Practical Research 1 – Grade 11

Quarter 1 – Module 9: Research Introduction

First Edition, 2020

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 Practical
Research 1 11
Quarter 1
Self-Learning Module 9
Research Introduction
Introductory Message

For the Facilitator:

Welcome to Practical Research 1 Grade 11 Self-Learning Module on Research

Introduction!
This Self-Learning Module was collaboratively designed, developed and
reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character 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. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to Practical Research 1 Self-Learning Module on Research

Introduction!
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 material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

This module aims to enlighten you on the reasons for conducting a study and
how to make a well-written introduction.

After going through this module, you are expected to:

1. identify the parts of the research introduction;

2. use the contents of an introduction in formulating a draft; and
3. finalize the introduction of your research paper.

PRETEST

Directions: Write TRUE if the statement is correct and FALSE if the statement is
wrong.
1. The topic sentence in the introduction simply states the main idea of your
paper.
2. In the background of the study, a rationale must be written arguably.
3. A thesis statement is placed at the end of the first paragraph of your
introduction.
4. Supporting sentences are three to five reasonable arguments that should be
presented in the form of reasons, details, and/or facts.
5. The concluding sentence of the introductory paragraph simply recalls the
main idea and adds a strong ending to a paragraph.

RECAP

In Module 8, you followed the steps in writing a research title. At the same
time, you were given the guidelines in formulating a good research title. As a review,
summarize how did you write a good research title. Write your answer in your
notebook.

___________________________________________________________________________
__________________________________________________________________________________
 LESSON

Today you are now going to start your Chapter 1. An introduction begins in
Chapter 1. A well-written introduction is a good starting point that sets the tone for
the rest of the paper. The introduction does allow statements of the researcher’s ideas
or opinions but these must be logically presented and supported by facts, records,
documents, widely circulated information, and statements from persons of
established authority.

The Parts of the Introduction to a Research Paper

The introduction to a research paper simply introduces the topic being

researched. The introduction contains a topic sentence, a background of the study
that consists of a thesis statement, then three to five reasons, details, and/or facts
supporting your research followed by a conclusion. It should be relatively brief,
concise, and clear. The thesis statement and the supporting sentences provide the
background information the reader needs about the topic. An introduction doesn't
explain the findings in detail. It provides the setup for the paper.

1. Topic sentence

The topic sentence in the introduction simply states the main idea of your
paper. It should be clear and concise yet thorough enough for a reader to understand
what will be presented. It is unquestionably the most important sentence in the
paragraph.

2. Background of the study

This part discusses the historical background of the problem when it started,
how and where, if possible. It describes the problematic situation, the extent, and
gravity of the problem, who are affected by it, its effects, etc.

A. The Thesis Statement

A thesis statement identifies the topic being discussed, includes the points
discussed in the paper, and is written for a specific audience. Your thesis statement
is placed at the end of the first paragraph of your introduction Your readers want to
read a written work that engages them. Consequently, you must write arguable thesis
statements. Utilizing expressive words and vivid action verbs help the thesis grab the
reader's attention. Refine your thesis statement by reading it aloud several times to
ensure clarity and cohesion.
 B. Supporting Sentences

Three to five reasonable arguments should be presented in the form of reasons,

details, and/or facts. These arguments must support your research. This is where
the significance of the researched information can be summarized before you express
it in the body. An introduction can contain all reasons, all details, all facts, or a
combination of the three. Giving this pertinent information further leads the reader
to discover why this research is important.

C. Rationale

The rationale of your research is the reason for conducting the study. The
rationale should answer the need for conducting the said research. It is a very
important part of your publication as it justifies the significance and novelty of the
study. That is why it is also referred to as the justification of the study.

3.The Conclusion Sentence

The concluding sentence of the introductory paragraph simply recalls the

main idea and adds a strong ending to a paragraph. When writing the concluding
sentence, rewrite the topic sentence using different words but keep the main idea
intact. Also, add a new detail or insight about the main idea. The conclusion should
use words that grab the reader's attention.

Table 1: Sample Research Introduction

Title: The Perception of Filipino Teenagers to Premarital Sex

Defines Filipino’s Trends of Morality.
Over the years, perceptions about premarital sex have been
changing and acceptance of premarital sex is becoming more evident
(Wells, 2005). The importance of finding the perceptions of teenagers to Topic sentece
premarital sex will define the trends of morality of our country. Morality
concerns with the distinction of what is right and wrong. Premarital sex
is wrong. This statement may raise an eyebrow to teenagers with Thesis
different perception of premarital sex. statement
Premarital sex is sexual activity practiced by people before they
are married. Historically, premarital sex was considered a moral issue
which was taboo in many cultures and considered a sin by a number of Background
religions, but since about the 1960s, it has become more widely of the study
accepted, especially in Western countries. Pew (2014) study on global
morality found that premarital sex was considered particularly
unacceptable in "culturally conservative countries", such as Malaysia,
Indonesia, Jordan, Pakistan, Egypt. each having over 90% disapproval,
while people in Western European countries were the most accepting,
with Spain, Germany, and France expressing less than 10% disapproval.
to come the issue of acquiring HIV and AIDS.
The influence of the Western countries about premarital sex to our
country particularly to Filipino teenagers gave way to accepting and
embracing the issue. Some engaged in this act casually and think its
effect after they have committed such activity. It is of common
knowledge that when a man and woman engaged in sexual intercourse
it is coupled with procreation. This will result to pregnancies and for Supporting
teenagers this will be an early entrance to the world of parenthood. sentences
There are more issues that teenagers may experience as for having sex.
The issue of abortion, adoption, single parenthood, school drop out, and
worse to come the issue of acquiring HIV and AIDS.
This fact sounds the alarm and needs sensible attention. What is
now the trend of morality to premarital sex? This study serves as a
Rationale
premediated step to giving solutions to the problems encountered by
teenagers indulging to premarital sex.
To better put into perspective, it is important to investigate the
insights of the teenagers as regards to premarital sex. As future adult Conclusion
that would transfer their perceptions to the new generation defines what
is the morality of our country. Does the morality now accept or deny
premarital sex? Thus, this research study is conducted.

ACTIVITIES

Activity 1
Directions: Answer the questions in a complete sentence. Write your answer in your
notebook.
1. What is a topic sentence in your introduction?
2. What is the importance of a research background?
3. What part of the introduction can we find the justification for conducting the
study?
4. How does the thesis statement be written in the introduction?
5. How do you write the conclusive part of the introduction?
Activity 2
Directions: Write the draft of your research introduction by filling in he blanks. Do
this in your notebook.
Title:____________________________________________________________
1. First paragraph: Topic Sentence
What is your topic sentence?
What is your topic about?
What thesis statement can you write before you move to the next paragraph?
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Second Paragraph: Background of the study.

What are the problems or issues that made you want to conduct your study?
They should be supported by facts.
What argument can you think of that supports your topic?
Why is there a need to conduct your study? You can state the goal or purpose
or aim.
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Third paragraph: Conclusion

How are you going to write the main idea?
What are you going to write to emphasize your topic?
What concluding statement would you use to leave an impact with the
readers?
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.

Activity 3
Directions: Finalize your introduction. Rewrite your draft in Activity 2. Do this
in your notebook.
___________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

___________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
 WRAP–UP

Fill in the boxes with the parts of the introduction.

Parts of Introduction

VALUING

How would you introduce your good traits to someone you like to be with?
Provide facts and shreds of evidence. Do this in your notebook.

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

POSTTEST

Directions: Identify the parts of the underlined sentence/s in the given introduction.

Teenager’s Sexual Knowledge: A Communication Issue between the Child

and Their Parents

A person’s teenage years are known to be the stage of physical experiences

and exploration, where their curiosities about exploring their bodies as it undergoes
puberty is raised and emphasized. This curiosity is sated by exploration, whether it
be through personal research or first-hand experience. Both methods have their
setbacks and consequences that they, as inexperienced humans, have not
considered.1 At their age, questions about sexuality are embarrassing to ask their
.
parents and guardians, and as children, it was considered forbidden fruit and now
that they are in the age where parents are less likely to look over their shoulder and
guide them, these teenagers have gone to search for this forbidden knowledge of the
sexual kind. According to Mark Twain, an American Humorist and Writer 2 ‘There is a
charm about the forbidden that makes it unspeakably desirable.’ This .is true, and
this is why the Guardians and Parents, who have a more mature outlook of these
situations should be able to openly discuss these with their children.

3 This situation now becomes an issue of whether or not the Parent or Guardian
.
explains Sexual Knowledge to their children. Talking about sex is often considered a
social and cultural taboo, and it is rarely discussed in a family setting. It’s more often
discussed among peers and in school rather than it is in the home. Should the
Parents wait until their child is older or should they answer the questions as soon as
it is asked?
4 This is the purpose of conducting this study, to figure out whether or not
parents should
. explain Sexual Topics to their children, or is this best left to other
mediums.. There has been great debate on when the child and the teenager should
learn these things, whether it be called the ‘Sex Talk’ or the ‘Birds and the Bees’ talk.
This is an issue where the parents have to explain, neutrally, about these things to
their children before they act upon their curiosities to answer their questions. On the
other end of the spectrum, it should also be the community and other religious
and/or moral groups that should be counseling the children as they bloom into
adults. Regardless, the Teenagers need to get this knowledge somewhere, including
the dire consequences and the pleasure for them to make rational decisions about
what to do in these situations, whether to risk it or take certain precautions.

To further put into perspective, teenagers can and will pursue knowledge on
this, it all falls back to how much knowledge they have and who gave them that
knowledge and their moral and cultural perspectives on Sex and Sexual Knowledge.
Having their parents discuss this with them from a young age, setting aside the
general discomfort of having to explain to such a young mind, it would prune their
way of thinking into regarding the disadvantages of certain situations, such as the
diseases and the chances of pregnancy that can come from spontaneous
experimentation. 5 With the parents open about this discussion with their children,
the kids, as they . grow up and hit puberty, are more inclined to believe what they’ve
been raised to think and generally add a little more to their knowledge, allowing them
to make more rational decisions and precautions regarding the topics.
 KEY TO CORRECTION

5. Conclusion 5. TRUE
4. Rationale 4. TRUE
3. Supporting sentences 3. TRUE
2. Thesis statement 2. FALSE
1. Topic sentence 1. TRUE

POSTTEST PRETEST

References

Resources for authors and journals, Editage Insights on 05 October 2018.

https://www.editage.com/insights/how-to-write-the-rationale-for-
research#:~:text=The%20rationale%20of%20your%20research,the%20
justification%20of%20the%20study

PewResearch Global Attitudes Project. 15 Apr 2014. Archived from the

original on 6 August 2018. Retrieved 31 July 2014.
https://en.wikipedia.org/wiki/Premarital_sex

Wells, B. E., & Twenge, J. M. 2005. Changes in Young People’s Sexual

Behavior and Attitudes, 1943-1999: A Cross-Temporal Meta-Analysis.
Review of General Psychology, 9(3), 249–261