Module Title : CAPSTONE PROJECT

Module Description :

This module allows students to engage in a substantial piece of project work in order to solve a
problem that is set in agreement with either an external organization or someone acting as an industry
consultant. The problem to be solved will be set in agreement with a subject teacher to ensure that it
meets the requirements of the program. The initial proposal will normally have been set and agreed as
part of the Research Methods module.

The chosen topic will require the student to identify / formulate problems and issues, research literature,
evaluate information, investigate and adopt suitable research methodologies, determine solutions, and
critically appraise and present their findings. Reading and studying thesis that incline to their respective
chosen track/strand will take place, so that the project is closely monitored in order to meet the core
learning outcomes.

Some flexibility is given in the nature of the project, but it will be assessed against the learning outcomes
below. A sample grid is attached which shows indicative assessment criteria.

Indicative Content:

The subject material covered in this project will be based on a foundation of the subject content
previously covered in the senior high school program; students will choose the subject area according to
their interest, and with an approval of their research subject teacher, who will be available for advice
throughout the project. The research and project management skills required have been developed over a
number of competencies required in the Practical Research Methods.

Learning and Teaching Methods:

On completion, students will be briefed on the requirements for this project in order that they can start
preparation work prior to the beginning of term. There will be consultation and group sessions over this
semester to ensure all students will be guided in their capstone project. All other support will be given to
students separately, with each student having access to library resources and other digital references.

A CAPSTONE PROJECT: IN THE NEW NORMAL

CAPSTONE PROJECT

The Glossary of Educational Reform defines it this way: “It is a multi-faceted project that serves as a
culminating academic and intellectual experience for students.”

Sometimes, capstones are required of high school students, but they are usually mentioned in the context
of post-secondary education. It is similar to a thesis, but usually results not only in a report, but in a
product, a performance or in giving a presentation.

What is Capstone Project?

Also called a capstone experience, culminating project, or senior exhibition, among many other
terms, a capstone project is a multifaceted assignment that serves as a culminating academic and
intellectual experience for students, typically during their final year of high school or middle school, or at
the end of an academic program or learning-pathway experience. While similar in some ways to a college
thesis, capstone projects may take a wide variety of forms, but most are long-term investigative projects
that culminate in a final product, presentation, or performance.

Examples of Capstone Project?

For example, students may be asked to select a topic, profession, or social problem that interests
them, conduct research on the subject, maintain a portfolio of findings or results, create a final product
demonstrating their learning acquisition or conclusions (a paper, short film, or multimedia presentation,
for example), and give an oral presentation on the project to a panel of teachers, experts, and community
members who collectively evaluate its quality.

What is the capstone definition?

A capstone project is a culminating assignment, on which students usually work on during their
final year in school or at the end of the academic program. It requires different intellectual activities. This
project helps young people learn how to find and analyze information and how to work with it efficiently.
It has a wide variety of forms. This means that a capstone program can be submitted in various forms
including a multimedia presentation, film, performance, or paper. A capstone research project is very
similar to a college thesis. No one can argue that this type of work is a bit more complicated as writing a
capstone project involves a wider range of activities like critical thinking, deep analysis, and the ability to
use different media.

What is Involved in a Capstone?

Capstone experiences may take many forms. Sometimes it is just a series of advanced courses
and a comprehensive exam. Most often, though, schools intend for students to complete a project.

THE CAPSTONE EXPERIENCE

Capstone experience integrates coursework, knowledge, skills and experiential learning to enable the
student to demonstrate a broad mastery of learning across the curriculum for further career advancement.
1. The capstone experience enables students to:
2. have an overview of what they have accomplished in their degree program
3. relate discipline-specific learning outcomes to the real world
4. link their knowledge and abilities to future employment or higher education
5. showcase their competency in certain areas
6. substantiates personal and academic learning as well as professional development and
achievement.

Examples of capstone experiences

Capstone experiences include but are not limited to

1. culminating senior experiences
2. achievement portfolio
3. senior project
4. thesis
5. comprehensive examination
6. practicum
7. internship
 8. field experience, co-op experience, clinical assignment
9. study abroad

Capstone experience can be implemented as a capstone course or as capstone experience that is spread
out in several courses in a degree program. But in this semester the student will focus on making a
research study (thesis)

“IMRAD” Components: a Basis for reports and papers. IMRaD stands for: Introduction, Methods
(procedures), Results, and Discussion
Adapted from http://writingcenter.byu.edu/sites/default/files/handouts/imrad.pdf

Most scientific journals feature papers that have roots in the IMRAD format, but journals vary in
audience, style, and article structure, use of headings, and how these core sections are combined and
presented, so always review a journal’s submission requirements before writing an article. In contrast to
journal articles, many university lab reports may take a more standard and structured approach. Always
refer back to specific assignment descriptions, rubrics, class notes, or TA or faculty feedback to most
effectively complete coursework. In general, read IMRAD-based writing from your field to familiarize
yourself with the conventions and expectations of your discipline and to ensure your journal articles and
lab reports follow specific standards.

Since STEM writing is used to record and to advance knowledge and understanding, it must be clear and
precise. In-text citations and a complete list of references should be provided, using the style and format
of the assignment or field of study. Remember: While this handout offers general principles and useful
guidelines, always tailor your work to your audience and specific prompt.

Informative Abstract

Most reports and papers will include an informative Abstract. Abstracts should be informative and
concise, and above all provide a summarization of key results and discussion of those results (what is the
implication of your results). Note your aim, sum up approach briefly, and then provide results and
conclusions. An abstract is not a table of contents, a blow-by-blow account of methods, or an
introduction. It should be able to stand on its own and inform the reader of your results and findings.
Think of it as the longer report in miniature.

Introduction

The introduction provides the context, background, motivation, and goals of your work. It sets up the
paper for the reader. How you introduce the subject matter of your paper depends largely on the
background and previous knowledge of your audience, but even specialized readers need to know the
specific context and the specific focus and goals of your work. You are in essence telling your reader
WHAT you are discussing and WHY they should care to read about it! Think of the Introduction as
following a funnel shape: What is the larger, real-world context of your work? Then narrow down: what
is the specific concept or theory, or, if original work, the specific problem or gap that you are addressing?
Narrow down some more: what is the specific purpose, aim or goal of your work? Use these guidelines to
help you write an effective introduction; remember that some of these points may be more relevant to
some work than others, and that if you are writing about original work rather than a lab assignment
(unless that lab involved an original design).
Methods & Materials/Approach/Procedures

The methods section is an account of the process used in the experiment to produce the results. Adhere to
the following principles when composing this section:

Provide adequate information about the methods and materials used in your experiment to enable other
competent scientists to reproduce your work. The ability to reproduce an experiment helps determine the
validity of the work. However, do not get into too much unnecessary, narrative detail!

Results

In the results section, give an overview of your methods and experiments along with an account of your
data. Be selective when presenting your data, and consider the following:

□ Provide only significant, representative data. For example, if you had a sample size of
only four, saying that 25% of respondents are lactose intolerant may be irrelevant and
misleading.
Discussion (frequently combined with Results)

The main purpose of the discussion section is to explain the relationships between your data and your
hypothesis, to interpret your data, draw out the “story” that the data tell, to speculate about your data.
Consider the following to most effectively write the discussion section:

Note that these last points may appear in separate Conclusion section, which, along with an informative
Abstract, will “bookend” you report or paper.
Graphics

These appear in Results/Discussion. Make sure you are using necessary, clear, precise,
accurate and truthful graphics. Avoid 3-D charts, which can be distorting, and chart
junk—cluttered, overly complex or colorful graphics that are hard to read .

To Show Use
Trends, relationships, effects over time Line graph

Relative quantities, comparisons, ranges Bar graph, histogram

Complex data, exact numbers Table

Procedure Flow chart, illustration

Proportions, parts of a whole Pie chart

Process, events, interactions Diagram, flow chart, Gantt chart

Spatial relationships Map

Physical appearance Drawing, photograph

Subject: Inquiries, Investigations and Immersion
Learning Area: Discuss for the Research Topics
Week 1-2
Learner’s Activity: Prepare a plan focusing on issues and ideas in their respective field

ACTIVITY 1: SHOP AN ISSUE

Focus: Discuss about the Topic

At the end of this activity, the learners are expected to share

confidently ideas on a given topic or issue related in their respective field.

Issues: Academic Track

Students
Teachers
Schools
Community

STEM/ HUMSS

Learner’s Role: “Refer to your profiling”

1. Shops an issue or issues from the given basket (about your profiling)
2. Discuss in a 1 whole yellow paper (minimum 150 words and maximum of 300
words)
3. Rubrics

activity: Relevance to the

topic/issue – 30
Originality – 50
Focus in the topic -20
Total Points (Performance Task) – 100 pts
Subject: Inquiries, Investigations and Immersion
Learning Area: Identifying the Problem and Asking the Questions
Week - 3
Learner’s Activity: Formulates clearly the research title
Teacher’s Activity: Gives feedback or comments on progress achieved by the learners

ACTIVITY 2: Writing the Research Title

Focus: Research Title

At the end of this activity, the learners are expected to decide on a research topic
and write a title.

Learner’s Role:
1. Read one research paper that related to your chosen track/strand (refer to your
profiling)
2. Write an introduction and rationale for conducting the study, discuss in a 1 whole
yellow paper (minimum 150 words and maximum of 300 words)
3. Create your own research title
Rubrics
activity: Relevance to the
topic/issue – 30
Originality – 50
Focus in the topic -10
Group work - 10
Total Points (Performance Task) – 100 pts
Subject: Inquiries, Investigations and Immersion
Learning Area: Identifying the Problem and Asking the Questions
Week – 4-5
Learner’s Activity: Formulates Introduction
Teacher’s Activity: Gives feedback or comments on progress achieved by the learners

ACTIVITY 3: Writing an Introduction

Focus: Establishing the background of the study

At the end of this activity, the learners are expected to write a good and interesting introduction

Learner’s Role:
1. Set up and contextualize your work by supplying readers with background information and an
overview of the current disciplinary consensus about or discussion of the topic. (For journal
papers you may need to provide a concise overview of relevant literature to orient and prepare the
reader.)
2. Establish the specific gap or problem you are addressing, or, if a lab, the concept or theory you
are testing.
3. Articulate the specific aims or goals of your work.
4. If original work, engage your readers by indicating how your work will address a gap in
knowledge, including the question(s) you are trying to answer.
5. Present your theoretical rationale and hypothesis.
6. State briefly the general methods of the investigation, and if necessary, state why a
certain method was chosen.
7. If it meets the requirements or conventions of the field or journal, outline the key results
of the investigation and introduce the key conclusions posed by the results.

Rubrics
activity: Relevance to the
topic/issue – 30
interesting – 50
Focus in the topic -10
Group work - 10
Total Points (Performance Task) – 100 pts
Subject: Inquiries, Investigations and Immersion
Learning Area: Understanding Ways to Collect Data
Week: 6-7
ACTIVITY 4: Method Select
Focus: choosing appropriate method

Learner’s Activity: Presents written research methodology.

Teacher’s Activity: Assists in the identification of appropriate research methodology, planning and
execution of the research project.

At the end of the activity, the learners are expected to identify the methodology that they will be using in
their research guided by the considerations below.

SUITABLE (√)
RESEARCH NOT
DESCRIPTION EXAMPLES
METHOD SUITABLE (X)
Detailed descriptions of How do people implement this
Descriptive- specific situation(s) using program? What challenges do
Qualitative interviews, observations, people face? What are people’s
document review. perceptions?
(Narrative You describe things as they
Analysis) are.
Numerical descriptions How many people are
(frequency, average) participating in this program?
What are the characteristics of
Descriptive- You measure things as they people in this program? How well
Comparative are. do participants in this
program do?
Quantitative analyses of the What is the relationship between
Descriptive- strength of relationships various school factors and student
Correlational/ between two or more achievement? Is the
variables (e.g., are teacher implementation of a program
qualifications correlated across sites correlated with better
with student achievement?) outcomes?
Learners role

1. Present only methods, materials, procedures use, not statistical analysis. Although in
most disciplines results are not presented here, Methods may sometimes be combined
with results. If this is the case, make sure that your headings and other textual signposts
indicate clearly that your results are here.
2. Quantify measurements if possible. Be precise and specific, but not verbose.
3. Write in the past tense; you are discussing what you did under certain conditions and the
actions are now complete. Present tense is reserved for established facts, general truisms,
or describing the characteristics of something that hold true. Write chronologically, so
others may accurately repeat the process and procedure of your work. Also, because this
 section focuses more on the action than the actor, more frequent use of passive voice is
acceptable.

Subject: Inquiries, Investigations and Immersion

Learning Areas: Finding the Answers to the Research Questions
Week 8-9
Learner’s Activity: Gathers and analyzes data with intellectual honesty using suitable techniques
Teacher’s Activity: Gives guidance on the appropriate method analysis of data obtained, interpretation
of results

ACTIVITY 5: Analyze It More.

Focus: Data Analysis Methods

Learner’s Role:

1. Organize data clearly and logically. There are many possibilities for organizing and
addressing results: in the same order they were presented in your introduction,
chronologically, most to least important, simplest data to most complex, chemical class
by chemical class, etc.

2. Use figures and graphs to better illustrate your data. Remember that the text should
further interpret or summarize the figures and refer the reader to the figure, not simply
repeat all the information in the chart. The table below describes which visual to use with
which type of data:
Subject: Inquiries, Investigations and Immersion
Learning Areas: Reporting Findings, Drawing Conclusions and Discussions
Week 10 – 11
Learner’s Activity:
1. Forms logical conclusions
2. Writes and presents clear reports

ACTIVITY 6: To Sum It Up.

Focus: Crafting Conclusions and Discussions

Learners role:

1. Try to show the principles, relationships, and generalizations implied by the results.
Discuss (rather than simply repeat) the results
2. Do not cover up or falsify data. Clearly show any exceptions or any lack of correlation,
and explain or speculate why you had unresolved or unexpected outcomes.
3. Show how your results and interpretations agree (or disagree) with previously published
work.
4. Clearly state and summarize the evidence for your conclusions.
5. Outline the strengths and weaknesses of your research to give the reader an idea of the
strength and validity of your work or position.
6. Explain any theoretical implications or practical applications of your work.
7. Discuss what you might do differently if you would repeat the experiment.
8. End your discussion with a closing summary about the significance of the work.
Subject: Inquiries, Investigations and Immersion
Learning Area: Sharing your Research
Week 12:
Learner’s Activity: Defends written research report and submits final written research report
Teacher’s Activity: Advises on the preparation of the oral presentation and documents the proceedings
of the oral presentation

Activity 7: FESTIVAL: COLLOQUIUM OF MASTERPIECES

Focus: Oral Presentation and Submission of Research Report

At the end of this activity, the learners are expected to recall and master their skills on oral
presentation and finalization of the written research report for submission

Learner’s Role:
1. Attend the virtual scheduled oral presentation.
2. Rubrics for the oral presentation are as follows:
Clarity of the Details -40
(Each Part –Based on the Discussion)
Delivery of the Parts of the Research -30
Confidence of the Presenters -20
Group Participation & Cooperation -10
Total Points-Performance Task -100 Pts.