Republic of the Philippines

Department of Education
REGION XIII – CARAGA
SCHOOLS DIVISION OF BUTUAN CITY

WEEKLY LEARNING ACTIVITY SHEET

Special Science Program Research II
Quarter 1 Week 4

The Research Problem

Name: _____________________________ Section: ____________
Teacher: ___________________________ Date: _______________

Learning Objectives:
1. The learners should be able to state the main problem and sub-problems of
the research (SSP_RS8-RPM-Ie-f-8)

2. The learners should be able to formulate research hypotheses (SSP_RS8-HY-

If-9)

Allotted Time: 4 hours

Key Concepts:
• Choosing a topic for Research Study.

✓ Layder (2013) stresses that in choosing a research topic, it is

important to select a topic that interests and motivates you. It should
be “doable” with the resources at your disposal and within the
required time frame. The research topic should be focused and well-
defined.

✓ Deciding on a topic also entails being clear about which ones to avoid,
especially if you have little experience as a researcher. Although
topics close to your own personal experiences may be appropriate for
small-scale projects, you must not allow personal views, ideas,
opinions, and prejudices cloud your thinking.

✓ Research projects must be as objective as possible, that is, freed from

your personal biases or preferences as a researcher. Lastly, you

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 should avoid research topics that involve your making moral
judgments about certain kinds of behavior.

• A research title, or research project, is a product of real-world observations,

dilemmas, wide reading, selective viewing (television programs, films,
documentaries, videos, etc.) meaningful interactions with significant others,
and deep reflection.

• The title of the research is the research problem or inquiry in capsule form.
Great care must be taken in the formulation of the research title. It must
clearly reflect the topic of investigation. And it must be original, clear,
concise, or specific.

• When you finally decide on a research topic, make sure that your research
topic and research questions match. Too broad topics will lead you nowhere.
To narrow down broad topics to specific ones, the purpose or intent of the
study must be clear.

• Broad topics should always be narrowed down.

Example:
✓ Student’s Performance
✓ Lifestyle
✓ Vegetative production

• Specific topics are reachable.

Example:
✓ The Impact of Strategic Intervention Material (SIM) on
Student’s Performance in Biology
✓ The Effects of Cigarette Smoking on Physical Health of the
Junior High School Students of Agong National High School
✓ The Efficacy of Fish Scale-Fertilizer on the Growth of Pechay

• In stating the main problem and the sub-problems in research one must set
boundaries and parameters of the problem inquiry and narrows down the
scope of the inquiry. The scope is the domain of your research: what is the
domain and what is not. You need to make as clear as possible what you will
be studying and what factors are within the accepted range of your study.

Example:

Broad Topic: Student’s Performance or Strategic Intervention Material

Title of the Study (Specific)

DEVELOPMENT, USABILITY AND EFFECTIVENESS OF COMPETENCY-

BASED STRATEGIC INTERVENTION MATERIAL ON
“MENDELIAN PATTERNS OF INHERITANCE"

Introduction

Advancements in the field of Science Education have changed the course of the
society and play a vital role in the progress of any country’s economy. In the system of
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education, it is but necessary to have a quality performance among learners in science at all
levels. This can only be possible when appropriate methods of teaching are utilized.
Several studies were already conducted to determine the factors that affect student’s
performance. Several practical studies, as well, on teaching strategies and mode of
instructions have been regulated to uplift student’s performance; may it be a tool during the
delivery of the lesson or an intervention for those who have not mastered a particular
learning competency.
Main Problem (Red)
Statement of the Problem

The study was mainly concerned on determining the usability and effectiveness of
the crafted remedial tool (SIM), whether it aided to uplift students’ performance or not. More
specifically, this study sought to answer the following questions:

1. What is the performance, in terms of Mean Percentage Score (MPS), of the students
in science 8 in the Fourth Quarter for the past three (3) school years for the following
content under the strand Living things and their Environment; particularly on
Mendelian Genetics (Mendelian Patterns of Inheritance)?
2. What learning material should be crafted and be taken into consideration to address
student’s low proficiency level on “Mendelian Patterns of Inheritance”?
3. What is the level of students’ appreciation of the SIM on learning Mendelian patterns
of inheritance?
4. Is there a significant difference between the scores in the pretest and posttest of the
group of students before and after utilizing the SIM?
5. Is there a significant influence of students’ appreciation of the SIM on learning
Mendelian patterns of inheritance?

Sub-Problems (Blue numbers 1-5)

• In formulating research hypotheses, researcher must consider the level of

significance in which the null hypotheses be tested.
• It is also important to note that, researcher’s hypotheses must rely on what is stated
or asked in the sub-problems.

Example:

4. Is there a significant difference between the scores in the pretest and posttest of the
group of students before and after utilizing the SIM?
5. Is there a significant influence of students’ appreciation of the SIM on learning
Mendelian patterns of inheritance?

Hypotheses
In this study, the null hypotheses were tested at 0.05 level of significance.
1. There is no significant difference between the scores in the pretest and posttest of
the group of students before and after utilizing the SIM.
2. There is no significant influence of students’ appreciation of the SIM on learning
Mendelian patterns of inheritance.

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Activity 1: State Me Up! (35 points)
Materials: Yellow paper and ball pen (Use Black)
Direction: In the given sample study below, I want you to determine and state the
following: (7 points each)

1. Broad Topic
2. Specific Topic
3. The Main problem
4. The Sub-problems
5. The Hypotheses/Hypothesis

Impact of Strategic Intervention Material (SIM) in addressing Student’s Low

Proficiency Level on Newton’s Law of Acceleration

The challenge in the Philippine context when it comes to science education lies on
the accomplishments and consolidated efforts of both science educators and the
students.
As cited by Alejo et al (2019), one of the objectives of the Department of Education
(DepEd) is to ensure that no student is left behind and that all learners are given
with equal chances to grow at their own pace through various learning activities.

Aranda et al (2019) mentioned that the participation of the Philippines in the global
setting earned recognition for a fared better accomplishment. However, it was also
revealed in other related studies that the mentioned accomplishment was shrouded
by the consistently poor performance of the Filipino students in science education.

At the core of the abovementioned data, the low performance of the Filipino
students in science education must be addressed. In connection, the Department of
Education (DepEd) introduced the use of Strategic Intervention Material (SIM) as a
form of remediation not only to address but to increase the academic achievement
of the low-performing students.

The study was mainly concerned on determining the impact of the crafted remedial
tool (SIM), whether it aided to uplift students’ performance or not. More specifically,
this study sought to answer the following questions:

1. What is the performance, in terms of Mean Percentage Score (MPS), of the

group of students (section Watson) in science 8 during the First Quarter of
the school year 2019-2020; particularly on Newton’s Law of Acceleration
under the strand Force, Motion and Energy?

2. Is there a significant difference between the scores in the pretest and

posttest of the group before and after the utilization of the SIM?

Activity 2: Present Me Up! (30 points)

Materials: Yellow paper and ball pen (Use Black)
Direction: Browse/Research one (1) published research study from the internet or
thesis from a friend and present the following: (5 points each)

1. Abstract of the study (Note: Present to me the Abstract of the Study not the
Introduction)
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2. Broad Topic
3. Specific Topic
4. The Main problem
5. The Sub-problems
6. The Hypotheses/Hypothesis

References:
Essentials of Research Design and Methodology by Geoffrey Marczyk, David
DeMatteo & David Festinger, 2005

Practical Research 2 by Esther L. Baraceros, 2016

Essentials of Research Design and Methodology by Geoffrey Marczyk, David

DeMatteo & David Festinger, 2005

Writing Research Papers: A Complete Guide, 15th edition by James D. Lester &
James D. Lester, Jr., 2015

Research-Based Teaching and Learning by Rosita L. Navarro & Rosita G. Santos,

2011

Essentials of Research Design and Methodology by Geoffrey Marczyk, David

DeMatteo & David Festinger, 2005

Practical Research 1 for Senior High School. Qualitative Research. Chapter 4 –

Learning from Others and Reviewing the Literature, Carey et al., 2017, pages 95-
105.

Practical Research 2 for Senior High School. Quantitative Research Chapter 3 –

Learning from Others and Reviewing the Literature, Carey et al., 2017, pages 96-
107.

______________________________________________________________

Prepared by: Saddam J. Sani

School/Station: Taligaman National High School
Division: Butuan City
Email address: saddam.sani@deped.gov.ph

Reviewed by:

1. Flosie B. Omes, SSHT-III

2. Jonas F. Saldia, MT-I

Address: Rosal Street, Brgy. Dagohoy, 8600 Butuan City, Philippines

Telephone No.: (085) 341-0022
Email: depedbutuan.it@gmail.com
Website: depedbutuancity.wordpress.com
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