Name of Learner: __________________________________________ Quarter 4, Week 7 and 8

Grade and Section: __________________ Date: _____________

Practical Research 1 Learning Activity Sheet No. 8, 9 & 10
Form logical conclusions
Make recommendations based on conclusions
References

I Learning Competencies
A. Draws conclusions from patterns and themes (CS_RS11-IVg-j-1).
B. Formulates recommendations based on conclusions (CS_RS11-IVg-j-2).
C. Lists references (CS_RS11-IVg-j-3).

II Background Information for Learners

A. Draws conclusions from patterns and themes (CS_RS11-IVg-j-1)

The conclusion is a type of inferential or interpretative thinking that derives its

validity, truthfulness, or reasonableness from your sensory experience.

POINTERS IN WRITING CONCLUSIONS

1. Explain your point in simple and clear sentences.

2. Use expressions that center on the topic rather than yourself, the researcher.
3. Include only necessary items; exclude any piece of information or picture not
closely related to your report.
4. Have your conclusion contain only validly supported findings instead of falsified
results.
5. Practice utmost honesty and objectivity.

HOW TO WRITE THE CONCLUSIONS

Please observe the following in writing your conclusions (Garcia, Palencia and
Palencia 2019, 285):
1. Conclusions should not contain any numeral because numerals
generally limit the forceful effect or impact and scope of a
generalization. No conclusions should be made that are not based on
findings.
2. Conclusions should appropriately answer the specific questions
raised at the beginning of the investigation in the order they are given
under the statement of the problem. The study becomes almost
meaningless if the questions raised are not properly answered by the
conclusions.
3. Conclusions should point out what were factually learned from the
inquiry. However, no conclusions should be drawn from the implied
or indirect effects of the findings.
4. Conclusions should be formulated concisely, that is, brief and short,
yet they convey all the necessary information resulting from the study
as required by the specific questions.
5. Conclusions should be stated categorically. They should be worded
as if they are 100 percent true and correct. They should not give any
hint that the researcher has some doubts about their validity and

1
 reliability. The use of qualifiers such as probably, perhaps, maybe,
and the like should be avoided as much as possible.
6. Conclusions should refer only to the population, area, or subject of
the study.
7. Conclusions should not be repetitions of any statements anywhere in
the research work. They may be recapitulations if necessary, but they
should be worded differently, and they should convey the same
information as the statements recapitulated.
EXAMPLE OF CONCLUSION BASED ON SUMMARY OF FINDINGS
Competencies and Performance Appraisal: Bases for The Development of
Kapampangan Principal’s Leadership Framework
(Canlas, 2013)

Summary of Findings

In summary, the participants believed that the principals of the three divisions
exhibited six prevailing leadership styles as viewed by their teacher and themselves:
(1) being strategic leaders in facilitating the school improvement process; (being
instructional leaders in managing the processes of teaching and learning and
managing human resource and professional development; (3) being external leaders
in designing structures and process that result in community engagement, support
and ownership; (4) being managerial leaders responsible for various administrative
tasks of running the school and seeing that the facilities and resources meet
educational needs; (5) being ethical or moral leaders in demonstrating conduct to the
highest standard through personal actions and interpersonal relationships; and (6)
being cultural leaders possessing positive Kapampangan traits and observing and
valuing Kapampangan practices that helped them become effective leaders of their
schools.
Conclusion

The framework suggests a requirement for school leaders to develop a portfolio

of leadership styles. Principals need to be able to carry out holistic leadership, head,
heart, hands, and feet aspects of styles of leadership and adapt their approaches to
the specific context. This framework reminds principals of the need to maintain
balance in dealing with their multifaceted life.

B. Formulates recommendations based on conclusions (CS_RS11-IVg-j-2)

The recommendation in the research paper can be defined as a critical

suggestion regarding the best course of action in a certain situation. The whole idea
of a recommendation is to provide a beneficial guide that will not only resolve certain
issues but result in a beneficial outcome (Copland 2016).

HOW TO WRITE THE RECOMMENDATIONS

The primary purpose of providing recommendations is to discuss how the findings of
the study could be used to improve the present situation (Garcia, Palencia and
Palencia 2019, 293):

1. Organize the specific recommendations according to each of the problem’s

findings and conclusions.
2
 2. Each recommendation is stated in clear and concise terms.
3. Each recommendation must support the findings and conclusions.
4. Recommendations must specify what should be done, the steps required to
implement a policy, and the resources needed.
5. All recommendations should be practical and feasible.
6. Recommendations may include discussion of the benefits to the organization
and what problems would be corrected or avoided.
7. The general recommendations are mentioned last which may include any of
the following:
a. Action/s by other parties may improve the existing
situation.
b. Further studies may be conducted to enhance the
original study or other related studies which may interest other
stakeholders. (TESDA research Manual, 2017; Paper Masters,
2017).

EXAMPLE OF RECOMMENDATIONS BASED ON CONCLUSIONS

Competencies and Performance Appraisal: Bases for The Development of

Kapampangan Principal’s Leadership Framework
(Canlas, 2013)
Summary of Findings:

In summary, the participants believed that the principals of the three divisions
exhibited six prevailing leadership styles as viewed by their teacher and themselves:
(1) being strategic leaders in facilitating the school improvement process; (being
instructional leaders in managing the processes of teaching and learning and
managing human resource and professional development; (3) being external leaders
in designing structures and process that result in community engagement, support
and ownership; (4) being managerial leaders responsible for various administrative
tasks of running the school and seeing that the facilities and resources meet
educational needs; (5) being ethical or moral leaders in demonstrating conduct to the
highest standard through personal actions and interpersonal relationships; and (6)
being cultural leaders possessing positive Kapampangan traits and observing and
valuing Kapampangan practices that helped them become effective leaders of their
schools.

Conclusion:

The framework suggests a requirement for school leaders to develop a portfolio

of leadership styles. Principals need to be able to carry out holistic leadership, head,
heart, hands, and feet aspects of styles of leadership and adapt their approaches to
the specific context. This framework reminds principals of the need to maintain
balance in dealing with their multifaceted life.

Recommendation:

Since this study is limited to specific content and sampled a small number of
principals, it is recommended that a similar study be conducted in different contexts
that would explore and elaborate the role of culture in managing successful schools.
3
It is also recommended that a research-based, competency-linked, and 360-degree
evaluation or triangulation process for Kapampangan principals be developed for
evaluation of performance and basis in changing of high-quality professional learning
programs.

C. Lists references (CS_RS11-IVg-j-3)

MEANING OF RESEARCH REFERENCES

Research references is a list of all the sources you have used in your
project, so readers can easily find what have you cited. This is the last
section of your research paper (Garcia, Palencia and Palencia 2019, 301).

This section is called by different names depending on what style or

format is being used. The American Psychological Association (APA) calls
this section “References”. The Modern Language Association (MLA) calls it
a “Works Cited”.
The Chicago/Turabian style calls it a “Bibliography”

WHY DO YOU NEED TO HAVE REFERENCE?

We provide references to acknowledge the persons who are the

intellectual owners of the information we are using. The intellectual
owners could be the authors of books or articles, the designers of a product,
the producers of a film, or even the webmasters of a website. As cited from
Stellenbosch University 2017 (Garcia, Palencia and Palencia 2019, 301), we
provided references to:
1. Acknowledge all information or facts that we did not
conceptualize or think of ourselves;
2. Help the reader to easily locate the sources we have used;
3. Provide support or proof for the claims we make;
4. Show to the reader that we have read extensively on the subject;
5. Demonstrate that we can also participate in academic discourse;
6. Give credibility to our writing; and
7. Avoid plagiarism.

WHEN TO PROVIDE REFERENCES AND IN-TEXT CITATIONS?

1. Quote an author’s words directly;

2. Write someone else’s ideas in your own words (paraphrase);
3. Summarize someone else’s ideas;
4. Use data, facts or other information from any source;
5. Use tables, figures, diagrams, photos or any other graphs that are not your
own
(Garcia, Palencia and Palencia 2019, 301).

WHAT IS A CITATION AND CITATION STYLE?

A citation is a way of giving credit to individuals for their creative and
intellectual works that you utilized to support your research. It can also be
used to locate particular sources and combat plagiarism. Typically, a
citation can include the author's name, date, location of the publishing
company, journal title, or DOI (Digital Object Identifier). A citation style

4
dictates the information necessary for a citation and how the information is
ordered, as well as punctuation and other formatting (University of
Pittsburgh Library System, n.d.).

WHAT ARE THE TYPES OF CITATION STYLES?

There are 3 types of Citation Styles used by the different disciplines.

1. APA CITATION STYLE
The American Psychological Association Style or APA Style
is generally used by disciplines within the Social Sciences. The
disciplines using APA Style include but are not limited to Business,
Communication, Criminology and Criminal Justice, Education,
Nursing, Political Science, Psychology, and Social Work.

Example of citing a book in this style:

Schmidt, N. A., & Brown, J. M. (2017). Evidence-based practice for
nurses: Appraisal and application of research (4th ed.). Jones &
Bartlett Learning, LLC.

2. MLA Citation Style

The Modern Language Association Style or MLA Style is
generally used by disciplines in the Humanities. The disciplines using
MLA Style include but are not limited to English, Literature, Art,
Philosophy, and Religion.

Example of citing a book in this style:

Lee, Harper. To Kill a Mockingbird. 1st ed., J. B. Lippincott & Co., 1960.

3. CHICAGO CITATION STYLE

The Chicago Style is used in both the Humanities and Social Sciences.
There are two documentation systems within this style: The Notes and
Bibliography Style and the Author-date System. The notes and
bibliography style is preferred by many in literature, history and the arts.
This style presents bibliographic information in notes and, often, a
bibliography. The Author-date System is more precise and generally used by
the physical, natural and social sciences. n this system, sources are briefly
cited in the text, usually in parentheses, by the author’s last name and date of
publication. The short citations are amplified in a list of references, where full
bibliographic information is provided. Choosing which of these systems is most
appropriate often depends on the subject matter and the type of sources being
cited (The Chicago Manual of Style, n.d.).

Example of citing a book in the notes and bibliography style:

Grazer, Brian, and Charles Fishman. A Curious Mind: The Secret to a Bigger
Life. New York: Simon & Schuster, 2015.

Smith, Zadie. Swing Time. New York: Penguin Press, 2016.

Example of citing a book in the author-date system:

Grazer, Brian, and Charles Fishman. 2015. A Curious Mind: The Secret
to a Bigger Life. New York: Simon & Schuster.

5
 Smith, Zadie. 2016. Swing Time. New York: Penguin Press.

HOW TO LIST REFERENCES 7TH EDITION APA STYLE

Include the complete citation at the end of your paper in a references

section. References are organized by the author's last name in alphabetic
(A-Z) order. Use a hanging indent to separate each list item (California State
University, Dominguez Hills. n.d.).
Basic Format:
Author, A. A., & Author, B. B. (Date). Title of the work. Source where you
can retrieve the work. URL or DOI if available

A. Journal Article
1. Author(s). Note: List each author's last name and initial as Author,
A. A., Author, B. B., & Author, C. C. Use an ampersand (&) before
the final author's name.
2. (Year).
3. Title of the article. Note: For works that are part of a greater whole
(e.g. articles, chapter), use sentence case. Only the first word of the
title and subtitle and proper nouns are capitalized.
4. Title of the Journal note: Italicize and capitalize each word in the
journal.
5. Volume Note: Italicize the journal volume. If there is no issue,
include a comma before the page range.
6. (Issue), Note: If there is an issue number in addition to a volume
number, include it in parentheses.
7. Page range.
8. DOI (Digital Object Identifier) Read more about DOIs from the
APA Style website.
Example:
Ashing Giwa, K. T., Padilla, G., Tejero, J., Kraemer, J., Wright, K.,
Coscarelli, A., Clayton, S., Williams, I., & Hills, D. (2004).
Understanding the breast cancer experience of women: A
qualitative study of African American, Asian American,
Latina and Caucasian cancer survivors. Psycho Oncology, 13(6),
408428. https://doi.org/10.1002/pon.750

B. News/Magazine Article
1. Author(s). Note: List each author's last name and initials as
Author, A. A., Author, B. B., & Author, C. C. Use an ampersand (&)
before the final author's name.
2. (Year, Month Date). Note: You do not need to abbreviate the
month.
3. Title of the article. Note: For works that are part of a greater whole
(e.g. articles, chapter), use sentence case. Only the first word of the
title and subtitle and proper nouns are capitalized.
4. Title of the Newspaper or Publication. Note: Italicize and
capitalize each word in the publication.
5. URL
Example:
Kennedy, M. (2018, October 15). To prevent wildfires, PG&E pre-
emptively cuts power to thousands in California. NPR.

6
 https://www.npr.org/2018/10/15/657468903/topreventwildfir
es-pg-e-preemptively-cuts-power-to-thousands-in-california

C. Book
1. Author(s). Note: List each author's last name and initials as
Author, A. A., Author, B. B., & Author, C. C. Use an ampersand (&)
before the final author's name.
2. (Year).
3. Title of the book. Note: For works that stand alone (e.g. books,
reports), italicize the title. Only capitalize the first word of the title
and subtitle and any proper nouns.
4. (Edition). Note: If there is an edition or volume, include it in
parentheses and use abbreviations of ed. or vol.
5. Publisher. Note: You do not need to include the publisher location
or databases where you retrieved it.
Example:
Schmidt, N. A., & Brown, J. M. (2017). Evidence-based practice for
nurses: Appraisal and application of research (4th ed.). Jones &
Bartlett Learning, LLC.

D. Book Chapter with Editor(s)

1. Author(s). Note: List each chapter author's last name and initials
as Author, A. A., Author, B. B., & Author, C. C. Use an ampersand
(&) before the final author's name.
2. (Year).
3. Title of the chapter. Note: For works that are part of a greater
whole (e.g. articles, chapter), use sentence case. Only the first word
of the title and subtitle and proper nouns are capitalized.
4. In Editor(s), Note: List each editor's last name and initials as A. A.
Editor, B. B. Editor, & C. C. Editors, include (Ed.) or (Eds.) in
parentheses and end with a comma.
5. Title of the book Note: For works that stand alone (e.g. books,
reports), italicize the title. Only capitalize the first word of the title
and subtitle and any proper nouns.
6. (pp.xx-xx).
7. Publisher. Note: You do not need to include the publisher location
or databases where you retrieved it.
Example:
McCormack, B., McCance, T., & Maben, J. (2013). Outcome
evaluation in the development of person-centered practice. In B.
McCormack, K. Manley, & A. Titchen (Eds.), Practice
development in nursing and healthcare (pp. 190-211). John Wiley
& Sons.

E. Web Page
1. Author(s). Note: List each author's last name and initials as
Author, A. A., Author, B. B., & Author, C. C. If there is no author,
spell out the name of the organization or site.
2. (Year, Month Date). Provide as specific a date as is available. Use
the date last updated, but not the date last reviewed or copyright
date. If there is no date, use (n.d.).
3. Title of page or section. Note: Italicize the title of the page.
4. Source. Note: Usually the official name of the website. If the source
would be the same as the author, you can omit the source to avoid
repetition.

7
 5. URL

Example:
Centers for Disease Control and Prevention. (n.d.). Preventing HPV-associated
cancers.
https://www.cdc.gov/cancer/hpv/basic_info/prevention.htm/

F. Online Report
1. Author(s). Note: List each author's last name and initials as
Author, A. A., Author, B. B., & Author, C. C. If there is no author,
spell out the name of the organization that published the report.
2. (Year, Month Date). Note: Provide as specific a date as is available.
3. Title of the report or document. Note: For works that stand alone
(e.g. books, reports), italicize the title. Only capitalize the first word
of the title and subtitle and any proper nouns.
4. Source. Includes the names of parent agencies or other
organizations not listed in the group author name here.
5. URL
Example:
Los Angeles County Department of Public Health. (2017, January). Key
indicators of health by service planning area.
http://publichealth.lacounty.gov/ha/

III Accompanying DepEd Textbook and Educational Sites

Agonos, Mariam Jayne M., May Pearl B. Bade, Marielle J. Cabuling, and Jason M. Mercene.
2015. “Family Leisure Affair: A Qualitative Study on Negotiating Leisure in Families
with OFW Parent.” The Journal of the South East Asia Research Centre for
Communications and Humanities 7 (2): 83-105.
http://search.taylors.edu.my/documents/journals/2015-7-2/SEARCH-2015-72-
J5.pdf.

Agero, Lorena B., and Eugenio S. Guhao. 2016. “Single Parents of School Children: Tales of
Survival." International Journal of Advancements in Research & Technology 5, no. 6 (June).
http://www.ijoart.org/docs/SINGLE-PARENTS-OFSCHOOL-CHILDREN-TALES-OF-
SURVIVAL.pdf.

Blackmon, Stephanie J., and Claire Major. n.d. ``Student Experience in Online Courses: A
Qualitative Research Synthesis.” Information Age Publishing. Accessed February 11, 2021.
https://www.cu.edu/doc/student-experiences-online-classesqual-study.pdf.

Buensuceso, Dondon B., Dary E. Dacanay, Glicerio A. Manalo, and Nicanor M. San
Gabriel. 2016. Practical Research 1: Teacher's Guide. 1st ed. Pasig City, Metro Manila:
Department of Education.

California State University, Dominguez Hills. n.d. “Citation.” CSUDH University Library.
Accessed February 10, 2021. https://libguides.csudh.edu/citation.

Cristobal, Amadeo Jr. P., and Maura Consolacion D. Cristobal. 2017. Practical Research 1
for Senior High School. Quezon, Metro Manila: C & E Publishing, Inc.

Garcia, Miriam D., Jonas M. Palencia, and Marjueve M. Palencia. 2019. Practical Research
1: Basics of Qualitative Research. 2nd ed. Mandaluyong City, Metro Manila: Azes
Publishing Corporation.

Jufrianto, M., and Ch. B. Ramazani. 2013. “Research Paper Introduction and Conclusion
Performance and Inventory.” Accessed February 11, 2021.

8
 http://academics.smcvt.edu/cbauer-
ramazani/AEP/EN104/Rubrics/rubricres_paper_intro_concl.html.

Mendeley. (n.d.). APA format citation guide. https://www.mendeley.com/guides/apacitation-guide

Ramos, Connie C. 2019. “Two in One: Struggles of a Working Student.” ResearchGate.

https://www.researchgate.net/publication/331815496_2in1strugglesofworkingst udents.

Salvador, Jordan T. 2017. “Mothers in Their Teenage Years: A Phenomenological Study.”

https://stti.confex.com/stti/bc17/webprogram/Paper83203.html.

The Chicago Manual of Style. n.d. “Chicago Style for Students and Researcher.” Turabian:
A Manual for Writers. Accessed February 10, 2021.
https://www.chicagomanualofstyle.org/turabian/citation-guide.html.

University of Pittsburgh Library System. n.d. “Citation Styles: APA, MLA, Chicago, Turabian, IEEE:
Home.” Accessed February 10, 2021. https://pitt.libguides.com/citationhelp.

Yang, Yi, and Linda F. Cornelius. 2004. “Students’ Perceptions towards the Quality of Online
Education: A Qualitative Approach.” 2004 Annual Proceedings 1.
https://files.eric.ed.gov/fulltext/ED485012.pdf.

IV Activity Proper
Activity 1. Drawing Conclusion

Directions: Make a conclusion based on the given findings cited from the different
qualitative researches.
Rubric for Scoring:
Adopted from Jufrianto, M., and Ch. B. Ramazani 2013

• The conclusion captures the focus of the research paper 5 pts

• The conclusion provides a recommendation 5 pts
• The conclusion includes an ending comment that inspires 5 pts
the reader to continue thinking about your topic.
15 pts

The Level of Performance of Instructors: Basis for the Formulation of an

Academic Intervention Program
By Cristobal, 2013
Summary of Findings #1:

Looking at the qualitative descriptions of the students to the instructors in terms

of strengths, the instructors are strong in the mastery of the subject matter; explain
the lessons; give enough examples; are good teachers, and have humor. This denotes
that the students are satisfied with the knowledge and inputs of their instructors as
they give enough examples. The theories and principles being discussed are
thoroughly understood by them. These strengths should be sustained if not
continuously enhanced.
For the areas of improvement, the students said that their instructors should
further improve the following: speaking in low volume; tardiness in class; lacking
instructional materials; speaking at a fast pace; lacking interactions; repetitive
instructional methods; poor time management; boring classes; poor classroom
management; and unclear grading system. Labeling these comments, it could be
inferred that instructors need more improvement in their instruction and classroom
management. This affirms the indicators and variables that need further improvement
9
to establish quality instruction. This is very important because though instructors
have high knowledge on their subject matter, how to impart them also needs care and
considerations.

Conclusion #1:
__________________________________________________________________
__________________________________________________________________
_____________________________________________________________
_____________________________________________________________

Students’ Perceptions towards the Quality of Online Education:

A Qualitative Approach
by Yi Yang and Linda F.
Cornelius Mississippi State
University
Summary of Findings #2:

The purpose of this study was to examine students’ perceptions towards online
education based upon the online learning experiences they had. Students' perceptions
toward online education based on their own experiences have been examined. The
factors which shaped those students’ online education experiences have also been
investigated. The findings of this research will be grouped in two clusters: students’
positive experiences and negative experiences. The students’ positive experiences
were: flexibility, cost-effectiveness, electronic research availability, and ease of
connection to the Internet. The students’ negative experiences were identified as:
delayed feedback from instructors, unavailable technical support from the instructor,
lack of self-regulation and self-motivation, and a sense of isolation. Factors that
contributed to students’ positive experiences were: flexibility of class participation
time and self-paced study, the cost-effectiveness of online class, electronic research
availability, well-designed course layout, ease of connection of the Internet, easy
navigation of the online class interface, and familiarity with the instructor. Factors
that contributed to students’ negative experiences were: delayed feedback from the
instructor; unavailable technical support from the instructor, lack of self-regulation
and self-motivation, sense of isolation, monotonous instructional methods, and poorly
designed course content.

Conclusion #2:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

STUDENT EXPERIENCES IN ONLINE COURSES

A Qualitative Research Synthesis
Stephanie J. Blackmon and Claire Major T
The University of Alabama

Summary of Findings #3:

Several themes emerged during our research synthesis. The five major recurring
themes about student experiences from each study include the ability to balance
school and life, time management skills, acceptance of personal responsibility,
instructor (in)accessibility, and connection with peers. These themes could be directly
traced to those that were attributable to the students.
10
Conclusion #3:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Activity 2. Formulating Recommendations

Directions: Make a recommendation based on the given summary of findings

and conclusion cited from the different qualitative researches.

Rubric for Scoring:

Adopted from Garcia, Palencia and Palencia 2019

• The student was able to write down his/her 5pts

recommendations completely, in the proper format, and
clearly and consistently.
• The student was able to write down his/her recommendations 3pts
in a somewhat consistent manner.
• The student had a pronounced difficulty or was barely able to 2pts
write down his/her recommendations.

Mothers in Their Teenage Years: A Phenomenological Study

by Jordan Tovera Salvador, PhD, MAN, RN, FISQUa, FRIN, FRIEdr, AREMT, 2017
College of Nursing, Imam Abdulrahman Bin Faisal University, Dammam, Saudi
Arabia

Summary of Findings #1:

Obtaining the qualitative data analysis approach, four (4) emergent themes
were generated from the narratives of the participants: ‘Awakening' – depicted the
participant's growth and development as a teenager and curiosity about so many
things that kept them puzzled, ‘Pregnancy’ – showed the participants’ struggles and
challenges they have experienced during the child-bearing stage, ‘Motherhood’ –
entailed the hardships of being mothers at an early period in their lives and how
they managed to cope, adjust and adapt as members of the society and ‘Futurity’ –
showcased the hope, faith and love of the participants to continue life after their
challenging experiences.

Conclusion #1:
The study concludes the importance of health education in society
regardless of race, religion, gender, age and socioeconomic status.

Recommendation #1:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

11
 Two in One: Struggles of a Working
Student
by Connie C. Ramos 2019
Summary of Findings 2:

The researchers found out that the struggles of working students are sleep
Deprivation, Health Issues, Time Management, Lost of Concentration, Missed
Lessons, and Conflicts on School tasks. These are the factors that make the situation
of working students hard/difficult.

Conclusions 2:
The researchers further concluded that the struggles of working students are
divided into two, these are personal and school-related. They are having a hard time
because of the struggles that they are experiencing. They suffer Sleep Deprivation that
can affect their health and having Health Issues or complications is a factor for them
to struggle in Time Management that can be a cause of Missed Lessons, Loss of
Concentration, and Conflicts on School tasks.

Recommendations 2:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Family Leisure Affair: A Qualitative Study on

Negotiating Leisure in Families with OFW Parent
by Mariam Jayne M. Agonos, May Pearl B. Bade,
Marielle J. Cabuling and Jason V. Mercene 2015
University of the Philippines

Summary and Conclusion #3:

Based on the families interviewed, we can see that Filipino families lean more
towards joint decision-making concerning their family leisure. Parents deem that
leisure activities are relevant to instill values and hone the skills of their children,
which allow them to exemplify good parenting. Thus, family leisure becomes an
avenue to carry out their familial duties. Going to malls is the main leisure activity as
the mall environment enables them to spend their time together as a family (e.g. eating
out, watching movies etc.) as well as pursue individual interests (e.g. leaving children
at toy stores to buy groceries). After the departure of one parent to work abroad, the
leisure activities of the families often vary slightly. To some, their family leisure
activities diminish as some activities must involve all the members of the family. Thus,
the value of these activities lessens as the value for a complete family is heightened
with the departure of one parent. Alternatively, some usual activities such as cooking
and eating together become leisure activities every time the OFW parent comes home
for a vacation. While there is still a patriarchal notion in terms of who the breadwinner
is, families with an OFW parent deviate from this as the findings reveal that mothers
are the decision-makers in terms of family leisure. Nevertheless, since modern families
aim for joint decision-making, it becomes apparent that the left-behind parent keeps
the OFW spouse updated about the family’s leisurely involvement.

Lastly, the findings reveal that negotiations for determining leisure activity usually
employ one of these three styles, namely Accommodation, Competition, and

12
Collaboration. The negotiation style depends on the type of leisure, the budget allotted
for the activity, and who or what parties are involved. The parent who is overseas or
left behind tends to be accommodating to their children’s leisure requests. However,
between the parents, competition of ideas and suggestions may arise, while children
tend to be more collaborative among themselves. Besides, families still follow some
traditional ways in deciding the family’s leisure activities, but they are open to the
modern method of decision making.

Recommendations 3:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

STUDENT EXPERIENCES IN ONLINE COURSES

A Qualitative Research Synthesis
Stephanie J. Blackmon and Claire Major T
The University of Alabama

Summary of Findings #4:

Several themes emerged during our research synthesis. The five major recurring
themes about student experiences from each study include the ability to balance
school and life, time management skills, acceptance of personal responsibility,
instructor (in)accessibility, and connection with peers. These themes could be directly
traced to those that were attributable to the students.

Conclusions 4:
The researchers believe that the studies taken together suggest that students
take online courses for some personal reasons. Several factors influence their
experience, some of which students control and some of which faculty control.

Recommendations 4:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

“Single Parents of School Children: Tales of Survival”

Lorena B. Agero and Eugenio S. Guhao 2016 Graduate School, University of
Mindanao, Davao City
Summary and Conclusion #5:

The purpose of this study has been pointed out to investigate the
experiences of the single mothers of school children. Its goal is to explore
and bring out the various emotions and insights of the participants to use
as concepts in the findings of the study.

The results of this study have shown that single parents of school children face
a lot of various adversities in life. Financial and emotional adversities in taking care
and supporting the needs of their children are common dilemmas they stand against.
Few single parents can successfully raise children alone, despite the social
expectation that noncustodial parents (usually the father) should only be responsible
13
for supplemental financial support, while the custodial parent (usually the mother)
takes on both parenting and economic roles (Goldscheider and Waite 1991). The
behavior of children may also be affected by the separation of parents. In fact,
according to a study, many fathers stop seeing their children regularly after the first
year of divorce. This can cause children to act out from the hurt and lack of a positive
male role model. Behavioral problems can also occur when single moms are working
too hard, making it more difficult to manage discipline effectively (Welton, 2015).

Recommendations 5:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Activity 3. Listing References

Direction: Make a Reference List correctly by using the provided

information. Use the 7th edition APA Style format.

1. Title of Book: Vanishing Wildlife of North America

Author/s: Thomas B. Allen
Copyright: 1974
Publisher: National Geographic Society
Place of Publication: Washington, D.C.

2. Title of Book: The Creators: A History of the

Heroes of the Imagination
Author/s: Daniel J. Boorstin
Copyright: 1992
Publisher: Random
Place of Publication: New York, New York

3. Title of Book: Research and Thesis Writing with Statistics Computer

Application
Author/s: Laurentina Paler-Calmorin, PhD
Copyright: 2016
Publisher: Rex Book Store, Inc.
Place of Publication: Quezon City

4. Title of Article: Students who spend more time on Facebook tend to have
higher grades: Findings from a Philippine university
Name of Journal: International Journal of Research Studies in Education
Authors: Alicia V. Carreon, Jarrent R. Tayag, Madonna M. Valenzuela,
Carmela S. Dizon
Date Published: 2019
Volume: 8
Issue: 4
Published Date: July 1, 2019
DOI: https://doi.org/10.5861/ijrse.2019.4905

5. Title of News Article: Vaccine delivery dry run goes well

Author: Maricar Cinco
Date Published: February 10, 2021
Title of the Newspaper: Philippine Daily Inquirer

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 URL:https://newsinfo.inquirer.net/1394139/vaccine-delivery-dry-run-
goeswell

V Reflection
Directions: As what you have learned from this lesson, write a short reflection.
1. I learned that….
________________________________________________________________________________
________________________________________________________________________________
_________________________________________

2. I will continue to study this topic because….

________________________________________________________________________________
________________________________________________________________________________
_________________________________________

VI Answer Key

Answers may vary Answers may vary

Activities 1 & 2 Reflection

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