Liza‌‌M ae‌‌D.

‌‌Laput‌ 
12-STEM‌‌2‌ 
 
Practical‌‌Research‌‌2‌  
Quarter‌‌1‌‌-‌‌M odule‌‌2‌  
Identifying‌‌the‌‌Inquiry‌‌and‌‌Stating‌‌the‌‌Problem‌ 
 
What‌‌I‌‌Know‌ 
1.C‌ 
2.A‌ 
3.C‌ 
4.D‌ 
5.A‌ 
6.B‌ 
7.D‌ 
8.C‌ 
9.A‌ 
10.B‌ 
11.D‌ 
12.D‌ 
13.B‌ 
14.B‌ 
15.D‌ 
 
Lesson‌‌1:‌‌Designing‌‌Research‌‌Topic‌  
 
What’s‌‌New‌ 
Activity‌‌1:‌‌Topics‌‌that‌‌interest‌‌m e!‌ 
 
1.‌‌M y‌‌c hosen‌‌SHS‌‌track‌‌is:‌‌‌Academic‌‌Track‌‌(‌‌STEM‌‌s trand)‌.‌  
 
2.‌‌The‌‌top‌‌three‌‌things‌‌that‌‌I‌‌excel‌‌doing‌‌are‌‌Cooking‌,‌‌Solving‌‌m ath/cases/problems‌‌‌and‌ 
Organizing.‌ 
 
3.‌‌The‌‌top‌‌five‌‌(5)‌‌things‌‌that‌‌m ake‌‌m e‌‌happy‌‌are‌‌Cats‌‌‌,‌‌c heese‌,‌‌family‌,‌‌friends‌,‌‌and‌‌going‌‌on‌ 
missions‌.‌  
 
4.‌‌The‌‌three‌‌things‌‌that‌‌I‌‌find‌‌interesting‌‌are‌‌‌health‌‌issues,‌‌‌books‌‌and‌‌m ovies‌‌and‌‌‌foods.‌ 
 
What‌‌I‌‌Have‌‌Learned‌  
 
Directions:‌‌Answer‌‌briefly‌‌the‌‌questions‌‌below.‌  
1.‌‌Why‌‌is‌‌it‌‌important‌‌to‌‌c hoose‌‌a‌‌relevant,‌‌s ignificant,‌‌and‌‌interesting‌‌research‌‌topic?‌  
Because‌‌a‌‌research‌‌topic‌‌s erves‌‌as‌‌the‌‌groundwork‌‌for‌‌any‌‌s ucceeding‌‌actions,‌‌it‌‌m ust‌‌be‌ 
defined‌‌appropriately‌‌at‌‌the‌‌beginning‌‌of‌‌the‌‌research‌‌work.‌‌O therwise,‌‌it‌‌m ay‌‌result‌‌in‌ 
unanticipated‌‌c omplexities‌‌to‌‌the‌‌researcher.‌ 
 
2.‌‌How‌‌does‌‌background/preliminary‌‌research‌‌help‌‌in‌‌defining‌‌a‌‌research‌‌topic?‌ 
Defining‌‌a‌‌research‌‌topic‌‌with‌‌a‌‌help‌‌of‌‌doing‌‌a‌‌background‌‌or‌‌preliminary‌‌research‌‌will‌‌be‌‌a‌ 
way‌‌to‌‌have‌‌a‌‌better‌‌understanding‌‌about‌‌the‌‌past‌‌articles,‌‌journals‌‌and‌‌related‌‌research‌‌s tudies‌ 
for‌‌the‌‌purposes‌‌of‌‌having‌‌a‌‌thought‌‌of‌‌what‌‌m ore‌‌y ou‌‌c an‌‌c ontribute‌‌to‌‌these‌‌c ertain‌‌topic.‌ 
 
3.‌‌What‌‌is‌‌y our‌‌understanding‌‌of‌‌refining‌‌the‌‌research‌‌question?‌ 
In‌‌m y‌‌understanding,‌‌refining‌‌the‌‌research‌‌question‌‌m eans‌‌m aking‌‌it‌‌m ore‌‌s pecific‌‌and‌‌direct‌‌to‌ 
the‌‌point.‌‌It‌‌also‌‌m eans‌‌evaluating‌‌the‌‌research‌‌questions‌‌to‌‌m ake‌‌them‌‌m ore‌‌understandable‌ 
one‌‌and‌‌m ore‌‌uncomplicated‌‌to‌‌answer.‌ 
 
Lesson‌‌2:‌‌Research‌‌Title‌ 
 
What’s‌‌New‌  
True‌‌or‌‌False‌ 
False‌‌‌1.‌‌Inserting‌‌humor‌‌on‌‌the‌‌research‌‌title‌‌m akes‌‌it‌‌m ore‌‌interesting‌‌to‌‌the‌‌reader.‌  
False‌‌‌2.‌‌Abbreviations‌‌are‌‌a‌‌m ust‌‌to‌‌m ake‌‌the‌‌research‌‌title‌‌s horter.‌  
True‌‌‌3.‌‌Proper‌‌punctuation‌‌and‌‌c orrect‌‌grammar‌‌m ust‌‌be‌‌observed‌‌in‌‌writing‌‌the‌‌title.‌  
True‌‌‌4.‌‌All‌‌types‌‌of‌‌quantitative‌‌research‌‌design‌‌m ust‌‌include‌‌the‌‌independent‌‌and‌‌dependent‌ 
variables‌‌in‌‌the‌‌title.‌  
False‌‌‌5.‌‌J argons‌‌m ake‌‌a‌‌research‌‌title‌‌m ore‌‌s ophisticated.‌  
False‌‌‌6.‌‌O nly‌‌the‌‌first‌‌letter‌‌of‌‌nouns‌‌and‌‌pronouns‌‌are‌‌c apitalized.‌ 
False‌‌‌7.‌‌To‌‌m inimize‌‌the‌‌number‌‌of‌‌c haracters‌‌in‌‌the‌‌title,‌‌only‌‌use‌‌the‌‌c hemical‌‌formula‌‌than‌ 
generic‌‌names.‌  
True‌‌‌8.‌‌Use‌‌declarative‌‌format‌‌in‌‌writing‌‌the‌‌research‌‌title.‌  
False‌‌‌9.‌‌To‌‌m ake‌‌it‌‌m ore‌‌s pecific,‌‌the‌‌y ear‌‌m ust‌‌be‌‌included‌‌in‌‌the‌‌title.‌  
False‌‌‌10.‌‌Using‌‌obsolete‌‌terms‌‌do‌‌not‌‌m atter‌‌in‌‌writing‌‌the‌‌title.‌ 
 
What’s‌‌M ore‌ 
1.‌‌An‌‌investigation‌‌of‌‌the‌‌effects‌‌of‌‌electronics‌‌uses‌‌on‌‌Interpersonal‌‌Relationship‌‌in‌‌adults.‌  
Answer:‌‌The‌‌title‌‌s hould‌‌be‌‌written‌‌in‌‌c apitalization‌‌of‌‌all‌‌nouns‌‌and‌‌pronouns.‌‌Also‌‌the‌ 
“Relationship”‌‌s hould‌‌be‌‌“relationship”‌ ‌and‌‌“electronics”‌‌s hould‌‌be‌‌“‌‌electronic”‌ 
 
2.‌‌Effects‌‌of‌‌Coconut‌‌O il‌‌and‌‌Beeswax‌‌Edible‌‌c oating.‌  
Answer:‌‌Use‌‌an‌‌accurate‌‌description‌‌of‌‌the‌‌s ubject‌‌and‌‌s cope‌‌of‌‌the‌‌s tudy‌‌instead‌‌of‌‌using‌ 
general‌‌terms.‌  
 
3.‌‌The‌‌Effects‌‌of‌‌Arts-Integrated‌‌Instruction‌‌on‌‌Arithmetic‌‌Skills‌‌of‌‌Students‌‌for‌‌S.Y.‌‌2018-2019.‌  
Answer:‌‌The‌‌y ear‌‌the‌‌s tudy‌‌has‌‌been‌‌c onducted‌‌s hould‌‌not‌‌be‌‌indicated‌‌unless‌‌it‌‌is‌‌a‌‌historical‌ 
study‌  
 
4.‌‌Antibacterial‌‌effects‌‌of‌‌C2H5OH‌‌extract‌‌of‌‌Carica‌‌papaya‌‌leaves.‌  
Answer:‌‌Use‌‌the‌‌c ommon‌‌name‌‌instead‌‌of‌‌c hemical‌‌formula‌‌C2H5OH,‌  
 
5.‌‌M anaging‌‌business‌‌during‌‌global‌‌pandemic.‌  
Answer:‌‌M ust‌‌reflect‌‌the‌‌tone‌‌of‌‌the‌‌paper.‌‌An‌‌academic‌‌research‌‌paper‌‌has‌‌title‌‌which‌‌is‌‌not‌ 
casual,‌‌or‌‌informal,‌‌or‌‌does‌‌not‌‌c ontain‌‌humor.‌  
 
What‌‌I‌‌Have‌‌Learned‌ 
1.‌‌A‌‌researcher‌‌is‌‌discouraged‌‌from‌‌putting‌‌too‌‌m any‌‌words‌‌in‌‌the‌‌research‌‌title.‌‌Why?‌ 
- Because‌‌research‌‌titles‌‌s hould‌‌be‌‌c oncise‌‌and‌‌direct‌‌to‌‌the‌‌point.‌  
 
2.‌‌A‌‌bad‌‌title‌‌discredits‌‌a‌‌good‌‌research.‌‌Why?‌ 
- Because‌‌titles‌‌entail‌‌a‌‌good‌‌description‌‌of‌‌the‌‌c ontent‌‌of‌‌y our‌‌research‌‌topic‌‌c onsidering‌ 
it‌‌is‌‌the‌‌first‌‌thing‌‌that‌‌will‌‌grab‌‌the‌‌attention‌‌of‌‌y our‌‌reader‌‌to‌‌read‌‌it‌‌further‌‌and‌‌be‌ 
interested‌‌in‌‌y our‌‌work.‌‌Titles‌‌tend‌‌to‌‌tell‌‌y our‌‌reader‌‌what‌‌the‌‌objective‌‌of‌‌y our‌‌research‌ 
is‌‌s o‌‌it‌‌s hould‌‌be‌‌accurate‌‌y et‌‌c aptivating.‌ 
 
3.‌‌What‌‌are‌‌the‌‌c omponents‌‌of‌‌a‌‌good‌‌research‌‌title?‌ 
- The‌‌purpose,‌‌s cope,‌‌the‌‌narrative‌‌tone‌‌and‌‌of‌‌c ourse‌‌the‌‌m ethod‌‌of‌‌research‌‌are‌‌the‌ 
components‌‌of‌‌a‌‌good‌‌research‌‌title.‌ 
 
 
Lesson‌‌3:‌‌Background‌‌of‌‌Research‌ 
 
What’s‌‌New‌ 
Expand‌‌Your‌‌Vocabulary!‌ 
1.‌‌Uncharted‌‌-‌‌unexplored‌ 
2.‌‌M otivation‌‌-‌‌c onceptualized‌  
3.‌‌Background‌‌-‌‌c ontext‌  
4.‌‌Extensive‌‌-‌‌exhaustive‌  
5.‌‌Communicate‌‌-‌‌articulate‌  
6.‌‌Conceive‌‌-‌‌justify‌  
7.‌‌Remarkable‌‌-‌‌noteworthy‌  
8.‌‌Inclusive‌‌-‌‌c omprehensive‌  
9.‌‌Understanding‌‌-‌‌perception‌  
10.‌‌Valid‌‌-‌‌legitimate‌ 
 
What‌‌I‌‌Have‌‌Learned‌ 
1.‌‌What‌‌is‌‌the‌‌relevance‌‌of‌‌the‌‌Background‌‌of‌‌the‌‌Study‌‌in‌‌y our‌‌research‌‌paper?‌ 
Background‌‌of‌‌the‌‌s tudy‌‌tells‌‌the‌‌reader‌‌the‌‌s ynopsis‌‌of‌‌y our‌‌research‌‌topic.‌‌It‌‌s erves‌‌as‌‌an‌ 
introduction‌‌to‌‌the‌‌m ain‌‌c ontent‌‌and‌‌the‌‌focus‌‌of‌‌the‌‌s tudy‌‌to‌‌accumulate.‌ 
 
2.‌‌Compare‌‌and‌‌c ontrast‌‌Background‌‌of‌‌the‌‌Study‌‌and‌‌Literature‌‌Review.‌ 
The‌‌background‌‌of‌‌the‌‌s tudy‌‌is‌‌at‌‌the‌‌introductory‌‌part‌‌of‌‌the‌‌paper‌‌with‌‌the‌‌purpose‌‌of‌‌relaying‌ 
the‌‌importance‌‌of‌‌y our‌‌research‌‌s tudy‌‌while‌‌the‌‌literature‌‌review‌‌is‌‌m ore‌‌c omprehensive‌‌and‌ 
thoroughly‌‌discusses‌‌the‌‌s tudies‌‌m entioned‌‌in‌‌the‌‌background‌‌of‌‌research.‌‌Yet,‌‌the‌‌two‌ ‌involve‌ 
reading‌‌past‌‌related‌‌s tudies.‌ 
 
3.‌‌What‌‌important‌‌c omponents‌‌s hould‌‌be‌‌included‌‌in‌‌the‌‌Background‌‌of‌‌the‌‌Study?‌ 
Justifying‌‌the‌‌need‌‌to‌‌c onduct‌‌a‌‌research‌‌s tudy‌‌about‌‌the‌‌topic‌‌s elected‌‌by‌‌establishing‌‌the‌ 
research‌‌gap‌‌is‌‌the‌‌one‌‌of‌‌the‌‌c omponents‌‌that‌‌s hould‌‌be‌‌included‌‌in‌‌the‌‌background‌‌of‌‌the‌ 
study.‌‌M oreover,‌‌the‌‌background‌‌of‌‌the‌‌s tudy‌‌s hould‌‌not‌‌be‌‌in‌‌great‌‌detail.‌‌It‌‌needs‌‌to‌‌c onsider‌ 
the‌‌limitation‌‌of‌‌information‌‌that‌‌would‌‌be‌‌enough‌‌for‌‌the‌‌reader‌‌to‌‌k now‌‌to‌‌have‌‌a‌‌full‌‌grasp‌‌of‌ 
the‌‌topic‌‌being‌‌discussed.‌  
 
Lesson‌‌4:‌‌Research‌‌Q uestions‌ 
 
What’s‌‌New‌ 
Activity‌‌1:‌‌That’s‌‌a‌‌G ood‌‌Q uestion‌ 
Quantitative‌‌Research‌‌Q uestion‌   My‌  Explanation‌ 
Rating‌ 

1.‌‌How‌‌m any‌‌G rade-7‌‌s tudents‌‌are‌  10/10‌  The‌‌question‌‌undeniably‌‌has‌‌a‌ 

enrolled‌‌in‌‌blended‌‌learning‌‌this‌‌School‌  clarification‌‌of‌‌how‌‌m any‌‌s tudents‌‌of‌ 
Year?‌  grade‌‌7‌‌are‌‌enrolled‌‌in‌‌blended‌ 
learning‌‌this‌‌School‌‌Year.‌ 

2.‌‌Is‌‌m odular‌‌learning‌‌or‌‌online‌‌learning‌  2/10‌  The‌‌question‌‌is‌‌not‌‌s tated‌‌c learly.‌‌It‌‌is‌ 

more‌‌effective‌‌in‌‌Language‌‌or‌‌Science‌  confusing‌‌whether‌‌the‌‌question‌‌is‌ 
subjects?‌  questioning‌‌what‌‌is‌‌a‌‌m ore‌‌effective‌ 
way‌‌of‌‌learning‌‌in‌‌language‌‌or‌‌s cience‌ 
subjects‌‌or‌‌the‌‌other‌‌way‌‌around.‌ 
There‌‌is‌‌also‌‌a‌‌s econd‌‌thought‌‌if‌‌the‌ 
question‌‌s hould‌‌be‌‌answered‌‌in‌‌“yes’‌ 
or‌‌“no”‌ 

3.‌‌Is‌‌there‌‌a‌‌s ignificant‌‌relationship‌‌in‌‌the‌  4/10‌  In‌‌m y‌‌opinion,‌‌it‌‌is‌‌uncomplicated‌‌to‌ 

number‌‌of‌‌households‌‌and‌‌COVID-19‌  answer.‌‌It‌‌s hould‌‌be‌‌m ore‌‌feasible.‌ 
confirmed‌‌c ases‌‌in‌‌a‌‌Barangay‌ 
 
 
What’s‌‌M ore‌ 
Activity‌‌2:‌‌The‌‌Very‌‌G ood‌‌Q uestions‌ 
 
Quantitative‌‌Research‌  My‌‌Rating‌  Revised‌‌Q uestion/‌ 
Question‌  Feasible‌‌l‌‌Clear‌‌l‌‌Significant‌‌l‌‌Ethical‌  Justification‌ 

1.‌‌How‌‌m any‌‌G rade-7‌  10‌ ‌8‌ ‌9‌ ‌8‌  1.‌‌How‌‌m any‌ 

students‌‌are‌‌enrolled‌‌in‌  Grade-7‌‌s tudents‌‌are‌ 
 blended‌‌learning‌‌this‌‌School‌  enrolled‌‌in‌‌blended‌ 
Year?‌  learning‌‌this‌‌School‌ 
Year?‌ 

2.‌‌Is‌‌m odular‌‌learning‌‌or‌  5‌ ‌2‌ ‌5‌ ‌6‌  Is‌‌blended‌‌learning‌ 

online‌‌learning‌‌m ore‌  more‌‌effective‌‌in‌ 
effective‌‌in‌‌Language‌‌or‌  learning‌‌language‌‌and‌ 
Science‌‌s ubjects?‌  science‌‌s ubjects‌‌than‌ 
actual‌‌face‌‌to‌‌face?‌ 

3.‌‌Is‌‌there‌‌a‌‌s ignificant‌  7‌ ‌5‌ ‌8‌ ‌6‌  ‌Is‌‌there‌‌a‌‌s ignificant‌ 

relationship‌‌in‌‌the‌‌number‌‌of‌  relationship‌‌between‌ 
households‌‌and‌‌COVID-19‌  the‌‌number‌‌of‌ 
confirmed‌‌c ases‌‌in‌‌a‌  households‌‌and‌ 
Barangay?‌  COVID-19‌‌c onfirmed‌ 
cases‌‌in‌‌a‌‌Barangay?‌ 
 
Activity‌‌2:‌‌Write‌‌the‌‌Q uestions‌ 
 
Research‌‌Problem‌   ‌G eneral‌‌Q uestion‌  Specific‌‌Q uestions‌ 

The‌‌Relationship‌‌between‌  This‌‌s tudy‌‌aims‌‌to‌‌determine‌  Furthermore,‌‌it‌‌s eeks‌‌to‌ 

Media‌‌Exposure‌‌and‌‌Health‌  the‌‌relationship‌‌between‌  answer‌‌the‌‌following‌‌research‌ 
Anxiety‌  Media‌‌Exposure‌‌and‌‌Health‌  questions:‌‌(1)‌‌What‌‌are‌‌the‌ 
Anxiety‌  various‌‌m edia‌‌platforms‌‌m ost‌ 
people‌‌expose?‌‌(2)‌‌What‌‌are‌ 
the‌‌s ymptoms‌‌of‌‌health‌ 
anxiety?‌‌(3)‌‌Is‌‌there‌‌a‌ 
significant‌‌relationship‌ 
between‌‌m edia‌‌exposure‌‌and‌ 
health‌‌anxiety?‌ 
 

Organization’s‌‌Leadership‌  This‌‌s tudy‌‌aims‌‌to‌‌determine‌  It‌‌s eeks‌‌to‌‌answer‌‌the‌ 

Practices‌‌and‌‌Employee’s‌  the‌‌relationship‌‌between‌‌an‌  following:‌‌(1)‌‌What‌‌are‌‌the‌ 
Job‌‌Satisfaction‌  organization's‌‌leadership‌  good‌‌effects‌‌of‌‌an‌ 
practices‌‌and‌‌employee’s‌‌job‌  organization's‌‌leadership‌ 
satisfaction.‌  practices‌‌inside‌‌the‌ 
workplace?‌‌(2)How‌‌s atisfying‌ 
is‌‌the‌‌job‌‌of‌‌an‌‌employee?‌‌(3)‌ 
Is‌‌there‌‌a‌‌s ignificant‌ 
relationship‌‌between‌ 
organization's‌‌leadership‌ 
practices‌‌and‌‌employee’s‌‌job‌ 
satisfaction?‌ 

Effects‌‌of‌‌Parenting‌‌Style‌‌and‌  This‌‌s tudy‌‌aims‌‌to‌‌determine‌  It‌‌s eeks‌‌to‌‌answer‌‌the‌ 

Children‌‌Study‌‌Habits‌  the‌‌relationship‌‌between‌‌the‌  following:‌‌(1)‌‌What‌‌are‌‌the‌ 
Parenting‌‌Style‌ ‌and‌‌Children‌  good‌‌and‌‌bad‌‌effects‌‌of‌ 
 Study‌‌Habits‌  parenting‌‌s tyle?‌‌(2)‌‌What‌ 
habits‌‌do‌‌c hildren‌‌m ostly‌ 
study?‌‌(3)‌‌Is‌‌there‌‌a‌ 
significant‌‌relationship‌ 
between‌‌parenting‌‌s tyle‌‌and‌ 
children's‌‌s tudy‌‌habits?‌ 
 
 
What‌‌I‌‌Have‌‌Learned‌ 
 
1.‌‌What‌‌I‌‌k now‌‌about‌‌research‌‌question?‌ 
I‌‌k now‌‌that‌‌research‌‌questions‌‌help‌‌the‌‌researchers‌‌to‌‌acquire‌‌a‌‌legit‌‌and‌‌required‌‌answer‌‌for‌ 
data‌‌c ollection‌‌and‌‌analysis.‌ 
 
2.‌‌I‌‌have‌‌learned‌‌that‌‌good‌‌questions‌‌are‌ 
Should‌‌be‌‌feasible,‌‌c lear,‌‌s ignificant‌‌and‌‌ethical‌‌in‌‌all‌‌ways.‌ 
 
3.‌‌This‌‌time,‌‌I‌‌have‌‌learned‌‌that‌‌when‌‌s tating‌‌quantitative‌‌research‌‌questions‌ 
you‌‌s hould‌‌also‌‌c onsider‌‌the‌‌design‌‌of‌‌y our‌‌quantitative‌‌research.‌‌It‌‌s hould‌‌also‌‌include‌‌one‌ 
general‌‌question‌‌and‌‌two‌‌s pecific‌‌research‌‌questions.‌ 
 
Lesson‌‌5:‌‌Scope‌‌and‌‌Delimitation‌‌of‌‌the‌‌Study‌ 
 
What‌‌I‌‌Need‌‌to‌‌Know‌ 
 
Activity‌‌1.‌‌Find‌‌and‌‌Form‌‌the‌‌M eaning‌ 
Directions:‌‌Find‌‌five‌‌s ynonyms‌‌of‌‌“scope”‌‌and‌‌“delimitation”.‌‌Then,‌‌analyze‌‌and‌‌c onnect‌‌the‌ 
gathered‌‌words‌‌in‌‌order‌‌to‌‌form‌‌the‌‌m eaning‌‌of‌‌“Scope‌‌and‌‌Delimitation‌‌of‌‌the‌‌Study.‌ 
  Synonyms‌  Formed‌‌M eaning‌ 

Scope‌  1.reach‌  The‌‌s cope‌‌details‌‌how‌‌in-depth‌‌y our‌‌s tudy‌‌is‌ 

2.field‌  to‌‌explore‌‌the‌‌research‌‌question‌‌and‌‌the‌ 
3.range‌  parameters‌‌in‌‌which‌‌it‌‌will‌‌operate‌‌in‌‌relation‌ 
4.extent‌  to‌‌the‌‌population‌‌and‌‌timeframe.‌ 
5.width‌ 

Delimitation‌  1.‌c ontrol‌  The‌‌delimitations‌‌of‌‌a‌‌s tudy‌‌are‌‌the‌‌factors‌ 

2.‌repression‌  and‌‌v ariables‌‌not‌‌to‌‌be‌‌included‌‌in‌‌the‌ 
3.‌incarceration‌  investigation.‌ 
4.‌borderline‌ 
5.‌demarcate‌ 
 
What’s‌‌New‌ 
Activity‌‌2.‌‌It’s‌‌the‌‌Scope‌‌and‌‌Limitation‌ 
 
 
Sample‌‌Scope‌‌and‌‌Delimitation‌‌of‌‌the‌‌Study‌  
 
The‌‌m ain‌‌objective‌‌of‌‌this‌‌s tudy‌‌is‌‌to‌‌provide‌‌information‌‌about‌‌s tudents’‌‌k nowledge‌‌and‌ 
perception‌‌of‌‌genetically‌‌m odified‌‌foods‌‌and‌‌their‌‌family‌‌health‌‌practices.‌‌The‌‌s tudy‌‌also‌ 
includes‌‌the‌‌s tudent’s‌‌personal‌‌information‌‌and‌‌occupation‌‌of‌‌their‌‌parents‌‌and‌‌s iblings.‌‌This‌ 
study‌‌is‌‌limited‌‌to‌‌the‌‌120‌‌G rade‌‌12‌‌M ale‌‌and‌‌Female‌‌enrolled‌‌in‌‌the‌‌First‌‌Semester,‌‌School‌ 
Year‌‌2019-2020‌‌of‌‌G usa‌‌Regional‌‌Science‌‌High‌‌School‌‌–‌‌X.‌‌Each‌‌of‌‌the‌‌respondent‌‌is‌‌given‌ 
questionnaire‌‌to‌‌answer.‌‌The‌‌s tudents‌‌s elected‌‌c ame‌‌from‌‌s ix‌‌different‌‌s ections‌‌to‌‌prevent‌ 
subjective‌‌perceptions.‌  
 
Components‌‌of‌‌the‌‌Scope‌‌and‌‌Delimitation‌ 
✓‌‌Topic‌‌of‌‌the‌‌study‌  Students’‌‌k nowledge‌‌and‌‌perception‌‌of‌ 
genetically‌‌m odified‌‌foods‌‌and‌‌their‌‌family‌ 
health‌‌practices.‌ 

✓‌‌Objective‌‌of‌‌the‌‌study‌‌or‌‌problems‌‌to‌‌be‌  The‌‌m ain‌‌objective‌‌of‌‌this‌‌s tudy‌‌is‌‌to‌‌provide‌ 

addressed‌  information‌‌about‌‌s tudents’‌‌k nowledge‌‌and‌ 
perception‌‌of‌‌genetically‌‌m odified‌‌foods‌‌and‌ 
their‌‌family‌‌health‌‌practices‌ 

✓‌‌Time‌‌frame‌‌in‌‌which‌‌the‌‌study‌‌will‌‌be‌  This‌‌s tudy‌‌is‌‌limited‌‌to‌‌the‌‌120‌‌G rade‌‌12‌‌M ale‌ 

conducted‌  and‌‌Female‌‌enrolled‌‌in‌‌the‌‌First‌‌Semester,‌ 
School‌‌Year‌‌2019-2020‌‌of‌‌G usa‌‌Regional‌ 
Science‌‌High‌‌School‌‌–‌‌X‌ 

✓‌‌The‌‌locale‌‌or‌‌area‌‌where‌‌the‌‌study‌‌will‌‌be‌  Gusa‌‌Regional‌‌Science‌‌High‌‌School‌‌–‌‌X‌ 
conducted‌ 

✓‌‌Characteristics‌‌of‌‌the‌‌participants‌‌of‌‌the‌  ‌The‌‌s tudy‌‌includes‌‌the‌‌s tudent’s‌‌personal‌ 

study‌  information‌‌and‌‌occupation‌‌of‌‌their‌‌parents‌ 
and‌‌s iblings‌ 

✓‌‌Other‌‌parameters‌  Each‌‌of‌‌the‌‌respondents‌‌is‌‌given‌‌a‌ 
questionnaire‌‌to‌‌answer.‌‌The‌‌s tudents‌ 
selected‌‌c ame‌‌from‌‌s ix‌‌different‌‌s ections‌‌to‌ 
prevent‌‌s ubjective‌‌perceptions.‌  
 
 
What’s‌‌M ore‌ 
 
Activity‌‌3.‌‌Reshape‌‌the‌‌Scope‌‌and‌‌Delimitation‌ 
 
Sample‌  
The‌‌c urrent‌‌focus‌‌is‌‌on‌‌the‌‌relationship‌‌between‌‌s ocio-demographic‌‌background‌‌of‌‌the‌‌family‌ 
and‌‌their‌‌health‌‌practices.‌‌O nly‌‌60‌‌G rade‌‌11‌‌s tudents‌‌were‌‌c onsidered‌‌in‌‌this‌‌s tudy‌‌as‌ 
respondents.‌‌The‌‌research‌‌lasted‌‌for‌‌two‌‌m onths.‌  
 My‌‌revised‌‌version‌ 
The‌‌m ain‌‌objective‌‌of‌‌this‌‌s tudy‌‌is‌‌to‌‌provide‌‌information‌‌about‌‌the‌‌relationship‌‌between‌ 
socio-demographic‌‌background‌‌of‌‌the‌‌family‌‌and‌‌their‌‌health‌‌practices.‌‌This‌‌s tudy‌‌is‌‌limited‌‌to‌ 
only‌‌60‌‌G rade‌‌11‌‌s tudents‌‌who‌‌were‌‌c onsidered‌‌in‌‌this‌‌s tudy‌‌as‌‌respondents.‌‌The‌‌research‌ 
will‌‌last‌‌for‌‌two‌‌m onths.‌  
 
 
What‌‌I‌‌Have‌‌Learned‌ 
1.‌‌What‌‌do‌‌I‌‌k now‌‌about‌‌the‌‌s cope‌‌and‌‌delimitation‌‌of‌‌the‌‌s tudy?‌ 
I‌‌k now‌‌that‌‌the‌‌s cope‌‌s pecifies‌‌the‌‌c overage‌‌of‌‌y our‌‌s tudy‌‌s uch‌‌as‌‌v ariables,‌‌population‌‌or‌ 
participant,‌‌and‌‌timeline‌‌while‌‌delimitation‌‌c ites‌‌factors‌‌of‌‌y our‌‌s tudy‌‌that‌‌are‌‌not‌‌included‌‌or‌ 
excluded‌‌or‌‌those‌‌y ou‌‌will‌‌not‌‌deal‌‌with‌‌in‌‌y our‌‌s tudy.‌  
 
2.‌‌I‌‌have‌‌learned‌‌that‌‌when‌‌indicating‌‌the‌‌s cope‌‌and‌‌delimitation‌‌of‌‌the‌‌s tudy‌‌y ou‌‌are‌‌also‌‌asking‌ 
the‌‌basic‌‌profile‌‌questions‌‌of‌‌y our‌‌research.‌‌There‌‌are‌‌c omponents‌‌that‌‌need‌‌to‌‌be‌‌c onsidered,‌ 
the‌‌topic‌‌of‌‌the‌‌s tudy,objectives‌‌or‌‌problems‌‌to‌‌be‌‌addressed,‌‌time‌‌frame,locale‌‌of‌‌the‌‌s tudy,‌ 
characteristics‌‌of‌‌the‌‌respondents‌‌and‌‌m ethod‌‌and‌‌research‌‌instruments.‌ 
 
Lesson‌‌6:‌‌Presenting‌‌Statement‌‌of‌‌the‌‌Problem‌ 
 
What‌‌I‌‌Have‌‌Learned‌ 
1.‌‌What‌‌are‌‌the‌‌new‌‌learnings‌‌y ou‌‌have‌‌gained‌‌from‌‌this‌‌m odule‌‌in‌‌terms‌‌of‌‌s kills,‌‌c ontent,‌‌and‌ 
attitude‌‌in‌‌identifying‌‌and‌‌s tating‌‌the‌‌research‌‌problem?‌ 
-I‌‌have‌‌learned‌‌that‌‌a‌‌research‌‌problem‌‌is‌‌as‌‌s imple‌‌as‌‌a‌‌problem‌‌y ou‌‌would‌‌like‌‌to‌‌research.‌ 
The‌‌Q uantitative‌‌Research‌‌Problem‌‌dealt‌‌m ore‌‌with‌‌the‌‌precision‌‌and‌‌s pecificity‌‌of‌‌the‌‌problem.‌ 
Furthermore,‌‌the‌‌quantitative‌‌research‌‌problem‌‌describes‌‌trends‌‌and‌‌patterns‌‌of‌‌a‌ 
phenomenon.‌‌I‌‌have‌‌also‌‌learned‌‌that‌‌obtaining‌‌good‌‌research‌‌needs‌‌a‌‌deep‌‌understanding‌‌of‌ 
every‌‌c orner‌‌of‌‌the‌‌research‌‌s tudy.‌‌In‌‌terms‌‌of‌‌s kills,‌‌c ontent‌‌and‌‌attitude‌‌in‌‌identifying‌‌and‌ 
stating‌‌the‌‌research‌‌problem‌‌i‌‌have‌‌learned‌‌that‌‌there‌‌are‌‌s o‌‌m any‌‌things‌‌i‌‌have‌‌to‌‌c onsider‌‌in‌ 
molding‌‌a‌‌problem,‌‌questions‌‌and‌‌s cope‌‌and‌‌delimitation‌‌in‌‌research‌‌s tudy.‌ 
 
2.‌‌How‌‌will‌‌y ou‌‌improve‌‌y our‌‌research‌‌writing‌‌s kills‌‌in‌‌quantitative‌‌research?‌ 
-I‌‌think‌‌i‌‌c an‌‌improve‌‌m y‌‌research‌‌writing‌‌s kills‌‌in‌‌qualitative‌‌research‌‌through‌‌s tudying‌‌and‌ 
reading‌‌s ome‌‌past‌‌articles‌‌or‌‌research‌‌that‌‌was‌‌already‌‌published.‌‌I‌‌am‌‌also‌‌looking‌‌forward‌‌to‌ 
actual‌‌learning‌‌where‌‌I‌‌c an‌‌m aintain‌‌m y‌‌focus‌‌or‌‌attention,‌‌because‌‌there‌‌are‌‌m any‌‌distractions‌ 
that‌‌bothers‌‌m e‌‌every‌‌time‌‌I‌‌am‌‌doing‌‌a‌‌s elf-learning‌‌m odality.‌ 
 
Assessment:‌‌(Post-Test)‌ 
 
‌D‌ ‌1.‌‌Which‌‌of‌‌the‌‌following‌‌is‌‌NOT‌‌an‌‌essential‌‌c haracteristic‌‌of‌‌a‌‌researchable‌‌question?‌  
A.‌‌The‌‌question‌‌is‌‌answerable‌‌by‌‌s ome‌‌s ort‌‌of‌‌data‌‌that‌‌c an‌‌be‌‌c ollected.‌  
B.‌‌Answering‌‌the‌‌question‌‌provides‌‌a‌‌positive‌‌outcome‌‌to‌‌s ociety.‌  
C.‌‌The‌‌question‌‌is‌‌c omprehensive.‌  
D.‌‌The‌‌question‌‌is‌‌interesting.‌  
 
‌B‌ ‌2.‌‌Which‌‌of‌‌the‌‌following‌‌questions‌‌is‌‌m ost‌‌s uitable‌‌for‌‌quantitative‌‌research?‌  
A.‌‌Will‌‌the‌‌c olors‌‌of‌‌the‌‌wall‌‌affect‌‌c hildren’s‌‌preference‌‌and‌‌engagement‌‌during‌‌play‌ 
time?‌  
B.‌‌Is‌‌there‌‌a‌‌relationship‌‌between‌‌s oil‌‌c omponents‌‌and‌‌s hape‌‌of‌‌s eeds?‌  
C.‌‌Do‌‌online‌‌m aterials‌‌enhance‌‌the‌‌performance‌‌of‌‌s tudents?‌  
D.‌‌What‌‌are‌‌the‌‌features‌‌of‌‌herbal‌‌plants‌‌in‌‌the‌‌province?‌  
 
‌A‌ ‌3.‌‌If‌‌y ou‌‌are‌‌going‌‌to‌‌look‌‌for‌‌a‌‌topic‌‌idea‌‌for‌‌y our‌‌research‌‌s tudy,‌‌what‌‌is‌‌the‌‌m ost‌‌reliable‌ 
source‌‌y ou‌‌are‌‌going‌‌to‌‌c onsider?‌  
A.‌‌Review‌‌of‌‌literature‌ ‌C.‌‌Wikipedia‌  
B.‌‌Folklores‌ ‌D.‌‌Blogs‌  
 
‌B‌ ‌4.‌‌Which‌‌of‌‌the‌‌following‌‌best‌‌describes‌‌the‌‌development‌‌process‌‌for‌‌a‌‌research‌‌question?‌  
A.‌‌To‌‌focus‌‌y our‌‌literature‌‌review,‌‌research‌‌topic‌‌m ust‌‌be‌‌refined‌‌first‌‌before‌‌doing‌‌a‌ 
preliminary‌‌research.‌  
B.‌‌Preliminary‌‌research‌‌helps‌‌trim‌‌down‌‌a‌‌broad‌‌topic‌‌to‌‌a‌‌m ore‌‌m anageable‌‌question.‌  
C.‌‌As‌‌s pecific‌‌question‌‌c an‌‌be‌‌broadened‌‌to‌‌m ake‌‌s tudy‌‌m ore‌‌s ignificant.‌  
D.‌‌A‌‌broad‌‌topic‌‌is‌‌trimmed‌‌down‌‌to‌‌m ake‌‌it‌‌m ore‌‌interesting.‌  
 
‌D‌ ‌5.‌‌What‌‌refers‌‌to‌‌an‌‌issue‌‌that‌‌has‌‌not‌‌been‌‌fully‌‌addressed‌‌by‌‌previous‌‌s tudies?‌  
A.‌‌Research‌‌problem‌ ‌C.‌‌Research‌‌question‌  
B.‌‌Research‌‌topic‌ ‌D.‌‌Research‌‌gap‌  
 
‌D‌ ‌6.‌‌Which‌‌of‌‌the‌‌following‌‌s tatements‌‌is‌‌a‌‌c haracteristic‌‌of‌‌a‌‌good‌‌research‌‌title?‌  
A.‌‌Short‌‌but‌‌accurate‌‌description‌‌of‌‌the‌‌c ontent‌‌of‌‌the‌‌s tudy.‌  
B.‌‌Use‌‌abbreviations‌‌to‌‌s horten‌‌the‌‌number‌‌of‌‌c haracters.‌  
C.‌‌All‌‌beginning‌‌letters‌‌of‌‌each‌‌word‌‌is‌‌c apitalized.‌  
D.‌‌Indicates‌‌all‌‌v ariables‌‌in‌‌the‌‌s tudy.‌  
 
‌D‌ ‌7.‌‌Which‌‌of‌‌the‌‌following‌‌is‌‌the‌‌m ost‌‌c ommon‌‌form‌‌of‌‌the‌‌research‌‌title?‌  
A.‌‌Interrogative‌ ‌C.‌‌Q uestion‌‌form‌  
B.‌‌Phrase‌ ‌D.‌‌Declarative‌ 
 
‌C‌ ‌8.‌‌What‌‌part‌‌of‌‌research‌‌expresses‌‌the‌‌c ontext‌‌of‌‌the‌‌problem‌‌that‌‌will‌‌s upport‌‌the‌‌v alidity‌ 
and‌‌rationale‌‌of‌‌the‌‌s tudy?‌  
A.‌‌Research‌‌title‌ ‌C.‌‌Background‌‌of‌‌the‌‌s tudy‌  
B.‌‌Research‌‌topic‌ ‌D.‌‌Research‌‌problem‌  
 
‌B‌ ‌9.‌‌Which‌‌of‌‌the‌‌following‌‌c haracteristics‌‌describes‌‌a‌‌good‌‌research‌‌question?‌  
A.‌‌Feasible,‌‌c lear,‌‌s ignificant‌‌and‌‌includes‌‌a‌‌hypothesis‌  
B.‌‌Feasible,‌‌c lear,‌‌s ignificant,‌‌and‌‌ethical‌  
C.‌‌Clear,‌‌s ignificant,‌‌and‌‌ethical‌  
D.‌‌Feasible,‌‌c lear,‌‌and‌‌ethical‌  
 
‌D‌ ‌10.‌‌Which‌‌if‌‌the‌‌following‌‌s tatements‌‌is‌‌NOT‌‌true‌‌about‌‌the‌‌background‌‌of‌‌research?‌  
A.‌‌It‌‌elaborates‌‌on‌‌the‌‌findings‌‌or‌‌information‌‌from‌‌the‌‌literature‌‌c ited.‌  
B.‌‌It‌‌explains‌‌how‌‌the‌‌research‌‌question‌‌was‌‌derived.‌  
C.‌‌It‌‌justifies‌‌the‌‌need‌‌to‌‌c onduct‌‌the‌‌s tudy.‌  
D.‌‌It‌‌establishes‌‌the‌‌research‌‌gap.‌  
 
‌ ‌ ‌11.‌‌What‌‌part‌‌of‌‌the‌‌research‌‌s tudy‌‌s tates‌‌rationale‌‌of‌‌the‌‌problem‌‌and‌‌basic‌‌literature‌ 
C
background?‌  
A‌‌Statement‌‌of‌‌the‌‌Problem‌  
B.‌‌Significance‌‌of‌‌the‌‌Study‌  
C.‌‌Background‌‌of‌‌the‌‌Study‌  
D.‌‌Scope‌‌and‌‌Delimitation‌  
 
‌C‌ ‌12.‌‌Q uantitative‌‌research‌‌problem‌‌dealt‌‌m ore‌‌with‌  
A.‌‌description‌‌and‌‌general‌‌explanation‌‌of‌‌phenomena‌  
B.‌‌description‌‌and‌‌explanation‌‌of‌‌s ituations‌  
C.‌‌precision‌‌and‌‌s pecificity‌‌of‌‌the‌‌problem‌  
D.‌‌trends‌‌and‌‌patterns‌‌of‌‌c hosen‌‌group‌  
 
‌B‌ ‌13.‌‌“What‌‌are‌‌the‌‌v arious‌‌learning‌‌m odalities‌‌offered‌‌in‌‌G usa‌‌Elementary‌‌School‌‌for‌‌SY‌ 
2020-21?”‌‌This‌‌is‌‌an‌‌example‌‌of‌‌research‌‌question‌‌of‌‌what‌‌type‌‌of‌‌quantitative‌‌research?‌  
A.‌‌Q uasi-experimental‌‌research‌ ‌C.‌‌Correlational‌‌Research‌  
B.‌‌Descriptive‌‌Research‌ ‌D.‌‌Ex‌‌post‌‌facto‌  
 
‌A‌ ‌14.‌‌“What‌‌is‌‌the‌‌relationship‌‌between‌‌time‌‌s pent‌‌in‌‌texting‌‌and‌‌s pelling‌‌ability?‌‌This‌‌is‌‌an‌ 
example‌‌of‌‌research‌‌question‌‌of‌‌what‌‌type‌‌of‌‌quantitative‌‌research?‌  
A.‌‌Correlational‌‌Research‌ ‌C.‌‌Experimental‌‌research‌  
B.‌‌Descriptive‌‌Research‌ ‌D.‌‌Ex‌‌post‌‌facto‌  
 
‌C‌ ‌15.‌‌“Is‌‌there‌‌a‌‌difference‌‌in‌‌the‌‌s cores‌‌of‌‌group‌‌A‌‌from‌‌group‌‌B‌‌after‌‌the‌‌s pecial‌‌tutorial‌ 
program?‌‌This‌‌is‌‌an‌‌example‌‌of‌‌research‌‌question‌‌of‌‌what‌‌type‌‌of‌‌quantitative‌‌research?‌  
A.‌‌Correlational‌‌Research‌ ‌C.‌‌Experimental‌‌research‌  
B.‌‌Descriptive‌‌Research‌ ‌D.‌‌Ex‌‌post‌‌facto‌