PRACTICAL RESEARCH 1

COMPILATION OF NOTES
QUARTER 3
WEEK 1
MELCs 1-3. The learner… 1. shares research experiences and knowledge; 2. explains the importance of research in daily
life; and 3. describes characteristics, processes, and ethics of research.

Directions. Read the following notes before you do your written work and performance task assigned for the week.

NOTES
Practical Research is one of the subjects in senior high school which aims to develop your critical thinking and
problem-solving skills. You probably know that at the end of this course, you will submit your research output during the
culminating activity. Don’t worry about your research assignment. You will learn everything about conducting research step
by step. To start, let us find out how well you know doing research.
I. Defining Research
1. 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.
2. Solutions to problems must be based on knowledge not on mere beliefs, guesses or theories.
3. 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.
4. It is a process of inquiring.

A. Nature of Inquiry
1. Inquiry is defined as “a seeking for truth, information or knowledge”. It is a problem-solving technique.
2. The information and data pursued through questioning begins with gathering by applying the different human senses.
3. Individuals carry on the process of inquiry from birth till death.
4. Inquiry is synonymous with the word investigation.

B. Investigation and Immersion

Investigation has a deeper meaning compared to “inquiry”. It is a systematic examination of a certain event or
phenomenon. Immersion is a process whereby a researcher immerses (deeply involves) himself in the data gathering
activities and the data he has gathered is carefully read or examined by him in detail. Combining the idea of “inquiry”,
“investigation” and “immersion”, the concept of “research” comes in.

C. Differentiate Inquiry from Research

Inquiry is a term that is synonymous with the word ‘investigation’. When you inquire or investigate, you tend
to ask questions to probe or examine something to request for truth, information, or knowledge. Research is
systematic and objective creation of knowledge systematic (with a system or method, the scientific method),
objective (no bias, all angles presented), knowledge creation (a creative process)

D. Purpose of Research
1. To inform action.
2. To prove or generate a theory.
3. To augment knowledge in a field or study.

II. Highlighting Importance of Research in Daily Life

1. Research directs us to inquire about the right information by conducting further investigation of the actual
condition. It leads us to be cautious in giving results and findings by proving lies and supporting the truth.
2. Research empowers us with knowledge and discovers new things and issues in life. It helps us solve problems in
health, crimes, business, technology, and environment.
3. Research facilitates learning as an opportunity to share valuable information to others as a way of recognizing
various concerns for public awareness.

III. Considering Ethics in Research

Research ethics are guidelines for the responsible conduct of research which educates and monitors researchers
to ensure high standard. It promotes the aim of research, such as expanding knowledge and supports the values required
for collaborative work, such as mutual respect and fairness.

Ethical considerations in conducting research

1. Murphy and Dingwall’s Ethical Theory:
Non – maleficence - researchers should avoid harming the participants.
Beneficence – research on human subjects should produce some positive and identifiable benefit rather than be
simple carried out for its own sake.
Autonomy or self-determination – research participants’ values and decisions should be respected.
Justice – all people should be treated equally.

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2. Based on the above theories, the following offer some brief additional discussion on ethical considerations in
research:
✔ Integrity of the author – Researchers must act professionally in their search of truth, committed to discovering and
reporting things as honestly as possible. Researcher should acknowledge the sources of information gathered by citing
the name of the author/s and the reference material where such ideas were taken.
✔ Deception or misrepresentation must be avoided. Researchers must not be influenced by any considerations
except for search of the truth.
✔ Informed consent – participants should voluntary express their it is essential that participants should have legal
capacity to give approval and permission to become part of the study not because of some favor or promise but simple
because they want to participate.
✔ Privacy – participant’s personal life and identity should be respected. Make sure that no one hears what is being
asked of from the participant and that working with them should only be done I the place and in the time that convenient
to them.
✔ Confidentiality – Participants should be informed that the researcher will keep their personal information in utmost
secrecy.
✔ Accuracy – Researchers should be very good in recording that information given and should be well organized in
the way of keeping the recorded data related to the study being conducted.
✔ Truth – Researchers are bounded to tell only the exact information given by the participant that is relevant to the
research study.
WEEK 2
MELCs 4-7. The learner… 4. differentiates quantitative from qualitative research; 5 provides examples of research in
areas of interest; 6. describes characteristics, strengths, weaknesses, and kinds of qualitative research; 7. Illustrates the
importance of qualitative research across fields

Directions. Read the following notes before you do your written work and performance task assigned for the week.

NOTES
In today’s lesson you are going to identify and understand the differences between the Quantitative and Qualitative
research methods. It is important for a student-researcher like you to know which of these approaches is the most
appropriate for your study by learning the fundamental characteristics of each design. Also, you would learn the different
types of qualitative research which is the focus of Practical Research 1.
I. Quantitative Research Vs. Qualitative Research
There are two types of methods employed in research. These are the quantitative method and the qualitative
method. While quantitative research is based on numbers and mathematical calculations (aka quantitative
data), qualitative research is based on written or spoken narratives (or qualitative data). Qualitative and quantitative
research techniques are used in marketing, sociology, psychology, public health and various other disciplines.
Difference Between the Two Methods

Qualitative Quantitative

Purpose The purpose is to explain and gain insight and The purpose is to explain, predict, and/or control
understanding of phenomena through intensive phenomena through focused collection of numerical data.
collection of narrative data Generate hypothesis to Test hypotheses, deductive.
be test, inductive.

Approach to subjective, holistic, process- oriented Objective, focused, outcome- oriented

Inquiry

Hypotheses Tentative, evolving, based on particular study Specific, testable, stated prior to particular study

Research Controlled setting not as important Controlled to the degree possible

Setting

Sampling Purposive: Intent to select “small, ” not necessarily Random: Intent to select “large, ” representative sample in
representative, sample in order to get in-depth order to generalize results to a population
understanding

Measurement Non-standardized, narrative (written word), ongoing Standardized, numerical (measurements, numbers), at the
end

Design and Flexible, specified only in general terms in advance
Method of study Nonintervention, minimal disturbance All
Descriptive— History, Biography, Ethnography,
Phenomenology, Grounded Theory, Case Study,
(hybrids of these) Consider many variable, small
group
Structured, inflexible, specified in detail in advance of study
Intervention, manipulation, and control Descriptive
Correlation Causal-Comparative Experimental Consider few
variables, large group

Data Document and artifact (something observed) that is Observations (non-participant). Interviews and Focus
Collection collection (participant, non-participant). Groups (semi-structured, formal). Administration of tests
Strategies Interviews/Focus Groups (un-/structured, in- and questionnaires (close ended).

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 Difference Between the Two Methods

Qualitative Quantitative

/formal). Administration of questionnaires (open

ended). Taking of extensive, detailed field notes.

Data Analysis Raw data are in words. Essentially ongoing, Raw data are numbers Performed at end of study, involves
involves using the observations/comments to come statistics (using numbers to come to conclusions).
to a conclusion.

Data Conclusions are tentative (conclusions can
Interpretation change), reviewed on an ongoing basis,
conclusions are generalizations. The validity of the
inferences/generalizations are the reader’s
responsibility.
Conclusions and generalizations formulated at end of study,
stated with predetermined degree of certainty.
Inferences/generalizations are the researcher’s
responsibility. Never 100% certain of our findings.

Similarities Between the Two Methods

1. Both have the process of inquiry and investigation.

2. Both improve life and help us in understanding various issues of life and in giving solutions to our problems
3. Both start with a problem and end with a new problem.
4. Both use textual forms in analyzing and interpretation of data.
5. Both use inductive and deductive methods of presenting data.

II. Types of Qualitative Research

There are five basic Qualitative Research Types:

Ethnography requires the researcher to immerse himself/herself in the culture or subculture he/she studies and
tries to see the world from a cultural member’s point of view. Data are collected during fieldwork through participant
observation and interviews with the key informants as well as through documents. Researcher observes the rules and rituals
in the culture and tries to understand the meaning and interpretation that informants give him/her.

Example:
Turgo, Nelson. (2012) carried out an ethnographic study of a fishing community in the Philippines in the context of
a dwindling fisheries resource and in relation to the community’s contemporary social and political structures, values and
local issues.

In a case study, the researcher explores a bounded system (a case) of multiple bounded systems (cases) over
time. He/she uses multiple sources of information. Also, he/she identifies issues and common themes.

Example:
Protacio, Maria Selena and Sarroub, Loukia K. (2013) describe the reading practices in a public and high-achieving
6th grade English classroom in the Philippines. By utilizing a four resources model, they discuss the different roles that
students assume in this classroom. Students in this class are mainly code breakers and text users and have limited
opportunities to assume the other two roles of the four resources model. This case study provides a different view of reading,
specifically a view of a culture of reading where in higher status is given to oral reading performance rather than
comprehension. We describe the way a high-achieving 6th grade Philippine classroom perceives reading. Through this
case study, both authors would like to contribute to the research literature on Philippine education and increase our
knowledge of reading practices as they are conceived and practiced in this particular classroom.

Phenomenology describes what all participants have in common as they experience a phenomenon. The
researcher reduces the information from interviews into significant statements or quotes. He/she combines statements into
themes and writes a description of experiences of individuals.

Example:
Vapor, Victor Rey Cui (2009) explored a new Philippine phenomenon that emerged involving Filipino physicians
who went back to school to take up nursing in the Philippines in order to migrate to foreign countries to work as nurses. The
purpose of his study was to describe and to interpret the lived experiences of Filipino physician-turned nurses in the United
States. Phenomenology was used as research design, with data obtained from a purposive sample of eight (8) self-identified
physician-turned nurses in Las Vegas, Nevada. Participants were interviewed using a single, open-ended central question.
The audio taped responses that described their lived experiences were eventually transcribed verbatim. To interpret their
experiences, clusters of themes were then generated using the Colaizzi's (1978) method of Phenomenological Inquiry. The
results of the study revealed that the experiences of Filipino physician-turned nurses involved multidimensional issues, both
in the contexts of emigration and a professional shift from physician to nurse. Being the first of its kind, this study will
enlighten society of the lived experiences of Filipino physicians who compromise professional integrity by working as nurses
just to emigrate to the United States. Furthermore, this research study will contribute to the existing literature on crosscultural
adaptation, particularly involving role compromise in an unfamiliar social and cultural context.

In grounded theory, the researcher generates a general explanation (a theory) of a process, action, or interaction
shaped by the views of a large number of participants. He/she explores data through initial open coding; establishes

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tentative linkages between categories; and returns to the field to collect further data. Also, he/she reduces written words
into meaningful categories or descriptive labels; groups the labels into smaller sets and develops themes; links the themes;
and relates patterns to theories.

Example:
Ilagan, Perla R. (2011) acquired an in depth understanding of the meaning of intimate partner violence from the
perceptions of Filipino men and women. A sample consisted of 37 Filipino women and 2 Filipino men who were recruited
from a Barangay Center (Health Center) in Manila, Philippines. Data were collected through semi-structured interviews. The
interviews were open-ended, in-depth, and audio-taped. The description of the study participants was provided by the
quantitative-descriptive data. Constant comparison method was used in categorizing the narrative data and in examining
the data for examples of similar cases and themes.

Narrative Inquiry includes stories that reflect on people’s experience and the meaning that this experience has for
them. Narrative research is a useful way of gaining access to feelings, thoughts and experience in order to analyze them.
For many decades, health research had focused on the decision-making and thoughts of professionals and their
measurement of the treatment outcomes, while the feelings and ideas of the patient, the ‘insider’, tended to be neglected.
The perspectives of patients are uncovered through their stories.

Example:
Viernes, Sr. Ramona M. and De Guzman Allan B. (2005) explored a narrative-biographical research of Teachers’
Experiences of Supportive Relationships with Colleagues. A total of fifty (50) public and private elementary and secondary
school teachers in the central part of the Philippines were purposively selected as respondents. The study yielded four
significant themes that describe how Filipino teachers as relational people experience and interpret supportive relationships
in the school setting. These include supportive relationships as (1) a life-giving force; (2) an extension of one’s family; (3) a
reciprocal process; and (4) a work still in progress
WEEK 3
MELCs 8-10. The learner… 8. designs a research project related to daily life; 9. writes a research title; and 10. provides the
justifications/reasons for conducting the research.

Directions. Read the following notes before you do your written work and performance task assigned for the week.

NOTES
You have learned from the previous lessons about qualitative research, how does it differ from quantitative research,
its characteristics, strengths, weaknesses and kinds and also the importance of qualitative research across fields. In this
lesson, you will learn about designing research projects related to daily life, writing research titles and providing justifications
for conducting research.
Research is not just a valuable tool in building a crucial knowledge, but it is also the most reliable way to understand
the complexities of various issues in our everyday living. Designing a research project is just like making a blueprint of our
dream houses. It always starts with the essential questions that will be resulted to a better plan.

I. Choosing and Developing a Research Topic

The ability to develop a good research topic is an important skill. An instructor may assign you a specific topic, but
most often instructors require you to select your own topic of interest. When deciding on a topic, there are a few things that
you will need to do: brainstorm for ideas; choose a topic that will enable you to read and understand the literature; ensure
that the topic is manageable and the material is available; • make a list of key words; be flexible; define your topic as
focused research question; research and read more about your topic; and formulate a research statement.

Be aware that selecting a good topic may not be easy. It must be narrow and focused enough to be interesting, yet
broad enough to find adequate information. Before selecting your topic, make sure you know what your final project should
look like. Each class or instructor will likely require a different format or style of research project.
To read further about the importance of research, you may copy this link to your browser:
https://www.umflint.edu/library/how-select-research-topic

II. Writing the Research Title

Writing a research title may seem a simple task, but it requires some serious thought. It might come as a surprise
to most people that an author, having successfully written a detailed account of his/her research study, experiences a block
while attempting to title the research paper. However, most authors, by virtue of possessing comprehensive details of the
research paper, are perplexed with regard how to make their research paper title concise without sacrificing any relevant
elements.
Abueg (2020) stated that research title is similar to road sign in research. He expressed that the title is a tool which
guides the researcher in focusing their inquiry. In addition, it provides opportunity to convey the central idea behind one’s
own research.

Tips on Drafting a Research Title

Drafting a research title is a key task in research as this will capture the essence of what you wish to do in your inquiry.
There are various ways that can help you develop one.
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 1. Consider the ideas behind your research topic. Identify these main ideas and how they are related to one another. Try
to inform a possible title using these main ideas. (Example: If your topic is about the STEM students and their motivation
in choosing such strand in Senior High School, then the main ideas would be the STEM students and their motivations.)
2. Completing the following sentence: “My study is about…” can also aid you in drafting a research title as it captures the
essence of your research topic in one sentence. (Example: My study is about how the STEM students choose their
strand in Senior High School.)
3. You may also consider citing several attributes of your research such as its purpose, conceptualization, approach,
design and methods used (Abueg, 2020).
4. In addition, Trinidad (2018) considered to make the research title as concise as possible and to deflect “unnecessary
words.” Note: Avoid using these phrases: “An Approach to…” or “A Study of…”
5. You may consider also developing a single title or a two-part title. (Example: Science ATM Card: A Motivational Tool
in Teaching and Learning Science 11) Remember: The first part is a snappy phrase intended to catch audience attention
while the second part is more descriptive the actual study. Having a two-part title can provide the (1) additional context;
(2) the temporal cope of the research; (3) the main theory; (4) approach; and (5) methodology used (University of
Southern California, 2016).

Parts of Research Title

A. Catchy Hook - this is the least important part of an academic title, introduces the paper in a creative way.
B. Topic Keyword - the "what" of the paper. This identifies concepts to be explored. They are present in the title both
for humans ‘scanning lots of articles and for search engine indexing.
C. Focus Keyword - the "where/when" of the paper. Along with “topic keyword", these more specific keywords are vital
so that researchers can drill down to specific articles that pertain to their research.

III. Justifying the conduct of the Study

Background of the study is the first subsection of the Research Introduction. This is written after you have already
identified your research topic and written your research title. It introduces important facets that establish the general context
where the study revolves. It may include the description of the subjects of the study or the history involving the research. It
gives your readers an overview of your topic (i.e. What do you want readers to know about concerning your topic?)
An important information that need to be highlighted in your background of the study is the research gap or an
issue that has not been fully addressed by previous studies. Establishing your research gap is essential because it indicates
the relevance or contribution of your study. The bigger the gap, the more relevant your study is.
Here are the four components to consider in establishing the research gap (Barrot, 2017, 26-27):
1. Current state of the field (explain that the general field in which your current study is situated remains to be an
area of research gap up to the present);
2. Current and conventional practices in addressing the issue (discuss the current practices being used by
researchers, practitioners, or authorities within the particular field of study you are investigating);
3. Research gap (justify the relevance of your study by highlighting which issues have not been addressed yet or
only limited is known about the specific field you are investigating); and
4. Contribution of the present study in addressing the research gap (discuss how your study will fill this gap).
5.
WEEK 4
MELCs 11 &14. The learner… 11. States research questions; 14. presents written statement of the problem

Directions. Read the following notes before you do your written work and performance task assigned for the week.

NOTES
Stating the Research Questions and the Statement of the Problem
In the previous lesson, you learned about the first subsection of Chapter 1 (Research Introduction) which is the
Background of the Study. The subsection that comes after it is the Statement of the Problem section which basically
highlights the research questions of the study.

You cannot write the research questions unless you have already identified the research topic. For a refresher, a
research topic is a general area of interest that you would like to pursue in your research. At this point, you have had this
approved by your research teacher already, right? In this broad area of interest where your study is situated, you still need
to make it more specific to ensure that your study become manageable. This is where the research problem comes in.
This refers to the particular issue which you will address in your study as well as the specific area of concern of the research.
It also states what is to be investigated, identifies the variables, and discusses their relationships.

Supposed you would work on a study about the DOST scholars in a state university. Your topic here is obviously the
DOST scholars in a state university. As you can observe, this is a broad area of interest. What exactly about these DOST
scholars do you want to investigate? Are you interested in their mental abilities? Are you interested in their academic
performance and how it varies according to their socio-demographic profile? Or perhaps in their extra-curricular activities?
Or you might be interested in their experiences as novice scholars? Or as graduating scholars? The range of possible
specific area of interest is varied. In other words, there are a lot of possible research problems that you may investigate.

The point of this discussion is no matter what, you have to narrow down the focus of your study - from the research
topic to the research problem. And once you have already highlighted your research problem, you may then proceed to

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writing your research questions. In a nutshell, a research question is what your study intends to answer. This is said to be
the question form of the research problem that you just have identified.

There are two types of research questions – the main/general research question and the specific research questions.
The main/general research question as the name suggests is the broader question that encompasses the specific
research questions. It is directly derived from the problem. Meanwhile, specific research questions spring from the main
research question. Therefore, it is imperative that your specific research questions can be subsumed under the main/general
research question. For beginner researchers like you, 2-3 specific research questions are good enough.

Taking the example above, let us say you have chosen the problem on the experiences of novice DOST scholars in
a state university. Thus, your main/general research question would be: What are the lived experiences of novice DOST
scholars in state universities? As you can observe this is just the question form of the identified problem. This is also what
your study generally intends to answer.

Now, your specific research questions, using the same example, will be: 1. What are the struggles of the novice
DOST scholars in a state university; 2. How do they cope with these struggles; and 3. What meanings do they ascribe to
these experiences? Notice that the three specific research questions directly relate to the main research question and in
fact are parts of it.

Writing the research questions is a tricky one. there is no easy way out but with constant reading of previous studies
related to your problem and with the incessant guidance of your research teacher, this is doable. In addition, writing the
research question should be cautiously done as it will dictate the method and design of your study. And this you will learn
in the succeeding lessons.

Let’s summarize the example given:

Research Topic: DOST Scholars in a state university

Research Problem: experiences of novice DOST scholars in a state university
Main Research Question: What are the lived experiences of novice DOST scholars in a state university?
Specific Research Questions:
1. What are the challenges of the novice DOST scholars in a state university;
2. How do they cope with these challenges; and
3. What meanings do they ascribe with these experiences?

WEEK 5
MELCS 12-13. The learner… 12. indicates scope and delimitations of research; 13. cites benefits and beneficiaries of
research

Directions. Read the following notes before you do your written work and performance task assigned for the week.

NOTES
I. Indicating Scope and Delimitations
The subsection that usually comes after the Statement of the Problem is the Scope and Delimitation section.
There is a difference between the two. Scope sets the coverage of your study. It answers the question “What are included
in the study?” It highlights the topic of the study, objectives of the study and the issues it will address, time frame of the
study, the locale or area where you will study conduct the study, characteristics of the participants, response formats, etc.

Meanwhile, delimitations set the boundaries. In other words, it indicates what you should exclude in the study. It
highlights which factors or variables you consciously neglect for various reasons. You might impose delimitations for
practical reasons, such as lack of time or financial resources to carry out a more thorough investigation. For each delimiting
factor, you should discuss why you made those exclusions and explain how they might affect the outcome of your research.
Delimitations should be stated clearly so that your audience understands why certain elements were excluded from your
study.
In the example given above, the scope is highlighted in the first paragraph as it gives details about the purpose of
the study, locale of the study, timeframe of the study, the design of the study, the respondents of the study, instrument,
response format, and data analysis. You may check the above paragraph for confirmation. Obviously, the second paragraph
in the above example highlights the delimitations of the study. It indicates what are excluded in the study and the reasons
for the exclusion. These exclusions, as you can observe, are of practical considerations. This section is written in a such a
way that scope comes first before the delimitation. You have to ensure that you allot at least one paragraph for each of the
two.
Why then do you think it is important to write this section of the paper? Imagine this as a sort of a preview of what
to expect from the vantage point of your audience. Imagine your audience being well knowledgeable about your problem.
He might wonder why those that he/she knows about it are nowhere to be found in your paper. This section should explain
to them what are included and excluded in the study and the reason for excluding it. In a way, your audience is expected to
no longer ask about it as this section would have provided them with this information and justification already
.
Taking the example above, let’s say there is an audience who is familiar with the Johnson’s Model. Without this
section written, he might have expected that all the three phases would have been done in the study. But with this exclusion
made clear in this section, then the reader would have been informed and guided already.

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 Below is an example of scope and delimitation.

Scope and Delimitations of the Study

The current study was conducted at the District of Trece Martires City from July 2019 – September 2019. The
study only focused on developing modules for the following identified competencies: selects relevant literature (CS_RS12-
If-j-1); cites related literature using standard style (APA, MLA or Chicago Manual of Style) (CS_RS12-If-j-2); and
synthesizes information from relevant literature (CS_RS12-If-j-3). The rationale for choosing the said competencies is
that these competencies are the ones that would enhance the students’ communicative skills such as the reading and
writing skills. The said skills are the necessary skills in writing the literature review and unfortunately, according to the
previous students, this is the part of the research paper they consider the most difficult to write. Likewise, needs
assessment results also point out that these are the competencies that the students thought they are not competent
enough in writing.
Likewise, the study did not intend to validate the modules in terms of its impact on the students’ improvement in
the competencies but rather the aim is to validate the module in terms of module content, presentation, and instructional
design. Following Johnson’s Model of materials development, the current study only accomplished the first two phases
which are the design and development phases respectively. The design phase highlighted the level of competence of the
STEM students on writing RRL while the development phase involved the development of the modules and their internal
validation by the experts who are the three Master Teachers in the said school.

II. Citing the Benefits and Beneficiaries of Research

Significance of the Study is the section of the introduction that states the “contribution or benefits that your study
provides” (Barrot, 2017,p. 34) to individuals and various organizations. It basically answers the question: How the
research output may be directly beneficial to people and other sectors of the society?

According to Barrot (2017), there are two formats in writing significance of the study:
Topical arrangement is written in paragraph form and is based on your specific research questions. In using this
format, write one paragraph for each contribution. Use the sample guide below:

Specific Question Contribution

What level of writing anxiety is exhibited by the
students through Cheng’s Second Language
Writing Anxiety Inventory (SLWAI)?
What particular tasks and stages in the writing
course cause writing anxiety among students as
revealed by their journals and a Focused Group
Discussion?
Because writing anxiety affects many students, teachers would
become aware of how they should be able to accurately assess
their students writing anxiety level. With this, teachers would
make certain adjustments to maintain minimal level of anxiety
among students.
Teachers would tend to understand student’s thoughts and
feelings that may make them become sensitive in all stages of
writing by being motivators rather than being sensed as critics.

Enumeration format is sequenced according to the beneficiaries of the study. There are parts of statements that
you can use in writing. These are as follows: 1. List down the target beneficiaries; 2. Specify the beneficiary’s needs; 3.
Address the beneficiary’s needs; 4. State the expected output and its benefit
Refer to the example below:
Structure Sample
List down one major beneficiary Barangay/ Local Council for the Protection of Children (B/LCPC) members
Specify the beneficiary’s need B/LCPC) members need to be aware of the appropriate ways of handling Child in
Conflict with the Law (CICL) during diversion program.
Address the beneficiary’s needs This study may reveal the best practices and/or weaknesses of the diversion processes
done on the barangay level which may be used as basis for improvement of the
diversion program implementation.
State the expected output and its The implications that would be drawn from the study may serve as bases in developing a
benefits to the beneficiary contextualized model of diversion program or procedure applicable to barangay level

WEEK 6
MELCs 15-16. The learner… 15. selects relevant literature; 16. cites literature using a standard style

Directions. Read the following notes before you do your written work and performance task assigned for the week.

NOTES
I. Selecting Relevant Literature

Literature review is an academic text that provides an overview of a particular topic. It helps identify what is known
and not known about a certain subject of study. It involves the use of synthesis of several scholarly works.

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 It has several functions such as: 1. It establishes the relevance of the study; 2. It further helps in establishing the
research gap that the study intends to fill; 3. It provides important information about your topic and the concepts related to
it; 4. It presents the contradictions between and among previous literature; 5. It justifies your research methodology; 6. It
presents and discusses your theoretical frameworks which are the backbone of your study.

Three Stages of Literature Review

1. Literature Search. This is the stage in which the researcher systematically looks for and selects reference materials
relevant to the study. There are various information sources one can consult when doing literature review. These are
general references, nonfiction materials, periodicals. General references include dictionaries, encyclopedia, almanac,
atlas, indexes, and bibliographies which are usually located in the general reference section of the library. Meanwhile,
nonfiction materials include books of information usually found in the circulation section. Periodicals, on the other hand,
are sources that come at a regular period of time such as daily newspaper, magazines, and journals and are contained in
the periodical section of the library. More or less, you already know about these sources as you have been exposed to
them since you were in Elementary.

2. Evaluation and Analysis of the Selected Works. Once you have selected all your potential references you would
now further screen the selected references for reliability and usefulness. This stage also further ensures that the materials
you will use in your paper are only those that are closely related to your research topic. The following strategies you can
use in evaluating and analyzing your selected references:
a. Obtain an overview of the reference you selected. This will help you determine the relevance of its content to your
research.
b. When evaluating research articles, find out if they are published by a reputable publisher/journal and written by legitimate
scholars in your field of study.
c. As much as possible, refrain from using references published by predatory journals or publishers as they do not guarantee
quality. Predatory publishers and journals are those that publish research papers for financial gain and do not follow the
ethics in producing academic work.
d. Refrain from using materials that do not directly explain the concepts related to your study.
e. As much as possible, use references that have been published within last five years, unless you are writing a historical
paper, which may entail the use of sources from earlier periods of time.
f. Group the references according to the categories you used during your literature search.
g. If materials appear to be relevant to your topic, current (i.e, published in the last five years), and reliable, continue reading
its content. However, if the material does not meet these standards exclude it from your literature review.
h. Carefully read each of the materials you will incorporate into your literature review.
i. Use a concept map if you want to see the relationship, similarities, and differences among the materials you have read.

3. Drafting the Literature Review. It is in this stage where you actually write your literature review. In drafting your
review, you need to consider how you are going to arrange the works you will cite. You also need to consider how these
works will be linked to one another, to better provide an overview of the topic you are studying in your research. You shall
learn more about this from the succeeding notes.

II. Citing Literature

Citation refers to specific source that you mention in the body of your paper. A "citation" is the way you tell your readers
that certain material in your work came from another source. It also gives your readers the information necessary to find
that source again, including information about the author and the title of the work. The researcher uses the Author’s
surname and the year of publication.
It is of two types – the weak author citation and the strong author citation. Weak author citation is when the
author’s surname and the year of publication are both enclosed in parentheses. This is used when the statement is more
prominent than the author himself. Whereas strong author citation where the author’s surname is not enclosed in the
parentheses is used when the author assumes more prominence than his statement.

Types of Citation Methods

1. American Psychological Association (APA) is generally used by the social and behavioral sciences.

a. In APA style, a source quoted within the body of the text (weak author citation) requires the author, year, and
specific page citation in the text:

“If an object is at rest and is in a state of equilibrium, then we would say that the object is at a static
equilibrium” (Makalintal, Dinglasan, & Unday, 2017, p. 177).

b. Meanwhile, in strong author citation, you need to place the year in parentheses directly after the author’s name,
with the page number following the quote:

Makalintal, Dinglasan, and Unday (2017) assert that “If an object is at rest and is in a state of equilibrium,
then we would say that the object is at a static equilibrium” (p. 177).

2. Modern Language Association (MLA) is largely used for documentation in the humanities, specifically languages
and literature, including English, modern languages, and comparative literature.

a. In MLA style, a source cited within the body of your text (weak author citation) requires the author and the
page:
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 “Most living organisms especially plants and animals are separated from its external environment by a
boundary, thereby forming differences in external and internal conditions.” (Rea and Dagamac 53).

b. However, if you use the author’s name(s) to introduce the quote (strong author citation), you do not need to use
it in the citation:

As Rea and Dagamac remind us “Most living organisms especially plants and animals are separated from
its external environment by a boundary, thereby forming differences in external and internal conditions.”
(53).

3. Chicago Manual of Style (CMS or CMOS)/Turabian is primarily used by writers and students in humanities,
particularly in the field of history.

a. A source directly quoted within the body of the text (weak author citation) requires the author, date of publication,
and page number in a parenthetical reference:

“Alkenes are obtained in industrial quantities chiefly by the cracking of petroleum” (Mina, Villalobos,
Hernandez, and Manalo 2014, 210).

b. In strong author citation, you need to cite the year in parentheses directly after the author’s name and include
the page number following the quotation:

Mina, Villalobos, Hernandez, and Manalo 2014 assert that “Alkenes are obtained in industrial quantities
chiefly by the cracking of petroleum” (210).

WEEK 7
MELCs 17-18. The learner… 17. synthesizes information from relevant literature; 18. writes coherent review of literature

Directions. Read the following notes before you do your written work and performance task assigned for the week.

NOTES
I. Synthesizing Information from Relevant Literature
In a RESEARCH PAPER, knowing how to effectively integrate sources is extremely important. Being able to integrate
sources is important because it helps you: bolster your point with the credibility or reputation of the source; identify others’
opinions, theories, and personal explanations; present assertions of fact that are open to dispute; present statistics;
establish your ethos as a good, reliable scholar/researcher; let readers know where to find information on your topic.

Generally speaking, there are three ways to integrate sources into a research paper – summarizing, paraphrasing and
quoting. You will want to summarize and paraphrase most often in your research paper, using direct quotes sparingly.
Putting source material in your own words shows readers that you have a true understanding of that material. Also, to
restate in your own words the full meaning of a phrase or passage helps readers understand difficult, complex, jargon-
riddled or ambiguous passages. Such passages, if quoted, will still require extensive explanation in order to be understood.

You use quoting when you want to copy word for word or part or portion of a writer’s work. It may be a line, phrase,
sentence, or paragraph. You quote because the text should strongly support your idea, which means it comes from an
authority in the field. Also, you are lifting the exact words because the statement or text may have been worded so well
that paraphrasing may not be able to capture the meaning.

Meanwhile, paraphrasing is restating a statement or passage in your own words. It is one way by which we integrate
our sources in our paper. It is a note taking strategy that will help us avoid plagiarism. There are some observations in
paraphrasing: 1. the meaning conveyed in the paraphrased material should be the same as that of the original source; 2.
the length should be the same or almost the same as that of the original source; 3. the structure is different from that of the
source; 4. technical terms or generally accepted terms may be retained; and 5. the source is indicated in the paraphrase.

Here are the Steps in Paraphrasing:

1. Read and understand the text carefully. Read it several times so you can get the meaning.
2. Identify (underline or highlight) technical terms and major ideas.
For example:

“Alkenes are obtained in industrial quantities chiefly by the cracking of petroleum” (Mina, Villalobos,
Hernandez, and Manalo 2014, 210).

The keywords and major ideas are the following:

Alkenes; obtained; industrial quantities; chiefly; cracking of petroleum

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 3. Express these major ideas in your own words but retain the keywords or generally accepted terms.

alkenes – alkenes industrial quantities – large scale production

obtained – gathered; gotten; gained chiefly – mainly; primarily
cracking of petroleum – breaking down petroleum

Alkenes are gathered from large scale production primarily by the breaking down of petroleum.

4. Change the structure. This means that you would rearrange the sequence the words appear in the sentence. This
can be done by changing the part of speech and using synonyms.

Through breaking down petroleum, alkenes are gathered from large scale production.

5. Cite the source. In APA, you only include the author’s name and year of publication.

According to Mina, Villalobos, Hernandez, and Manalo (2014) through breaking down petroleum, alkenes
are gathered from large scale production.

Finally, when you summarize, you collect the major points of the passage, section, article, or book and present them in
your own words. A summary should capture the important information from the source and state it as clearly and concisely as
possible. Before you decide to summarize, read the material very carefully, taking notes of main points and important information.
If you are able to condense the information using your own words while still capturing the main information, then you should be
able to summarize. Even though the material is stated in your own words, you must still cite the source both within the text and
on the reference page.

II. Writing Coherent Review of Literature

Your review must “read” like a coherent paper. A literature review is discursive prose which proceeds to a conclusion by
reason or argument.
The literature review is divided into two subsections namely the conceptual literature and the related studies. Conceptual
literature section explains concepts relevant to your study. When writing the conceptual literature, you may use concepts from
the title of the reference or the specific questions and objectives of your research. Meanwhile, related studies section presents
studies similar to your study. You may arrange them in three ways:
1. Thematic arrangement – by themes (similar studies are grouped together), if your intention is to make the readers focus
on how your study is similar to or different from the previous ones
2. Chronological arrangement – by chronology (from the earliest to the latest), if you want to emphasize the development
and progress in a specific field of study
3. Typological arrangement – by type (foreign or local studies), if there are sufficient studies conducted locally about the topic
of your research

WEEK 8
MELCs 19-20. The learner… 19. follows ethical standards in writing related literature; 20. presents written review of
literature

Directions. Read the following notes before you do your written work and performance task assigned for the week.

NOTES
Following Ethical Standards in Writing Related Literature. In writing the literature review, researchers must follow a set of
ethical standards or guidelines. Following the guidelines ensure credibility, academic honesty, and integrity among researchers.
As you write your literature review, be aware of the following guidelines.

1. Report the findings in your cited studies objectively. Refrain from distorting the findings of other research works.
2. Avoid injecting editorial comments or manipulating the ideas I a certain study just to make it support your claims.
3. Always cite your sources as a way of acknowledgement the studies relevant to your own and practicing intellectual honesty.
4. Refrain from fabricating information or making up data and reporting them as actual data from a certain research work.
5. Avoid plagiarism. Plagiarism refers to using ideas and information created by other people but without attribution to them.

Below are some ways by which plagiarism may be avoided.

1. Keep track of all your print and non-print sources. Always file and label the sources you have gathered. Being unable to
keep track of your references might lead to the failure of citing certain vital information to your research.
2. Understand he context in which your sources were written. Clearly understand what the points of your sources actually
mean, as this can affect how you paraphrase them.
3. Jot down the ideas and important details from your sources. Through this, you are able to make sense of your sources in
your own way. Avoid copying them word-for-word. You can take your notes either manually or electronically. You may keep
these notes for future use as well.
4. Refrain from the practice of copy-and-paste. Paraphrase and summarize sources carefully and acknowledge them. This
applies in all stages of writing your research paper.
5. Always cite field-specific knowledge. These are pieces of information that can only be found within a particular field of study.

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