Innoventor's First: Designing COVID Solutions

DIVISION OF CAGAYAN DE ORO CITY
GUSA REGIONAL SCIENCE HIGH SCHOOL – X

LEARNING ACTIVITY SHEET (LAS)
Name: Date: Score: / 40

Subject: RESEARCH II
Lesson Title: I. The Nature of Ideas
A. Difference between Invention and Innovation
Learning Competency: The learners should be able to describe the nature of ideas.
Performance Standards: The learner should be able to identify a workable research problem.
Reference/s:
LAS No. 1A
• https://youmatter.world/en/definition/definitions-innovation-definition-types-examples/
• Malicse, Bean (Jun. 19, 2012); https://www.slideshare.net/anasomoray/research-1-2
• Oslo Manual 2018 (October 22, 2018); https://www.oecd.org/science/oslo-manual-2018-
9789264304604-en.htm
• Invention and Innovation, A Standards-Based Middle School Model Course Guide. (2005)
REVIEW:
In Grade 7, you have learned and explored essential scientific attitudes and skills that prepared you in
conducting science investigations. These skills include observing, inferring, classifying, predicting,
communicating, formulating hypothesis, identifying variables, describing relationships between variables,
designing investigation, experimenting, and writing simple scientific report.
Research is unavoidable, everything that we enjoy today are an outcome of intellectually curious minds. Those
people may have invested a considerable length of time, effort, money, and various resources to invent,
discover to find out new knowledge and things for the benefit of humanity.
Research is a quest for an answer to a question. Knowing the answer to a question requires a scientific method
and not merely asking from various persons or merely observing several situations that may out-rightly provide
haphazard answers to posed questions.
• Research or re-search “to research again”, to take another more careful look, to find out more. (Seltiz et
al., 1976)
• Research is systematic and objective analysis and recording of controlled observations that may lead
to the development of generalizations, principles or theories resulting in prediction and possibly ultimate
control of events. (Best & Khann, `89)
Now, welcome to Research II (Grade 8) which introduces concepts and methods in research that will help you
gain the skills and attitude in preparing a research proposal.
CONCEPT NOTES:
Difference between Invention and Innovation
BASIS FOR
INVENTION INNOVATION
COMPARISON
Meaning refers to the occurrence of an idea for a implies the implementation of idea for
product or process that has not been product or process for the very first time.
done before.
What is it? Creation of a new product. Adding value to something already
existing.
Concept Creation of an original idea and its >Practical implementation of new idea.
working in theory. >A new or improved product or process
(or a combination thereof)
Skills required Scientific skills. Set of marketing, technical and strategic
skills.
Occurs when New idea strikes a scientist. A need is felt for a product or
improvement in existing product.
Concerned with Single product or process. Combination of various products and
process.
Activities Limited to Research & Development Spread across the organization.
Department.
Example/s 1. The moving picture. (movie) 1.Lego bricks to biodegradable oil-
2. The airplane based plastics.
2.The first electric vehicles introduced in
the car's market.
Different Types of Innovation

According to the 4th and most recent edition (2018) of the Oslo Manual, there are four main types of innovation:
1. Organizational Innovation refers to the development of a new organizational strategy that will
somehow change a company’s business practices, as well as the way its workplace is organized and
its relationship with external stakeholders.
Examples of organizational innovations:

• The first companies adopting a four-day week working schedule of only 4 days per week
• The first companies that started to use the power of digital and allowing employees to skip the
office and work from home (depending on the role)
2. Process innovation is about implementing a new or improved production or delivery approach,

including changes in operational methods, the techniques used and the equipment or software.
Examples of process innovations:

• The first firms betting on SaaS (software as a service) technology, and using, for instance, cloud
contact centers from Talkdesk, changed the way their customer support processes used to be
organized
• The first hotels that decided to make decisions based on big data using, for instance, insights
from the Climber Hotel, made changes on their decision-making approach
3. Product innovation is the introduction of a new or improved good or service.
Examples of product innovations:

• Lego has been changing the materials of its famous bricks to biodegradable oil-based plastics
• The first electric vehicles introduced in the car’s market were also an innovation, and new
batteries with longer ranges that keep coming out are also an example of innovation.
4. Marketing innovation means developing a new marketing strategy that produces changes in, for
instance, the way a product is designed or packed, or even other decisions regarding price or promotion.
Example of marketing innovation:

• Haagen Dazs’ new waste-free container
ACTIVITY: INNOVENTOR’s First! (Innovator and Inventor’s First)

(PERFORMANCE TASK)
I. Introduction
This is an activity where you will have the opportunity to choose to invent or innovate an item or product that
will be significant and can be used during COVID 19 pandemic.
II. Objectives
Upon successful completion of this activity, you should be able to:
• Invent or Innovate a “new” item or product.
• Able to work or be assisted with the family at home.
• Identify the problem (cause or issue) which lead you to make the “new” item or product.
• Explain the steps in your problem-solving process.
III. Connections
During this activity, you will be applying knowledge from the following areas:
• Mathematics: measurement, geometry, numbers and operations
• Science: motions and forces
• English: reading, communication skills
• Arts: arts and crafts design elements of the arts of Southeast Asia
IV. Directions
In this activity, you will complete the following:
• Design brief. A design brief is a written plan that identifies the problem to be solved, and identifies
criteria and constraints related to the problem.
• Concept Product. An idea to guide you to make your product. Select only 1 (one). Put a check
in the box.
□ Face shield □ Face Mask □ Alcohol/Soap Dispenser □ __________________
(Your own new product)
DESIGN BRIEF
Situation
Your parents who happen to work outside your home is constantly exposed to the pandemic situation
which is an issue just to make a living for the family. Trying to prevent COVID 19 from spreading and
contamination, pushed you to make something out of your local indigenous resources or recyclable
materials found at home that may contribute to solving the issue mentioned above.
Challenge
In this activity, your are given the challenge to design and develop (invent or innovate) a prototype
(working model) of a Concept product.
Criteria and Constraints:

• Your Concept product must be made with at least 10 (ten) different items from your local indigenous
resources or recyclable materials found at your home. You may use all the materials if you wish.
• You must “brainstorm” a name for your Concept product.
• The Concept product must be working, durable and ready to use anytime.
• The only other tools and materials you may use for the prototype found in your house or within your
local community for the local indigenous material like bamboo, shells, pebbles, etc.
Tools, Materials, and Equipment Needed:

• Local indigenous material like bamboo, shells, pebbles, etc.
• Recyclable material like acetates, cloth, plastic bottles, foam, etc.
• An assortment of craft tools (e.g., glue gun, scissors, cutter, etc.)
Procedures:
1. You, like an inventor/innovator, will organize and write/encode all data/information using long bond
size paper.
2. Obtain and list all the Tools, Materials, and Equipment.
3. Complete the following “problem-solving” process:
• Discuss the problem (take notes).
• Discuss ideas for solving the problem (make sketches).
• Choose the “best idea” and build a prototype (working model).
• Design with Southeast Asian elements (Philippine features).
• Evaluate and test your prototype, refine as needed.
4. After your prototype is finished, name it—be creative.
5. Present the completed product with the Design brief which include images/pictures of concept
product during the time you were making it. Insert short descriptive narrations just below or at the side
of photo.
6. Submit soft copy or written work on October’s schedule for module distribution and retrieval.
*Specific date of submission will be posted, wait for the notification.
RUBRIC for Concept Product
Excellent (10 points) Satisfactory (8 points) Needs Improvement (6 points)

Aesthetics and Project is neat and show Project show evidences of Project is not neatly done.
Design evidences of considerable satisfactory effort. Southeast Southeast Asian features are less
effort. Southeast Asian features Asian features are fairly evident. evident. Poor design.
are very evident. Unique design. Improving design.
Creativity Clearly explored and expressed Explored and expressed ideas Followed direction to complete
multiple ideas in a unique way. in a fairly original way. activity but did not explore new
ways to alter or innovate.
Details and Used/reused 10 and more of the Used/reused 5-9 of the required Used/reused 2-4 of the required
Materials required materials not often materials. materials.
seen in most projects.
Accurately describes concept. Accurately describes concept Description is somewhat accurate
Description of
Description suggests a degree with minor errors or omissions. (contains major errors or
concept product
understanding of concept. omissions).
presentation
(photo,narrative)

A. Difference between Invention and Innovation
Reference/s:
LAS No. 1B
• https://youmatter.world/en/definition/definitions-innovation-definition-types-examples/
• Oslo Manual 2018 (October 22, 2018); https://www.oecd.org/science/oslo-manual-2018-
9789264304604-en.htm
• Invention and Innovation, A Standards-Based Middle School Model Course Guide. (2005)
CONCEPT NOTES:
Difference between Invention and Innovation
BASIS FOR
INVENTION INNOVATION
COMPARISON
Meaning refers to the occurrence of an idea for a implies the implementation of idea for
product or process that has not been product or process for the very first time.
done before.
What is it? Creation of a new product. Adding value to something already
existing.
Concept Creation of an original idea and its >Practical implementation of new idea.
working in theory. >A new or improved product or process
(or a combination thereof)
Skills required Scientific skills. Set of marketing, technical and strategic
skills.
Occurs when New idea strikes a scientist. A need is felt for a product or
improvement in existing product.
Concerned with Single product or process. Combination of various products and
process.
Activities Limited to Research & Development Spread across the organization.
Department.
Example/s 1. The moving picture. (movie) 1.Lego bricks to biodegradable oil-
2. The airplane based plastics.
2.The first electric vehicles introduced in
the car's market.
Different Types of Innovation

According to the 4th and most recent edition (2018) of the Oslo Manual, there are four main types of innovation:
1. Organizational Innovation refers to the development of a new organizational strategy that will
somehow change a company’s business practices, as well as the way its workplace is organized and
its relationship with external stakeholders.
Examples of organizational innovations:

• The first companies adopting a four-day week working schedule of only 4 days per week
• The first companies that started to use the power of digital and allowing employees to skip the
office and work from home (depending on the role)
2. Process innovation is about implementing a new or improved production or delivery approach,

including changes in operational methods, the techniques used and the equipment or software.
Examples of process innovations:

• The first firms betting on SaaS (software as a service) technology, and using, for instance, cloud
contact centers from Talkdesk, changed the way their customer support processes used to be
organized
• The first hotels that decided to make decisions based on big data using, for instance, insights
from the Climber Hotel, made changes on their decision-making approach
3. Product innovation is the introduction of a new or improved good or service.
Examples of product innovations:

• Lego has been changing the materials of its famous bricks to biodegradable oil-based plastics
• The first electric vehicles introduced in the car’s market were also an innovation, and new
batteries with longer ranges that keep coming out are also an example of innovation.
4. Marketing innovation means developing a new marketing strategy that produces changes in, for
instance, the way a product is designed or packed, or even other decisions regarding price or promotion.
Example of marketing innovation:

• Haagen Dazs’ new waste-free container
ACTIVITY: The Most Important Invention or Innovation of All Time
I. Introduction
What is the most important invention or innovation of all time? Could it be electricity? How about television?
Or maybe the Internet is the most important invention of all time. In this activity, you are going to work in
small groups to identify what your group feels are the most important inventions or innovations of all time.
II. Objectives
• Discuss a variety of inventions and innovations that impacted our lives.
• Identify the names of some famous inventors and their inventions.
• Explain the basic steps in the problem-solving process
III. Connections
• Science: scientific inquiry
• English: reading, Use a range of verbs, adjectives and adverbs to convey emotional response or reaction
to an issue to persuade
IV. Procedures
In this activity, you will complete the following worksheet that will help you decide upon the most important
inventions or innovations of all time.
V. Directions:
Research and List below the top 10 inventions or innovations of all times. Short answers must be with
minimum of 3 sentences. Answers can be Encoded or Printed/Block handwritten (very legible). Refer also
to the Rubric provided for Short Answers.
For example: Invention: Telephone Impact: People could communicate over long distances.
Top Inventions or Innovations Impacts

1.__________________________ _________________________________________
2.__________________________ _________________________________________
3.__________________________ _________________________________________
4.__________________________ _________________________________________
5.__________________________ _________________________________________
6.__________________________ _________________________________________
7.__________________________ _________________________________________
8.__________________________ _________________________________________
9.__________________________ _________________________________________
10._________________________ _________________________________________
RUBRIC for Short Answers
3 points 2 points 1 point

• Correct answer written in a sentence • Correct answer written in a sentence • Correct answer written but not in a
with 2 supporting details from the with 1 supporting detail from the text. sentence and no supporting detail.
text. • 2 sentences are evident. • 2 sentences are evident.
• 3 or more sentences are evident. • Used capitalization and punctuation. • Forgot capitalization and
• Used capitalization and punctuation. • 1-2 spelling mistakes. punctuation.
• All words spelled correctly. • 3 or more spelling mistakes.
Discuss the following question (3pts each short answer with minimum of 3 sentences):
1.What do you feel were the most important inventions or innovations of all time? Why do you think so?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Discuss one or more “impacts” related to the invention or innovation.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. How did the invention of innovation change people’s lives?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. Discuss the differences of being an inventor from an innovator and vice versa.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
“To improve is to change; to be perfect is to change often.” - Winston Churchill
Means….
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

B. Characteristics of a Novel Idea
Reference/s:
LAS No. 2
• The Five Characteristics of Successful Innovators, Chamorro-Premuzic, Tomas. October 25, 2013;
https://hbr.org/2013/10/the-five-characteristics-of-successful-innovators
• Identifying Quality, Novel, and Creative Ideas: Constructs and Scales for Idea Evaluation, Dean et al.
October 2006.
CONCEPT NOTES:
A Novel Idea is a concept that is original, new, unique, and rare that stems from individual/s with superb
creativity and imagination which can transform reality, trend setting, influential, revolutionary, and radical. It
is still vague but will be clear and precise if it will be executed or materialized.
• Acquired based on Inventive and Innovative skills.

• Occurs when having a task or an objective during the Invention or Innovation process.
• Should always manifest creativity in the inventor/s or innovator/s but also require the development,
production, and implementation of the idea.
Definition of a Novel Idea as one that is rare, unusual, or uncommon (Connolly, Routhieaux, and Schneider,
1993). The most novel idea, then, is an idea that is totally unique; conversely, the least novel idea is the
most common one (MacCrimmon and Wagner, 1994). In application, the newness of any idea must be
decided in relation to how rare it is in the thoughts of the rater or how unique it is in the general populace of
ideas.
On the NATURE OF IDEAS is that there exist some ideas (called innate ideas) which can be general and
abstract that they could not have arisen as a representation of an object of our perception but rather were in
some sense always present. Ideas are the building blocks of knowledge. They are the elements that
constitute judgments and judgments express either truth or error. Ideas must be thoroughly understood
because no building can be solid unless its foundation is solid.
The Five Characteristics of Successful Innovators (and Inventors that generate Novel Ideas):
1. An opportunistic mindset that helps them identify gaps in the market. Opportunities are at the heart of
entrepreneurship and innovation, and some people are much more alert to them than others. In addition,
opportunists are genetically pre-wired for novelty: they crave new and complex experiences and seek
variety in all aspects of life.
2. Formal education or training. Contrary to popular belief, most successful innovators are not dropout
geniuses, but well-trained experts in their field. Without expertise, it is hard to distinguish between
relevant and irrelevant information; between noise and signals. This is consistent with research showing
that training does pay off.
3. Proactivity and a high degree of persistence, which enable them to take advantage to the
opportunities they identify. Above all, the effective innovators are more driven, resilient, and energetic
than their counterparts.
4. A healthy dose of prudence. Contrary to what many people think, successful innovators are more
organized, cautious, and risk-averse than the general population.
5. Social capital/network. Serial innovators rely on and tend to use their connections and networks to
mobilize resources and build strong social alliances for development and support.
ACTIVITY: New Idea in a Box!
I. Introduction
As a learner, human as we are, one should develop or possess creativity also, which is a skill or the ability
to develop something novel or original, particularly a representation of an idea. This is something which is
required when it comes to processing or making an invention or an innovation.
II. Objectives
• Determine the characteristics of a new idea.
• Explain the problem-solving process in this activity.
III. Connections
• English: reading, Use a range of verbs, adjectives and adverbs to convey emotional response or reaction
• ESP: family support and guidance.
IV. Procedures
In this activity, you will complete the following worksheet that will help you decide upon the most important
inventions or innovations of all time.
V. Directions:
Research and fill the empty box below with your 1 best new idea. It can be your well explained
technique/process or a colored drawing of your image product (12 pts). It must be inventive or innovative
as well but should be achievable, simple, and working/functional. Give it a nice and unique product or
process name/title. Short answers must be with minimum of 3 sentences. Answers can be Encoded or
Printed/Block handwritten (very legible). Refer also to the Rubric provided for Short Answers in the previous
LAS.
____________________________________________
Name/Title (3pts)
1. Is your idea considered Innovation or Invention? Explain your answer.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. How did you come up with the idea you placed in the box?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Discuss the problem-solving process during the activity.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Provide 2 descriptions on the nature of ideas? Give a explanation for each.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
RUBRIC for the Product or Process Idea in the box.
Excellent (4) Good (3) Satisfactory (2) Needs

Improvement (1)
Following All directions were You followed most You followed some None of the
Procedures/ followed. directions. directions. directions were
Directions followed.
You used your own You used your own You used some You did not use
Use of Creativity ideas and ideas most of the imagination. your own ideas or
imagination. time. imagination.
You took your time You worked hard for You put a small You rushed through
Effort put into and worked hard on most of the time. effort into the and did not work
project the project. Very Fairly evident. project. Hardly hard.
evident. evident.
“True education is a kind of never-ending story - a matter of continual beginnings, of habitual fresh
starts, of persistent newness.” - J.R.R. Tolkien
Reflection:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Lesson Title: II. Meaning, Characteristics, and Importance of Research
Learning Competency: The learners should be able to explain the meaning, characteristics, and importance
of research.
Reference/s:
LAS No. 3
• Identifying Quality, Novel, and Creative Ideas: Constructs and Scales for Idea Evaluation, Dean et al.
October 2006.
• Washtenaw Community College – Bailey Library. https://libguides.wccnet.edu/high-school-
transition/teachers
CONCEPT NOTES:
MEANING OF RESEARCH
- Research is a quest for an answer to a question. Knowing the answer to a question requires a scientific
method and not merely asking from various persons or merely observing several situations that may out-
rightly provide haphazard answers to posed questions.
- Research or re-search “to research again”, to take another more careful look, to find out more.(Seltiz et
al., 1976)
- Research is an activity which is meant to acquire better knowledge by “ relearning what we already know
though systematic observation and experimentation.
- Research is a systematic, controlled, empirical and critical investigation of natural phenomena guided by
theory and hypotheses about a presumed relations among such phenomena.
- Research is systematic and objective analysis and recording of controlled observations that may lead to
the development of generalizations, principles or theories resulting in prediction and possibly ultimate control
of events. (Best & Khann, `89)
CHARACTERISTIC OF RESEARCH
As already pointed out, according to authors Garcia, C., Reganit, A., (2010) research as a process has several
distinguishing characteristics. These characteristics differentiate research from other methods of gaining
knowledge. It must be…
• Systematic - It is systematic as there are interrelated steps or procedures a researcher must observe in
solving a problem. It originates with a problem, followed by the gathering of data in a logical and orderly
manner guided by a reasonable guess or hypothesis and ends with a conclusion based on observable facts
or data.
• Objective - It is not based on guesswork. This is because empirical data must be gathered by the researcher
prior to making conclusion or proposing new solution to an identified difficulty or problems.
• Comprehensive - If a researcher is serious about understanding a phenomenon, he needs to examine and

analyze all aspects or angles before making a generalization or conclusion.
• Critical - This means that procedures employed by the researcher must be able to withstand critical scrutiny
by other researchers.
• Valid - Whenever a researcher formulates conclusions, these must be based on actual findings.
• Verifiable - Research is said to be verifiable as other researchers can check on the correctness of the results
by replicating the study, based on methods and procedures employed by the researcher.
• Empirical - Research is empirical as generalizations drawn by a researcher are rooted upon hard evidence
gathered from information collected from real-life experiences or observations.
Sources: Garcia, C., Reganit, A., (2010) sitethisforme.com
IMPORTANCE OF RESEARCH TO MAN

Research is undertaken due to its impact to individuals and society. There are some reasons for its significance
are given as follows:
1. To gather vital data.

Research gives you the vital data identified with your field of study or work. For instance, a company can
research first before assembling a product.
2. To improve way of life

Inventions and Innovations materialize through research. How might life be without Thomas Edison and his
light bulb? Or on the other hand what might have occurred if Martin Cooper did not give us the idea of cell
phones?
3. To ensure security and safety.

Research has done incredible discoveries and advancement in the field of medicine, innovation, health, and
wellness. These things have improved man’s longevity and aided in relieving infections and diseases.
4. To discover and understand the truth.

Research uncovers and investigates people’s misbeliefs and inaccurate opinions. Tuning in to various
opinions, reliable data and authentic facts exposes the truth.
5. To investigate our history

Research about our history empowers us to learn and comprehend the past and plan for a brighter future.
6. To understand various fields of studies.

Research helps us in understanding the works of experts and specialists in different fields of studies.
Embracing knowledge daily will provide to our refinement as an individual.
Sources: Prieto, N., Naval, V., et.al., (2017)
ACTIVITY: Figuring Research!
I. Introduction
This is an activity where you will have the opportunity to probe for knowledge and utilize your scientific and
systematic investigation skills for relevant information to provide solutions and answers.
II. Objectives
• Grasp the meaning of RESEARCH.
• Understand its characteristics.
• Appreciate its importance.
• Demonstrate how you figure things out through research.
III. Connections
• English: reading, using a range of verbs, adjectives and adverbs to convey emotional response or reaction
IV. Procedures
In this activity, you will complete the following worksheet that will help you understand and demonstrate
research.
V. Directions:
Think only 1 topic or question about an advancement or development and a new trend in a particular industry
(ex. agricultural, hospital, technology, food, etc.) because of research. Get online or offline for your sources
of information. Provide the appropriate answers needed in the Research Planning Guide (3pts. each
number). Short answers must be with minimum of 3 sentences. Answers can be Encoded or Printed/Block
handwritten (very legible). Refer also to the Rubric provided for Short Answers.
Research Planning Guide

1. State your research topic/question. Tip: Your topic should be more than a noun (diabetes, WWII, etc.)
Ex. Online Game Addiction of High School Students
2. Break your topic/question down into main concepts or ideas. Tip: Use one word or phrase per box (you may add boxes).
Ex. Online Game Addiction High School Students
AND AND
3. Brainstorm synonyms, alternate spellings, and related topics for each concept.
Tip: Use dictionaries, thesauruses, Wikipedia, textbooks, concept maps, and more to help you get ideas.
Ex. Internet Match Habituation Secondary School Learners
AND AND
4. Use this chart to determine the kind(s) of information you need. Check all the boxes that apply.
Background information Historical information
Biological information Opinions
Criticism or analysis Statistics
Current events Research results
Financial information Other?
5. Where have you looked for information?
6. Use words from #2 and #3 to search for information using online databases:
https://www.sciencetimes.com/articles/27201/20200907/10-free-online-educational-databases-every-student-should-know-
use.htm.
Try at least two databases and fill out the chart below. Databases you may want to try: https://scholar.google.com/,
https://worldwidescience.org/, etc.
Which search terms were most successful? Database #1
Which search terms were most successful? Database #2
Discuss the following question (3pts each short answer with minimum of 3 sentences): Refer also to the Rubric
provided for Short Answers.
1. Write your own definition of research, based on the different meanings mentioned above.
2. Discuss one or two characteristics exhibited or you demonstrated when you answered the activity.
3. What problem did you encountered when crafting the research topic/question?
4. Discuss how you solve the obstacle in crafting the research topic.
5. Elaborate 1-2 importance of research that you realized during this activity.

“People learn more on their own rather than being force fed.” – Socrates
Reflection:

Lesson Title: III. Types of Research
A. Features
Learning Competency: The learners should be able to categorize research in terms of features and
relevance.
Reference/s:
LAS No. 4A
• Formplus Blog. May 7 2021. https://www.formpl.us/blog/basic-applied-research
• Basic Research Paper Format Examples. Gunner, Jennifer.
https://examples.yourdictionary.com/basic-research-paper-format-examples.html
CONCEPT NOTES:
RESEARCHER is a person who has an inquisitive mind, one who is not satisfied until he has achieved his
goal.
2 MAJOR TYPES OF RESEARCH

1. Basic Research
• is the type which is conducted for the sake of knowing. Also known as “theoretical research” or
“fundamental or pure research”.
• Gathering knowledge for knowledge’s sake
Objective of Basic Research:
a. Design to add to our understanding and store knowledge, but without any specific practical
goals.
b. To test or arrive at a theory with the ultimate goal of establishing general principles
2. Applied Research
• is done when the purpose is to obtain knowledge for practical application also known as “practical
research”.
• is designed to solve practical problems of the modern world, rather than to acquire knowledge for
knowledge's sake. One might say that the goal of the applied scientist is to improve the human
condition.
For example applied researchers may investigate ways to:

1. improve agricultural crop production
2. treat or cure a specific disease
3. improve the energy efficiency of homes, offices, or modes of transportation
* RESEARCH often serves both scientific curiosity and practical goals at the same time.
COMPARISON OF THE FEATURES OF BASIC FROM APPLIED RESEARCH

BASIC RESEARCH APPLIED RESEARCH
Focuses on… knowledge-specific, "knowledge for its solution-driven by collecting and
own sake" and it is primarily driven by analyzing empirical data through
curiosity and the need to explore the standardized scientific procedures to
unknown. arrive at valid research outcomes.
Aims to… improving or expanding the knowledge- further investigate the outcomes of pure
base of a particular field of study or a or basic research to validate these
research subject or phenomenon, not to findings and apply them to create
solve a specific problem. innovative solutions to specific problems.
Orientation theory-oriented Action/practical-oriented
Nature and Scope Universal, explanatory, theoretical, and Limited, practical, descriptive, and
analytical synthetic
Method of Inquiry Subjective Objective
BASIC RESEARCH APPLIED RESEARCH

Uses for gathering novel information about a helps to provide solutions to improve a
concept, phenomenon or field of study specific condition or create new
which fuels scientific and technological technology.
innovations.
Research Context is conducted in a controlled research the researcher allows the dependent and
environment such as a laboratory while independent variables to freely interact
conceptual research is conducted in a with one another in an unrestricted
real-life setting that is not sterile or setting where other variables or third
restricted. The sterile research context in factors may intervene. This allows the
basic research allows the researcher to researcher to have a broader overview of
strictly observe the behaviors and the research problem and arrive at valid
characteristics of the research subjects. and practical solutions.
Orientation theory-oriented Action/practical-oriented
Theory Formulation aims at formulating theories and studies empirical evidence in order to
generalizations that explain a concept, align its findings with a specific problem.
subject or phenomenon and are
universally applicable.
Research Outcomes new theories, new dimensions to existing arrives at valid findings or conclusions
theories or new information that improves that confirm or negate the research
on a body of knowledge which do not hypotheses.
directly serve as innovative solutions to a
practical problem.
Research Approach generates theories and improves on more concerned with the utility and value
existing theories with the aim of of research outcomes in terms of their
contributing to an existing knowledge end usage, that is, how they can be used
bank. to solve existing problems and develop
innovations.
Data Gathering Both make use of qualitative and quantitative data gathering methods such as
Methods interviews, questionnaires, surveys, and focus groups
Reasoning both inductive and deductive
ACTIVITY: Conducting Basics Research!
I. Introduction
systematic investigation skills for relevant information by conducting a basic research.
II. Objectives
• Determine the features exhibited in the research output.
• Identify a workable research problem.
III. Connections
• English: reading, using a range of verbs, adjectives and adverbs to convey emotional response or reaction
IV. Procedures
In this activity, you will complete the Basic Research Sheet that will help you conduct and demonstrate basic
research.
V. Directions:
Get online or offline for your sources of information for your topic to research. Make your own research title
or problem. Provide the appropriate answers needed in the Basic Research Sheet with minimum of 3
sentences in all boxes (3pts. each box except for name and date). Answers can be Encoded or Printed/Block
handwritten (very legible). Refer also Rubric provided for Short Answers.
Guide Topics: COVID19, DELTA VARIANT, MEDICINE, PLASTIC SUBSTITUTES, FOOD SCARCITY, GLOBAL WARMING,
HOME REMEDIES, ANTI VIRUS DEVICE, POLLUTION, ENERGY PRODUCER…..etc.
BASIC RESEARCH SHEET

TITLE/RESEARCH
PROBLEM
NAME DATE
I. ABSTRACT Detailed summary of your research study.
II. INTRODUCTION This section tells the reader what problem your study is attempting to solve.
III. BACKGROUND What inspired you to take on this study? What has previous research stated or revealed about this topic? A
helpful place to consider your audience and what information they will need to understand the rest of your paper.
IV. METHODOLOGY List all the ways you collected data, including surveys, experiments, or field research in a Quantitative approach.
V. RESULTS What does your study find? State your findings and supply the data in this section. Use an objective perspective
here; save the evaluation for your conclusion section.
VI. CONCLUSION Why problem is worth researching; Why this research is unique; How research should advance existing
Knowledge.
VII. CITATIONS References; Bibliography

1. Discuss 2-3 features evident in your research.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. What problem did you encountered when crafting the research topic/problem?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

“Joy is the simplest form of gratitude.” – Karl Barth

Reflection:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Lesson Title: III. Types of Research
B. Relevance
Learning Competency: The learners should be able to categorize research in terms of features and
relevance.
Reference/s:
LAS No. 4B
• Oxford Languages and Google. Oxford University Press. 2021.
• The relevance of relevance in research. Shaw,David Martin and Elger, Bernice S. May 2013.
https://smw.ch/article/doi/smw.2013.13792
• Relevance of your dissertation topic. Vinz, Sarah. Revised on March 2, 2021
• Formplus Blog. May 7 2021. https://www.formpl.us/blog/basic-applied-research
• Basic Research Paper Format Examples. Gunner, Jennifer.
https://examples.yourdictionary.com/basic-research-paper-format-examples.html
CONCEPT NOTES:
RELEVANCE
• the quality or state of being closely connected or appropriate.
• is how appropriate something is to what's being done or said at a given time.
• means that your research can also contribute something worthwhile.
Example: Someone talking about ph levels in soil during a gardening class. Learning about the
relevance of having proper pH levels in soil was helpful information for the students in the
gardening club.
2 TYPES OF RELEVANCE
1. Scientific Relevance
• where a study increases our understanding of a disease or a process.
• This means that your research should fill a gap in the existing scientific knowledge. You can ensure
that it does by reading extensively on your topic and identifying what hasn’t been investigated yet.
2. Societal Relevance
• where society directly benefits as a result of understanding.
• means that a product or a service, and even a business approach to marketing, recognizes that the
social network dimension of products is essential.
Researchers should ask themselves this question:

“Does the proposed research address pertinent question(s) and is it designed either to add to existing
knowledge about the subject in question or provide a solution or to develop methods for research into it?”
If it does, then your research or study is going to be relevant!
ACTIVITY: Conducting Applied Research!
I. Introduction
systematic investigation skills for relevant information by conducting a basic research.
II. Objectives
• Determine the features exhibited in the research output.
III. Connections
• English: reading, using a range of verbs, adjectives, and adverbs to convey emotional response or reaction
IV. Procedures
In this activity, you will complete the Applied Research Sheet that will help you conduct and demonstrate
applied research.
V. Directions:
Get online or offline for your sources of information for your topic to research. Make your own research title
or problem. Provide the appropriate answers needed in the Applied Research Sheet with minimum of 3
sentences in all boxes (3pts. each box except for name and date). Answers can be Encoded or Printed/Block
handwritten (very legible). Refer also Rubric provided for Short Answers.
Guide Topics: COVID19, DELTA VARIANT, MEDICINE, PLASTIC SUBSTITUTES, FOOD SCARCITY, GLOBAL WARMING,
HOME REMEDIES, ANTI VIRUS DEVICE, POLLUTION, ENERGY PRODUCER…..etc.
APPLIED RESEARCH SHEET

TITLE/RESEARCH
PROBLEM
NAME DATE
I. ABSTRACT Detailed summary of your research study.
II. INTRODUCTION This section tells the reader what problem your study is attempting to solve.
III. BACKGROUND What inspired you to take on this study? What has previous research stated or revealed about this topic? A
helpful place to consider your audience and what information they will need to understand the rest of your paper.
IV. METHODOLOGY List all the ways you collected data, including surveys, experiments, or field research in a Quantitative approach.
V. RESULTS What does your study find? State your findings and supply the data in this section. Use an objective perspective
here; save the evaluation for your conclusion section.
VI. CONCLUSION Why problem is worth researching; Why this research is unique; How research should advance existing
Knowledge.
VII. CITATIONS References; Bibliography
1. Discuss 2-3 scientific or societal relevances evident in your research.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. What problem did you encountered when crafting the research topic/problem?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

““Life always begins with one step outside of your comfort zone.” – Shannon L. Alder
Reflection:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Lesson Title: IV. Research Process
1. Planning
a. Identification of the Problem d. Types of Research Designs
b. Formulation of Hypothesis e. Planning of the Research Design and Procedure
c. Identification of the Variables
Learning Competency: The learners should be able to determine the appropriate steps in planning and
designing a research study.
Reference/s:
LAS No. 5
• Ricafort, Nona S. . Guide to Research Manuscript Preparation (A handbook in Thesis and

Dissertation Writing).
INTRODUCTION:
To start any kind of Research Process, there should be a plan or steps to follow that may result in achieving
a goal or objective which is beneficial for everyone.
CONCEPT NOTES:
A. IDENTIFICATION OF THE PROBLEM
• the first step in the research process is the choice of a suitable problem for investigation.
• Research problem refers to the research title. The title is a very important part of all thesis
documents, as it introduces readers to the study or body of knowledge.
Steps in identifying a research problem:

1. Outline areas of interest
▪ Start with an area you are familiar with.
2. Choose a topic
▪ Choose one area of interest as
a topic you will focus on.
3. Narrow your topic

▪ Refine your topic by becoming more
specific about what you are interested in.
4. Identify a RESEARCH PROBLEM

▪ It should be novel, relevant, interesting, feasible,
researchable, and ethical are factors or criteria
to consider.
5. Identify the purpose for your study

▪ Clear, concise statement of the goal,
aim, focus, or objective of the study.
(Burns & Grove, 2005)
B. FORMULATION OF HYPOTHESIS
• the hypothesis is a tentative explanation or an answer to a question about variables, their
relationships, and other facts involved in the research.
Guidelines in Formulating Hypotheses:

The craft in hypotheses formulation requires you think of the following pointers (Me Bride 2013; Lapan 2012):
1.Express your hypotheses in a declarative sentence.
2.Support your hypotheses with ideas based on theories, known facts, previous studies, or your own
experience and wisdom.
3.Establish a logical relationship between the hypotheses and the research problem.
4.Have your hypotheses predict the nature of relationship between or among variables.
5.Ascertain the possibility of having some means of testing, analyzing, and investigating your hypotheses.
6.Avoid wordiness by using clear, exact, or specific language in stating the hypotheses.
C. IDENTIFICATION OF THE VARIABLES

• the variable is any attributes/characteristics, number, or quantity that can be measured or counted.
Examples: time, age, gender, skin color…etc
Types of Variables: (In Experimental Setting….)
1. An Independent Variable (IV) is the cause or variable that is changed or choose to be manipulated in a
scientific experiment, responsible for bringing about the changes in the dependent variable. Limit to one in an
experiment.
Answers “What I CHANGE…”
M is the manipulated variable or the one that is changed in an experiment
I is the independent variable
X is the axis on which the independent or manipulated variable is graphed (the horizontal axis)
2. A Dependent Variable (DV) is the variable being tested and measured in a scientific experiment which
brings about the response or effect of the cause.
The dependent variable is 'dependent' on the independent variable. As the experimenter changes the
independent variable, the effect on the dependent variable is observed, quantified, and recorded.
Answers “What I OBSERVE…”
D is the dependent variable
R is the responding variable
Y is the axis on which the dependent or responding variable is graphed (the vertical axis)
3. Control Variable (Covariate). If a variable is classified as a control variable, it may be thought to alter either
the independent variable or dependent variable, but it isn’t the focus of the experiment. It must be held constant.
If they are not kept constant, they could ruin your experiment.
Answers “ What I KEEP THE SAME…”
Example in Identifying of IV, DV and CV
How does the size of a bicycle tire affect the distance it will travel when it is pedaled in a given number of
times?
IV -Size of the Bicycle CV - inflation of tire, force of pedal, terrain (grass vs. cemented)
DV - Distance it will travel
D. TYPES OF RESEARCH DESIGNS (4 QUANTITATIVE DESIGNS)

“A research design is the arrangement of conditions for collection and analysis of data in a manner that
aims to combine relevance to the research purpose with economy in procedure.” (Claire Selltiz and others,
Research Methods in Social Sciences, 1962, p. 50.)
• the Research design is used to reduce the costs, bear a significant control on the consistency of the
results accomplished, provides a solid base for the complete research.
There are four basic research designs generally taught in research books. These are:
descriptive research design, correlational, Causal-comparative, experimental design and the quasi-
experimental design (Borg & Gall, 1992; Kerlinger, F., 1986)
1. Descriptive research seeks to describe the current status of an identified variable. These research
projects are designed to provide systematic information about a phenomenon. The researcher does
not usually begin with an hypothesis, but is likely to develop one after collecting data. The analysis and
synthesis of the data provide the test of the hypothesis. Systematic collection of information requires
careful selection of the units studied and careful measurement of each variable.
Examples of Descriptive Research:

• A description of how second-grade students spend their time during summer vacation.
• A description of the tobacco use habits of teenagers.
• A description of how parents feel about the twelvemonth school year.
• A description of the attitudes of scientists regarding global warming.
• A description of the kinds of physical activities that typically occur in nursing homes, and how frequently
each occurs.
• A description of the extent to which elementary teachers use math manipulatives.
2. Experimental research, often called true experimentation, uses the scientific method to establish the
cause-effect relationship among a group of variables that make up a study. The true experiment is often
thought of as a laboratory study, but this is not always the case; a laboratory setting has nothing to do
with it. A true experiment is any study where an effort is made to identify and impose control over all
other variables except one. An independent variable is manipulated to determine the effects on the
dependent variables. Subjects are randomly assigned to experimental treatments rather
than identified in naturally occurring groups.
Examples of Experimental Research:

• The effect of a new treatment plan on breast cancer.
• The effect of positive reinforcement on attitude toward school.
• The effect of teaching with a cooperative group strategy or a traditional lecture approach on students’
Achievement.
• The effect of a systematic preparation and support system on children who were scheduled for surgery
on the amount of psychological upset and cooperation.
• A comparison of the effect of Personalized instruction vs. traditional instruction on computational skill.
3. Causal-comparative/quasi- experimental research attempts to establish cause- effect

relationships among the variables. These types of design are very similar to true experiments, but with
some key differences. An independent variable is identified but not manipulated by the experimenter,
and effects of the independent variable on the dependent variable are measured. The researcher does
not randomly assign groups and must use ones that are naturally formed or pre-existing groups.
Identified control groups exposed to the treatment variable are studied and compared to groups
who are not.
When analyses and conclusions are made, determining causes must be done carefully, as other
variables, both known and unknown, could still affect the outcome.
Examples of Causal-comparative/Quasi experimental Research:

• The effect of preschool attendance on social maturity at the end of the first grade
• The effect of taking multivitamins on a students’ school absenteeism
• The effect of gender on algebra achievement
• The effect of part-time employment on the achievement of high school students
• The effect of magnet school participation on student attitude
• The effect of age on lung capacity
4. Correlational research attempts to determine the extent of a relationship between two or more
variables using statistical data. In this type of design, relationships between and among a number of
facts are sought and interpreted. This type of research will recognize trends and patterns in data, but it
does not go so far in its analysis to prove causes for these observed patterns. Cause and effect is not
the basis of this type of observational research. The data, relationships, and distributions of variables
are studied only. Variables are not manipulated; they are only identified and are studied as they occur
in a natural setting.
*Sometimes correlational research is considered a type of descriptive research, and not as its
own type of research, as no variables are manipulated in the study.
Examples of Correlational Research:

• The relationship between intelligence and self-esteem
• The relationship between diet and anxiety
• The relationship between an aptitude test and success in an algebra course
• The relationship between ACT scores and the freshman grades
• The relationships between the types of activities used in math classrooms and student achievement
• The covariance of smoking and lung disease
E. PLANNING OF THE RESEARCH DESIGN AND PROCEDURE

The preparation of the research design, appropriate for a particular research problem,
involves usually the consideration of the following:
(i) the means of obtaining the information;

(ii) the availability and skills of the researcher and his staff (if any);
(iii) explanation of the way in which selected means of obtaining information will be organized and the
reasoning leading to the selection;
(iv) the time available for research; and
(v) the cost factor relating to research, i.e., the finance available for the purpose
What is the basic methodology for a quantitative research design?

The overall structure for a quantitative design is based in the scientific method. It uses deductive reasoning,
where the researcher forms an hypothesis, collects data in an investigation of the problem, and then uses the
data from the investigation, after analysis is made and conclusions are shared, to prove the hypotheses not
false or false. The basic procedure of a quantitative design is:
1. Make your observations about something that is unknown, unexplained, or new. Investigate current
theory surrounding your problem or issue.
2. Hypothesize an explanation for those observations.
3. Make a prediction of outcomes based on your hypotheses. Formulate a plan to test your prediction.
4. Collect and process your data. If your prediction was correct, go to step 5. If not, the hypothesis has
been proven false. Return to step 2 to form a new hypothesis based on your new knowledge.
5. Verify your findings. Make your final conclusions. Present your findings in an appropriate form for
your audience.
ACTIVITY: Research Process Undertaking
I. Introduction
These are activities where you will have the opportunity to use the concepts and knowledge to undertake
the research process.
II. Objectives
• Determine the appropriate steps in planning and designing a research study.
III. Connections
IV. Procedures
Perform and complete these activities under Research Process concepts that will help you appropriate steps
in planning and designing a research study.
V. Directions:
Get online or offline for your sources of information for your topic to research. Read and understand the
type of activity before answering. Provide the appropriate answers needed in the set of activities below.
Short answers must be with minimum of 3 sentences. Answers can be Encoded or Printed/Block handwritten
(very legible). Refer also to the Rubric provided for Short Answers.

A. CRAFTING A RESEARCH QUESTION/PROBLEM. 10 pts.

Write the appropriate answers in the boxes below. (Rubric: 2 pts -Time and effort shown.
1pt-Less effort; 0- Poor effort/No interest.)
Steps Your Answer

1. What broad topic are you interested
in? You may need to do some background research to
find out more about it first.
2. What specific part of the topic are you

interested in? Brainstorm or do a library search to
identify possible sub-topics and pick one.
3. List a few possible questions about

your specific topic area.
4. Identify and Choose one to be your

main research question or problem.
Analysis (why or how) questions are best.
5. Make your question as clear and

specific as possible. Specify what you mean for
all general words (e.g. women, media).
B. WRITING AN HYPOTHESIS WITH VARIABLE IDENTIFICATION. 21 pts.

Write the correct answers in the blanks. 1pt per correct answer.
An "If... then., because" statement in a hypothesis tells the readers what you believe will happen in an
investigation when something is changed, so you can see the effect of the change.
• IF tells the readers what will be changed. This is the independent variable in the investigation.
• THEN tells the reader what will happen because of the change described in the If ... statement. This is the
dependent variable in the investigation.
• BECAUSE... tells the reader how you know this will occur. It should be based on something you have
experienced, or perhaps something you infer.
Examples:
• If 7th graders and 8th graders complete the same math problems, then the 8th graders will have more
answers correct, because they have studied math for one year longer than the 7th graders.
• If dry bread and moist bread are left in bags for two weeks, then the moist bread will grow mold more quickly
than the dry bread, because mold is a living organism, and organisms need water to survive.
Identify the variables below from the statement. Then use the variables to make a good hypothesis.
1. Lauren raises crickets at her pet store that she sells for reptile food. She thinks that crickets chirp more often
when the temperature gets warmer. She decides to conduct an experiment to prove her theory. (Statement)
a. Independent variable _________________________________
b. Dependent variable _________________________________
Hypothesis:
If ________________________________________(independent variable)
Then ______________________________________(dependent variable).
Because __________________________________________________________________________
Identify the variables below and write an hypothesis from the questions. Then use the variables to make a
good hypothesis.
2. Which seeds germinate quicker, carrot seeds or tomato seeds?
Hypothesis:
Because __________________________________________________________________________
3. What effect does light have on plant growth?

Hypothesis:
Because __________________________________________________________________________
Identify the variables below and write a question from the hypothesis. Then use the variables to make a
question.
Example: If plants are watered, then growth height will increase.
Independent variable: watering plants
Dependent variable: growth height
Question: What’s the effect of watering plants on their growth height?
4. If calcium is given, then bone strength will increase.
Question: __________________________________________________________________________
5. If trees have leaves, then birds’ nests will increase.
Question: __________________________________________________________________________
C. DISTINGUISHING QUANTITATIVE RESEARCH DESIGNS 8 pts.

Write the correct answers in the boxes. 1pt per correct answer.
TYPE
FEATURE
D. RESEARCH DESIGN CRAFTING. 10 pts.

Use the data from activity A. CRAFTING A RESEARCH QUESTION/PROBLEM for this task.
Write the appropriate answers in the boxes below. (Rubric: 2 pts -Time and effort shown in answers.
1pt-Less effort; 0- Poor effort/No interest.)
Steps Your Answer

1. Choose one to be your main research
question or problem. (Get data from activity A.)
2. Observation surrounding your

problem or issue. Brainstorm or do a library search
to identify possible sub-topics and pick one.
3. Hypothesize an explanation for

those observations. Give a possible but not
yet proved explanation for something:
4. Collect and process your data. Refer to

concept in E. Planning of the Research Design and
Procedure
5. Conclusion. Verify your findings. Make your final

conclusions.

Lesson Title: V. Experimental Methods
A. Characteristics
B. Set-ups (Control and Experimental)
Learning Competency: 1. The learners should be able to determine the appropriate steps in planning and
designing a research study.
2. Point out the importance of conceptualizing/identifying original topics in research.
Reference/s:
LAS No. 6
• Formplus Blog. Experimental Research Designs: Types, Examples & Methods. Aug 2021.
https://www.formpl.us/blog/experimental-research
• Harland, Darci J.. Types of Research;
https://cemast.illinoisstate.edu/downloads/hsrs/types_of_research.pdf
• Stephanie Glen. "Experimental Group (Treatment Group): Definition, Examples" From
StatisticsHowTo.com: Elementary Statistics for the rest of us!
https://www.statisticshowto.com/experimental-group/
INTRODUCTION:
Experimental research is a study that strictly adheres to a scientific research design. It includes a hypothesis,
a variable that can be manipulated by the researcher, and variables that can be measured, calculated, and
compared. Most importantly, experimental research is completed in a controlled environment. The researcher
collects data and results will either support or reject the hypothesis. This method of research is referred to a
hypothesis testing or a deductive research method (Babbie 4)
The experimental research method is widely used in physical and social sciences, psychology, and education.
It is based on the comparison between two or more groups with a straightforward logic, which may, however,
be difficult to execute.
Mostly related to a laboratory test procedure, experimental research designs involve collecting quantitative
data and performing statistical analysis on them during research. Therefore, making it an example of
quantitative research method.
CONCEPT NOTES:
A. CHARACTERISTICS OF EXPERIMENTAL RESEARCH

• Variables
Experimental research contains dependent, independent and extraneous variables. The dependent
variables are the variables being treated or manipulated and are sometimes called the subject of the
research.
The independent variables are the experimental treatment being exerted on the dependent variables.
Extraneous variables, on the other hand, are other factors affecting the experiment that may also
contribute to the change.
• Setting
The setting is where the experiment is carried out. Many experiments are carried out in the
laboratory, where control can be exerted on the extraneous variables, thereby eliminating them.
Other experiments are carried out in a less controllable setting. The choice of setting used in
research depends on the nature of the experiment being carried out.
• Multivariable
Experimental research may include multiple independent variables, e.g. time, skills, test scores, etc.
B. TYPES OF EXPERIMENTAL RESEARCH DESIGN
1. Pre-experimental Research Design

In pre-experimental research design, either a group or various dependent groups are observed for the effect
of the application of an independent variable which is presumed to cause change. It is the simplest form of
experimental research design and is treated with no control group.
Although very practical, experimental research is lacking in several areas of the true-experimental criteria.
The pre-experimental research design is further divided into three types:
• One-shot Case Study Research Design

In this type of experimental study, only one dependent group or variable is considered. The study is carried out
after some treatment which was presumed to cause change, making it a posttest study.
• One-group Pretest-posttest Research Design:

This research design combines both posttest and pretest study by carrying out a test on a single group before
the treatment is administered and after the treatment is administered. With the former being administered at
the beginning of treatment and later at the end.
• Static-group Comparison:
In a static-group comparison study, 2 or more groups are placed under observation, where only one of the
groups is subjected to some treatment while the other groups are held static. All the groups are post-tested,
and the observed differences between the groups are assumed to be a result of the treatment.
2. Quasi-experimental Research Design

The word "quasi" means partial, half, or pseudo. Therefore, the quasi-experimental research bearing a
resemblance to the true experimental research, but not the same. In quasi-experiments, the participants are
not randomly assigned, and as such, they are used in settings where randomization is difficult or impossible.
This is very common in educational research, where administrators are unwilling to allow the random selection
of students for experimental samples.
Some examples of quasi-experimental research design include; the time series, no equivalent control group
design, and the counterbalanced design.
3. Quasi-experimental Research Design

True Experimental Research Design
The true experimental research design relies on statistical analysis to approve or disprove a hypothesis. It is
the most accurate type of experimental design and may be carried out with or without a pretest on at least 2
randomly assigned dependent subjects.
The true experimental research design must contain a control group, a variable that can be manipulated by the
researcher, and the distribution must be random.
The classification of true experimental design include:
• The posttest-only Control Group Design: In this design, subjects are randomly selected and assigned to
the 2 groups (control and experimental), and only the experimental group is treated. After close
observation, both groups are post-tested, and a conclusion is drawn from the difference between these
groups.
• The pretest-posttest Control Group Design: For this control group design, subjects are randomly
assigned to the 2 groups, both are presented, but only the experimental group is treated. After close
observation, both groups are post-tested to measure the degree of change in each group.
• Solomon four-group Design: This is the combination of the pretest-only and the pretest-posttest control
groups. In this case, the randomly selected subjects are placed into 4 groups.
The first two of these groups are tested using the posttest-only method, while the other two are tested using
the pretest-posttest method.
In a true experiment, the effect of an intervention is tested by comparing two groups. One group is exposed
to the intervention (the experimental group, also known as the treatment group) and the other is not exposed
to the intervention (the control group).
Treatment Group Examples:

1. You are testing to see if a new plant fertilizer increases sunflower size. You put 20 plants of the same
height and strain into a location where all the plants get the same amount of water and sunlight. One half
of the plants–the control group–get the regular fertilizer. The other half of the plants–the experimental
group–get the fertilizer you are testing.
2. You are testing to see if a new drug works for asthma. You divide 100 volunteers into two groups of 50.
One group of 50 gets the drug; they are the experimental group. The other 50 people get a sugar pill (a
placebo); they are the control group.

3. You want to prove that covering meat prevents maggots from hatching. You put meat into two different
jars: one with a lid and one left open. The jar with the lid is the experimental group; the jar left open is the
control group. (This is the famous Redi experiment).
The only difference between the control group and the experimental group must be the hypothesis you are
testing. In the first example above, the people must be of similar age, health status, socioeconomic background
etc. That way you know that if the drug improves asthma for the experimental group, it’s not due to other factors
like better health status or a younger age.
C. DATA COLLECTION METHODS IN EXPERIMENTAL RESEARCH

Data collection methods in experimental research are the different ways in which data can be collected for
experimental research. They are used in different cases, depending on the type of research being carried
out.
1. Observational Study
This type of study is carried out over a long period. It measures and observes the variables of interest without
changing existing conditions.
When researching the effect of social interaction on human behavior, the subjects who are placed in 2
different environments are observed throughout the research. No matter the kind of absurd behavior that is
exhibited by the subject during this period, its condition will not be changed.
This may be a very risky thing to do in medical cases because it may lead to death or worse medical conditions.
2. Simulations
This procedure uses mathematical, physical, or computer models to replicate a real-life process or situation. It
is frequently used when the actual situation is too expensive, dangerous, or impractical to replicate in real life.
This method is commonly used in engineering and operational research for learning purposes and sometimes
as a tool to estimate possible outcomes of real research. Some common situation software are Simulink,
MATLAB, and Simul8.
Not all kinds of experimental research can be carried out using simulation as a data collection tool. It is very
impractical for a lot of laboratory-based research that involves chemical processes.
3. Surveys
A survey is a tool used to gather relevant data about a particular topic or study and is one of the most common
data collection tools. A survey consists of a group of questions prepared by the researcher, to be answered by
the research subject.
Surveys can be shared with the respondents both physically and electronically. When collecting data through
surveys, the kind of data collected depends on the respondent, and researchers have limited control over it.
ACTIVITY: Experimental SURVEY Method

(PERFORMANCE TASK)
I. Introduction
This is an activity where you will have the opportunity to inquire with your scientific and systematic
investigation skills to gather relevant data for a certain topic of interest.
II. Objectives
• Create and Perform a survey.
• Determine the appropriate steps in planning and designing a research study.
III. Connections
IV. Procedures
Perform and complete these activities under Research Process concepts that will help your appropriate
steps in planning and designing a research study.
V. Directions:
Create your survey for only 10 people with 10 inquiry or questions in it, regarding your chosen topic or
research problem to gather data or for validation. Use internet via email or social media platform to send
your survey to the respondents. Afterwards, present the data including the respondents and result of the
survey using POWER POINT Presentation (ex. visual graphs, charts, etc). Answers can be Encoded or
Printed/Block handwritten (very legible) and sent as soft copy. Refer to the Short Answer and Survey Rubrics
for guidance and mechanics.

SURVEY RUBRIC
10 points 9 points 8 points 6 point
Survey questions are Survey questions are Survey questions are Survey questions are
Ideas/Content well-thought out and sufficient and help limited and give little limited and give no help
help adequately answer answer the essential help in answering the in answering the
the essential question. question. essential question. essential question.
Survey questions are Survey questions are Survey questions are Survey questions are not
asked in a logical and asked in logical not listed or asked in a appropriate for requested
Organization well thought out sequence that logical format. There information.
& sequence that respondents can follow. are more than two There are more than 4
Conventions respondents can follow. No more than two Misspellings and/or spellings errors and/or
No misspellings or misspellings and/or grammatical errors. grammatical errors.
grammatical errors. grammatical errors.
Collects a great deal of Collects some basic Collects very little Does not collect any
Research & Gather
information- all relates information- most information- some information that relates
Information
to the topic. relates to the topic. relates to the topic. to the topic.
Graph is accurate and Graph is accurate, but Graph may not be Graph is not accurate, or
includes title, axis does not include a title, accurate, and may or it is not included.
Visual Graph
labels, and appropriate axis labels, or may not include a title,
(in PowerPoint) intervals. appropriate intervals. axis labels, or
appropriate intervals.
Sample Survey Template.

1. Discuss the features that differentiate experimental from control group.
2. Discuss one or two importance of conceptualizing/identifying original topics during this task.
3. What problem did you encountered when performing this task?
4. Where you able to continue your topic of interest since our first activity for your research proposal later?
5. Discuss your steps on how you performed the survey.

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DIVISION OF CAGAYAN DE ORO CITY

GUSA REGIONAL SCIENCE HIGH SCHOOL – X

Name: Date: Score: / 40

Different Types of Innovation

Examples of organizational innovations:

2. Process innovation is about implementing a new or improved production or delivery approach,

Examples of process innovations:

3. Product innovation is the introduction of a new or improved good or service.

Examples of product innovations:

Example of marketing innovation:

ACTIVITY: INNOVENTOR’s First! (Innovator and Inventor’s First)

Criteria and Constraints:

Tools, Materials, and Equipment Needed:

*Specific date of submission will be posted, wait for the notification.

RUBRIC for Concept Product

Excellent (10 points) Satisfactory (8 points) Needs Improvement (6 points)

Name: Date: Score: / 40

Different Types of Innovation

Examples of organizational innovations:

2. Process innovation is about implementing a new or improved production or delivery approach,

Examples of process innovations:

3. Product innovation is the introduction of a new or improved good or service.

Examples of product innovations:

Example of marketing innovation:

ACTIVITY: The Most Important Invention or Innovation of All Time

Top Inventions or Innovations Impacts

RUBRIC for Short Answers

3 points 2 points 1 point

2. Discuss one or more “impacts” related to the invention or innovation.

3. How did the invention of innovation change people’s lives?

“To improve is to change; to be perfect is to change often.” - Winston Churchill

Name: Date: Score: / 27

• Acquired based on Inventive and Innovative skills.

ACTIVITY: New Idea in a Box!

3. Discuss the problem-solving process during the activity.

4. Provide 2 descriptions on the nature of ideas? Give a explanation for each.

Excellent (4) Good (3) Satisfactory (2) Needs

Name: Date: Score: / 33

• Comprehensive - If a researcher is serious about understanding a phenomenon, he needs to examine and

Sources: Garcia, C., Reganit, A., (2010) sitethisforme.com

IMPORTANCE OF RESEARCH TO MAN

1. To gather vital data.

2. To improve way of life

3. To ensure security and safety.

4. To discover and understand the truth.

5. To investigate our history

6. To understand various fields of studies.

Sources: Prieto, N., Naval, V., et.al., (2017)

ACTIVITY: Figuring Research!

Research Planning Guide

5. Where have you looked for information?

Which search terms were most successful? Database #2

RUBRIC for Short Answers

Name: Date: Score: / 35

2 MAJOR TYPES OF RESEARCH

For example applied researchers may investigate ways to:

COMPARISON OF THE FEATURES OF BASIC FROM APPLIED RESEARCH

BASIC RESEARCH APPLIED RESEARCH

ACTIVITY: Conducting Basics Research!

BASIC RESEARCH SHEET

I. ABSTRACT Detailed summary of your research study.

VII. CITATIONS References; Bibliography