familiar to readers. For
example, for a definition of central processing unit, the writer might want to draw an analogy between
how a CPU works and how the human brain works.
 Negation: defines the concept by what it is not. For example, one way to define automatic
transmission.
would be to explain how it is different from manual transmission, its predecessor.
 Etymology: explains where the name of the topic comes from. For example, for a definition of
tyrannosaurus rex, the writer might explain that the name comes from the Greek words meaning
“tyrant” and “lizard” and the Latin word meaning “king.”

Typically, your extended definition will proceed from general to specific; start with the broad information—
the “basics”—that your readers would need to know about your topic. Gradually make your paragraphs
more and more specific but remember that your larger document and your audience will determine how
specific you need to get.

II. LEARNING COMPETENCIES

 Give technical and operational definitions
 Give expanded definitions of word
 Observe correct grammar in making definitions
III. EXERCISES: Read carefully each direction then answer tasks as instructed.
LEARNING TASK 1: In this assignment, your task is to try to come up with operational definition for
emotions, behaviors and states of being. For each of the following statement, please provide an operational
definition for the underlined words. While you are doing this keep in mind that an operational definition is
one that makes it clear how the researcher should go about measuring the process, activity, or thing.
1. The experimenter wants to determine how recreational drugs affect a person's sense of humor.
2. The teacher wants to find a way to help make Billy act more friendly toward the other children.
3. A psychologist wants to know if his new form of psychotherapy will make people less depressed.
4. I must find a way to study more efficiently.
5. How many number one hits they have
6. Overall, the sophomore girls are prettier than the freshman girls.
7. People who make over $100,000 a year tend to be snobs.
8. Germantown High School is a better school than Homestead High School.
9. Overall, blacks are better athletes than whites
10. The school spirit is at an all-time low.

LEARNING TASK 2: Fill in the table with details regarding the technical and operational meaning of the
underlined words.
1. Does this drug help people overcome their tiredness?
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2. Boys show more affection towards their father than toward their mother.
3. People dream more if they have eaten a big meal three hours before going to sleep.
4. College athletes are not as smart as regular students.
5. Homosexual men tend to be very effeminate.

Definitions
Words
Technical Operational
tiredness
affection
dream
smart
effeminate

LEARNING TASK 3: Make use of the graphic organizer below to determine the extended definitions of any
four (4) words.

LEARNING TASK 4: Using any word, explore it in an extended definition essay of 100-150 words. Read its
dictionary definition or some quotes about it. Reflect on what people tend to think of when your term comes
to mind. Let your thoughts roam as you delve into your subject.
IV.RUBRICS

6
V. REFLECTION: Using the KWL chart, identify your takeaways for this lesson.

REFERENCES:
https://brainly.ph/question/704399#:~:text=Technical%20definition%20mostly%20refers%20to,any
%20technical%20terms%20or%20terminology.&text=Examples%20include%20the%20terms%20and,the
%20application%20of%20the%20word.
https://www.thoughtco.com/extended-definition-essays-and-speeches-1690696#:~:text=%22An
%20extended%20definition%20may%20explain,note%20similarities%20or%20differences%20between
https://www.lessonplanet.com/teachers/operational-definitions-worksheet
https://www.slideshare.net/gbuche/writing-an-extended-definition-2010
https://walton.uark.edu/business-communication-lab/techcompextendeddefinition.pdf
http://frisbeethrowunittl-pe.weebly.com/lesson-3-graphic-organizer.html

ANSWER KEY:
LEARNING TASK 1:
1. How many times the person laughs
2. How many times Billy helps someone else
3. Score on a depression test
4. One’s grade on a test divided by how long you studied
5. How many number one hits they have
6. How many dates they are asked out to
7. How many times they ignore other people
8. how many students go on to a four year college
9. Are on more winning teams
10. How loud they yell at a pep assembly
LEARNING TASK 2: Answers may vary
LEARNING TASK 3: Answers may vary
LEARNING TASK 4: Answers may vary

Prepared By: Checked By: Noted By:

EMYROSE B. TIRAÑA ELEONOR Y. CERTEZA, ED.D. VICTORINO V. BUTRON
English 10 Teacher English Department Head Principal

7
 Republic of the Philippines
Department of Education
REGION IV A - CALABARZON
SCHOOLS DIVISION OF RIZAL
GURONASYON FOUNDATION INCOROPRATED NATIONAL HIGH SCHOOL
BINANGONAN, RIZAL

Name:________________________________________ Date:______________________
Grade:________________________________________ Section:____________________

QUARTER 4 – Week 3 and 4

LEARNING ACTIVITY SHEET
DEFINITION OF WORDS

I. BACKGROUND INFORMATION FOR LEARNERS

A research paper is a substantial piece of academic writing, usually done as a requirement for a
class, in which the author does independent research into atopic and writes a description of the findings of
that research.

Choosing a Research Topic

In order to successfully complete a research report, you have to develop and limit a good research
topic. You have to realize that selecting and limiting a good research topic may not be as easy as it sounds.
The research topic must be focused enough to be significant and interesting, yet comprehensive enough for
you to find adequate information. Here are the steps in selecting and limiting your research topic:
1. Brainstorm for Ideas – What local treasure or heritage in the community would you like to research
about? Why does it interest you that you would like to know more about it?
2. Identify the Sources of General Background Information – What sources of information can you use
to gather information? Would you have access to these sources?
3. Focus on your Topic – What specific area or factor of the local treasure or heritage in the community
would you focus your research on? Why did you decide on this topic?
4. Make a List of Useful Keywords - What are the keywords that you can use to best describe your
topic?
5. Be Flexible – What are the considerations or adjustments that you would do if ever there is a need to
modify your research topic?
6. Define your Topic as a Focused Research Question – What is the primary question that your
research topic wants to answer?
7. Formulate a Thesis Statement – What is the thesis statement of the study that you would like to
conduct?

Writing the Introduction

Let us start with the first goal by reviewing the essential parts of the introduction:
A. Brief Background: Provide an overview of the scope of the research.
B. Objectives of the Study: Articulate what you intend to find out or achieve in the study. Some
researchers use research questions that they intend to address in the report. Others articulate the
objectives of the study. Either way, research questions or objectives are tools to guide readers in
knowing the direction of the research.
C. Significance of the Study: Discuss the relevance of the study to your intended audience. Cite the
specific benefits that they can get from the findings of the research.
D. Literature Review: Discuss previous studies done on the chosen topic. Relate how your research
relates to these previous researches.

In writing the introduction, you also have to think of catchy devices or hooks that would get the
interest of your readers. This can be done through the use of questions, a direct quotation, a startling fact, or
vivid description.

Writing the Body

The body of research reports contains the substantial amount of information that needs to be clearly
and accurately presented and analyzed. The data that will be presented in this section are meant to address
the research questions or objectives. In presenting the gathered information you can use pie charts,
graphs, or tables. Note that you must introduce each illustration appropriately followed by an adequate
discussion of the data presented.
Moreover, you need to use related studies to support or refute the findings. You can do this by
incorporating the notes (summary, quote, paraphrase) that you have gathered in the pre-writing phase.
8
Remember to cite your sources using the recommended system of documentation. Also, introduce and
explain the direct quotation, paraphrase, or summary that you have incorporated in the discussions.

Writing the Conclusion

The conclusion is important in bringing home the highlights of the research paper. A well-written
conclusion allows readers to take on a new perspective about the thesis. Moreover, it provides readers with
recommendations that can be explored concerning the topic.

Literature Review
Literature is an oral or written record of man’s significant experiences that are expressed in an
ordinary manner. It is conveyed directly or indirectly. Direct expressions is in books, journals, periodic
papers, and online reading materials. Indirect expressions are not written or spoken at all but is mirror image
of his environment (Ridley 2012).
The Review of Related Literature is one of the main components of a research study, specifically in
the second chapter. It gives an overview of all the writings relative to a specific topic (Prieto, Naval & Carey,
2017). Therefore, selecting the right sources for the literature review is very important in producing a quality
research paper.

A review of related literature is the process of collecting, selecting, and reading books, journals, reports,
abstracts, and other reference materials. The following information may be collected:
1. Background knowledge about the problem and associated ideas.
2. Theories that give details of the presence of the problem and certain variables that is connected to
the problem.
3. Data that prove the occurrence and gravity of the problem
4. Detailed and broad results of related studies
5. Gaps and recommendations for additional study specified in related studies

Reading and Citing Source of Material

In reviewing related literature, you come up with ideas borrowed from someone else; therefore, it is
but polite, honesty, and courtesy to learn to acknowledge other people’s intellectual rights and to avoid
plagiarism. The following are three terms to express recognition of author’s ownership of borrowed ideas
(Sharp, 2012).
1. Acknowledgment. It identifies individuals who have contributed to the making of the manuscript, written
at the start of the paper.

2. References or Bibliography. A whole list of literary materials including all books, journal, theses, and
dissertations along with other sources mentioned above. References are arranged alphabetically in
some papers or in order of sequence as it comes out in the paper. This holds the summary of the
information of all of your sources. Information needed in making the referencing list involves the
following:
a. Author’s name e. Place of Publishing
b. Date of the publication of the source. f. Volume
c. Page number where you found the g. Edition
information. h. Other relevant information –date of access
d. Publisher

Example for online resource:

Baptista, P. (2020). Benefits to Teaching Hydroponics in the Classroom. Retrieved from
http://blog.zipgrow.com/teaching-hydroponics-in-the-classroom/

3. Citation, or In-text-citation. Referring author within the main body of the text. Citations can be done by
paraphrasing, summarizing, or through quotations. It can be written in the beginning of a text, between the
text, or at the last part of the paragraph.

Examples are shown:

 Sanchez (2015) found out building food systems that are more sustainable, resilient and responsive
…
 A study by Chojnacka (2012) revealed that extracts derived from algae contain such components as
polysaccharides.
 This planting system is a sustainable alternative that reduces dependence on water and fertilizer and
requires less space (Alshrouf, 2017), making it ideal in urban places.

9
II. LEARNING COMPETENCY
 Compose a research report on a relevant social issue
III. EXERCISES: Read carefully each direction then answer tasks as instructed.
LEARNING TASK 1: Choosing a Topic Sometimes it is hard to decide on a subject for a report or research
project. Use this worksheet to help you brainstorm and come up with a final topic.
A. Brainstorm a list of topics that you find interesting:
Topic 1.
Topic 2.
Topic 3.

B. Do a quick search for books and other resources that relate to the topics on your list. Write down the
main ideas you find for each.
Topic 1: _____________________________________________________________________
Ideas I found for topic 1:
References:

Topic 2: _____________________________________________________________________
Ideas I found for topic 2:
References:

Topic 3: _____________________________________________________________________
Ideas I found for topic 3:
References:

C. From three, narrow your original list to one. Do not use topic that you did not find much information. Form
of a question or problem to be solved based on it.
Topic 1: ________________________________________________
Questions:
Research Question 1.
Research Question 2.
Research Question 3.

LEARNING TASK 2: Developing Research Questionnaire

These are the guidelines on how to develop a questionnaire for research:

1. Figure out what information you are trying to gather from this survey. What is your main objective in
doing the questionnaire? What information do you need from the respondents to meet your
objectives?
2. Write an introduction for your questionnaire. This should explain a little about your questionnaire:
why you are doing it and what your goal is.
3. Use closed questions for questionnaires. A closed question is one that can be answered with a word
or a phrase. Closed questions make classification of responses easier. Questionnaires need to give
you the information you are looking for. A questionnaire is a research instrument consisting of a
series of questions for the purpose of gathering information from respondents. Questionnaires can
be thought of as a kind of written interview. They can be carried out face to face, by telephone,
computer, or post. Questionnaires provide a relatively cheap, quick, and efficient way of obtaining
large amounts of information from a large sample of people.
4. Order your questions in a way that is meaningful and easy to follow. Start with questions that are
easy to understand and easy to answer. Opening with harder questions is discouraging and may
scare your respondents before they complete your entire survey.
5. Put the more important questions at the beginning of your questionnaire. Often, participants can lose
interest on the latter part of the questionnaire, especially if the survey is rather lengthy. Place more
important questions in the first part of the questionnaire.
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 6. Add a little variety to your questions. While closed questions are best for ease of answering and
analyzing purposes, adding in a couple of open-ended questions helps keep respondents from
becoming bored. Open-ended questions require respondents to write out their answers and to
include some detail.

Now that you have identified and limited your research topic as well as studied the guidelines on how
to write a good questionnaire, you are now ready to develop your own questionnaire about it (see activity
above). You can use the template below as a model for your questionnaire. In your notebook, please
indicate research questions and sub- questions that are related to your topic.

LEARNING TASK 3: Refer to the notes and outline you made earlier. These tools will help you organize
your thoughts. Use the guide below in writing the draft of your research report. Please write your answer
using extra paper should you need more space. Note that the following will be your guide in writing your
research output.
1. What is your research study about?
2. What is the rationale or the background study of your chosen problem?
3. Describe the setting of where your study is to be conducted.
4. Enumerate the terms or concepts that need to be defined or described to you and to the reader.
5. Provide at least three related literatures as references for the concept of your study.
6. Determine the significance of your chosen problem.
7. What is the general objective of the study?
8. Who will be the beneficiaries? What will be their benefits to receive after the problem is solved or the
research is finish?

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 TITLE: _____________________________________

PARTS OF YOUR RESEARCH STUDY

IV.RUBRICS
Rubric for Research Report

V. REFLECTION: In your notebook, answer this question with at least 50 words.

In what way can research help you achieve 21st-century skills?

REFERENCES:
Almonte et. al. (2015). Celebrating Diversity through World Literature. Department of Education-Instructional
Materials Council Secretariat (DepEd-lMCS)
Cabili, J. (2020). Practical Research 1 Quarter 1- Module 4: Learning from Others and Reviewing the
Literature. Department of Education – Bureau of Learning Resources (DepEd – BLR)
http://www.professays.com/research-papers/research-paper-rubric/

ANSWER KEY:
Prepared By: Checked By: Noted By:
EMYROSE B. TIRAÑA ELEONOR Y. CERTEZA, ED.D. VICTORINO V. BUTRON
English 10 Teacher English Department Head Principal

12
13