WLP PR1 Q1 Adf

Republic of the Philippines
Department of Education
REGION IVA- CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
SARIAYA WEST DISTRICT
LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL
BRGY. LUTUCAN MALABAG, SARIAYA, QUEZON
Weekly Learning Plan for Grade 11

THIRD QUARTER
LEARNING AREA: Practical Research 1
Teacher: AMIHAN D. FORTUS Inclusive Dates: ______________________

Department: Comm Arts - English Key Teacher: Mr. Lester M. Tañada
Week Lesson/Content Learning Competency Learning Tasks
Week 1-2 Nature of Qualitative 1. Shares research Part 1: Introduction
Research and its experiences and The research teacher will share some memes about the Qualitative Research and reiterate being a responsible Netizen.
Importance knowledge; explain the
importance of Welcome to Practical Research 1! This is just the scientific way the learners do in their everyday life - exploring things, asking
2. research in daily life; and questions, observing, and other activities they experience. This is just the start of the conventional way of providing answers to their
describes characteristics, questions and observations - through research they will explore in this lesson. Specifically, they are expected to share research
processes, and ethics of experiences and knowledge, explain the importance of research, and describe the research's characteristics, processes, and ethics.
3. research.
Research is an investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted theories or laws
in the light of new facts, or practical application of such new or revised theories or laws (Merriam-Webster Dictionary, Retrieved from
https://www.merriamwebster.com/dictionary/research). According to Zarah (2020), the main purpose of research is to inform action,
prove a theory and contribute to developing knowledge in a field or study. This article will highlight the significance of research with
the following points:
1. a tool for building knowledge and for facilitating learning;

2. means to understand various issues and increase public awareness;
3. an aid to business success;
4. a way to prove lies and to support truths;
5. means to find, gauge and seize opportunities;
6. a seed to love reading, writing, analyzing, and sharing valuable
information; and
7. nourishment and exercise for the mind.
Moreover, since the purpose of research is to inform action. Thus, a research study should seek to contextualize its findings within the
larger body of research. Research must always be of high quality to produce knowledge applicable outside the research setting.
Furthermore, the results of the study may have implications for policy and future project
implementation.
Email address: lutucan.sariaya@gmail.com

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This form is a property of LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL. Any unauthorized use is strictly prohibited.
To read further about the importance of research, they may copy this link to their browser:
https://graduate.kennesaw.edu/newsletter/posts/seven_reasons_why_research_is_important.php
Research involves a systematic process that focuses on being objective and gathering a multitude of information for analysis so that the
researcher can conclude. The scientific research process is a multiple-step process where the steps are interlinked with the other steps.
If changes are made in one stage of the process, the researcher must review all the different steps to ensure that the changes are
reflected throughout the process.
The research process often begins with a broad idea for a topic a researcher would like to know more about. They will need to do some
preliminary research to identify a problem. After refining their research questions, they can lay out the foundations of their research
design, leading to a proposal that outlines their ideas and plans. Although different models of the research process exist, each
containing other numbers of stages, most include the same general elements.
To read further about the research process, they may copy this link to their browser: https://www.scribbr.com/category/research-
process/ Research is a process of collecting, analyzing, and interpreting information to answer questions. However, to qualify as
research, the process must have specific characteristics: it must, as far as possible, be systematic, controlled, rigorous, valid and
verifiable, empirical and critical.
Characteristics of Research (CAMELCR)

1. Empirical. Research is based on direct experience or observation by the researcher.
2. Logical. Research is based on valid procedures and principles.
3. Cyclical. Research is a cyclical process because it starts with a problem and ends with a problem.
4. Analytical. The research utilizes proven analytical procedures in gathering the data, whether historical, descriptive, or experimental
Case study.
5. Critical. Research exhibits careful and precise judgment.
6. Methodical. Research is conducted in an organized manner without bias using systematic methods and procedures.
7. Replicability. The research design and procedures are replicated or repeated to enable the researcher to arrive at valid and conclusive
results
Part 2: Development
TASK A. Let’s Start with the Basic (Let the teacher checks the level of the learners’ vocabulary or literacy)

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Directions: Write terms, concepts, or ideas that come to mind when encountering the word research.
R -
E -
S -
E -
A -
R -
C -
H -
TASK B. Decide if it is TRUE or FALSE! (With an internet-FB poll, No Internet – hard copy of the questions)
Directions: Write TRUE if the statement is correct and FALSE; otherwise, in the space provided.
__________ 1. Research is said to be critical if it exhibits cautious judgment.

__________ 2. Research is based on invalid procedures and principles.
__________ 3. Research is not based on observation by the researcher.
__________ 4. The research process begins with a very broad idea of a topic.
__________ 5. The purpose of research is not to inform action.
TASK C. Just a YES or NO (With internet-FB poll, No Internet – hard copy of the questions)
Directions: Write YES in the space before the number if the statement describes characteristics of Research and NO if not
__________ 1. Research starts with a problem and ends with an answer.

__________ 2. The research utilizes proven logical processes in gathering the data.
__________ 3. Research replicates to arrive at valid and conclusive results.
__________ 4. Research is conducted in an organized manner with bias.
__________ 5. The research utilizes historical and experimental procedures.
Part 3: Engagement
Task D. Share your Stuff (Snowball can be used. This will let them create their meaning of research and compare answers from their
classmates)

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Directions: Share personal experiences on research by completing the table below. Answer the guide questions that follow.
Your own experience of Research (or Research that you What is the importance of this research to life?
know)
Guide Questions
1. Based on your experiences, how do you

define research?
2. What are the features of research?
3. Is research essential in our everyday living?
Part 4: Assimilation
Task E. FB (Follow and Build) Time!
Directions: Follow each process on the cycle

below and build a mnemonic device to
remember the research process cycle easily.
Answer the guide questions that follow.

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Process Your Idea(s) / Note(s) Term(s) to be used
My mnemonic device to easily remember the research cycle is __________________________.

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Guide Questions
1. Which among the processes is the easiest step in research? Why?

2. How about the most difficult? Why?
3. Based on the activity, what are the characteristics of research?
Part 5: Assessment
Learning Task 6: Time to assess!
Directions: Read and analyze each item. Encircle the letter of the correct
answer.
1. Which among the following terms is an investigation or experimentation aimed at discovering and interpreting facts?
A. Case study B. Ethics C. Inquiry D. Research
2. Cincy Merly provides data based on valid procedures and principles. Which among the characteristics describes the statement?
A. Analytical B. Critical C. Cyclical D. Logical
3. Which of the following terms implies logical research?

A. research is based on observation by the researcher.
B. research is based on valid procedures and principles.
C. Research utilizes historical and experimental procedures.
D. Research replicates to arrive at valid and conclusive results.
4. Peejay conducted research in an organized manner without bias. Which of

Do the characteristics describe the statement?
A. Analytical B. Logical C. Methodical D. Replicability
5. Which of the following terms refers to collecting, analyzing, and interpreting information to answer questions?
A. Research B. Observation C. Interpretation D. Reflection

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Part 6: Reflection
Allow learners to share their learning by completing the prompt:
I learned that __________________________
I understand that _____________________
I realized that _________________________
Prepared by: Checked Observed by:
AMIHAN D. FORTUS LESTER M. TAÑADA DORIS D. PEÑARANDA

Teacher II Key Teacher-English Head Teacher IV-English

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FOURTH QUARTER

Weeks 3 Nature of Inquiry and 4. Differentiates Part 1: Introduction
and 4 Research quantitative from
qualitative research In this lesson, the learners are expected to learn the following competencies:
5. Characteristics, Strengths 1. Differentiate quantitative from qualitative research.
and Weaknesses, Kinds, 2. Describe characteristics,
and strengths, weaknesses, and kinds of qualitative research; and
6. Importance of 3. Illustrate the importance of qualitative research across fields.
Qualitative Research
According to Fraenkel et al. (2012), "Qualitative research is a type of educational research in which the researcher relies on the views
of participants; asks broad, general questions; collects data consisting largely words (text) from participants; describes and analyzes
these words for themes; and conducts the inquiry in a subjective, biased manner." While qualitative research is a type of educational
research in which the researcher relies on the views of participants; asks broad, general questions; collects data consisting essentially of
words (text) from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective, biased manner.
(Fraenkel.et.al. 2012).
Sources Fraenkel, J.R. Wallen N.E, and Hyun H.H. (2012) How to design and Evaluate Research in Education.
New York: McGraw-Hill Companies, Inc

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Characteristics of Qualitative Research

Qualitative research can be easily characterized by carefully observing how some research elements, such as research design, data
collection procedure, and data analysis, have been considered. As cited from Spalding University Library (2020), these three key
elements will adequately guide the researcher in conducting a qualitative study. To further understand this kind of research, its
characteristics are presented as follows:
1. Qualitative Research is naturalistic.
2. Qualitative Research is purposeful
3. Qualitative Research is detailed.
4. Qualitative Research requires engagement and neutrality.
5. Qualitative Research follows an inductive procedure
6. Qualitative Research is viewed from a holistic perspective
Strengths and Weakness of Qualitative Research

It is known that a qualitative type of research focuses more on explaining why subjects under investigation think and behave in
specific ways. With such purpose, qualitative research may have complementary strengths and weaknesses once the researcher employs
it. As cited from the university of Denmark Library (2020), this type of research has its strengths and weaknesses presented as follows:
Strengths:
1. Qualitative Research complements quantitative data.
2. Qualitative Research provides more detailed information to explain complex
issues.
3. Qualitative Research is cost-efficient.
Weaknesses:
1. Qualitative Research cannot generalize the findings to the study population.
2. Qualitative Research is more difficult to analyze.
3. Qualitative Research is time-consuming.
Importance of Qualitative Research Qualitative research
Qualitative research is oriented toward analyzing concrete cases in temporal and local particularity. It starts from the respondents’
perspectives, expressions, and activities in their local context. In this case, qualitative research is essential across many fields of inquiry
because it is designed for social sciences,

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psychology, and other areas. With this, qualitative research would verify or validate the tendencies, transform them into research
programs, and maintain the necessary changes toward its objectives and tasks.
Part 2: Development
Learning Activity 1. Classify the Difference!

Directions: Read and analyze the following characteristics of the research method carefully. Classify whether it is for
QUANTITATIVE or QUALITATIVE. Answers can be written in their notebook.
__________1. Represents the view and perspective of participants that mirror the values of life.
__________2. Contributes insights into existing concepts or explains human social behavior.
__________3. The type of research in that the new concepts or theory is to be developed but not statistically tested.
__________4. Study the meaning of people's lives under real-world conditions, and people will not be limited by the confines of a
laboratory.
__________5. It involves extensive narrative data to gain insights into phenomena.
__________6. To test the hypotheses, look at cause & effect and make predictions.
__________7. The focus of research is to narrow-angle lenses by hypothesis testing.
__________8. Uses structured and validated data collection instruments.
__________9. Quantify problems by generating mathematical data that can be transformed into usable statistics.
__________10. It provides insights to develop ideas or hypotheses, and it is primarily exploratory research

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Part 3: Engagement
Learning Activity 3. Let’s Compare and contrast!

Compare and contrast the two broad categories of research by using the Venn diagram below.
Write the distinctive characteristics of quantitative research in the left circle and qualitative.
Research in the right circle. Outputs can be written in their notebook.
Learning Tasks 4: Let’s Decode!

Rearrange the jumbled letters given on each item to get the correct words associated
with research. Write your answers in your notebook. Note: The definition of each word is
provided to serve as your clue.
1. (hcacartesircit): refers to a distinguishing trait, quality, or property.
2. (gnhterts): a quality or state of being a strong attribute or inherent asset
capacity for exertion or endurance.
3. (knsseeaw): the quality or state of being weak.
4. (ndki): pertains to a group united by common traits or interests.
5. (cetanmiorp): implies the significant worth of something.

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Part 5:Assessment
Learning Tasks 6: Let’s Assess!

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Read each statement carefully. Choose the letter that corresponds to the best answer.
Write your answers in your notebook.
1. How can qualitative research be done in a naturalistic manner?
a. It should control the data.
b. It should manipulate the data.
c. It should focus on artificial responses.
d. It should solicit responses from real-life situations.
2. How can a researcher select participants in a purposive manner?

a. Select the participants randomly.
b. Select the participants by means of “draw lots.”
c. Select the participants who can pass the set criteria.
d. Select the participants based on the mere convenience of the researcher.
3. Which of the following does NOT characterize qualitative research?

a. The Research follows an inductive procedure.
b. The Research focuses on personal experiences and insights.
c. The Research considers a thick description of the gathered data.
d. The Research is done using a linear and cause-and-effect relationship approach.
4. Why does using a small number of participants become a weakness of qualitative

research?
a. It cannot be a source of data.
b. It requires more resources; hence, it is not cost-efficient.
c. It cannot provide detailed information on the phenomenon to be investigated.
d. It needs to provide sufficient information on the phenomenon to be investigated.
5. What is the strength of qualitative research?

a. Qualitative Research is time-consuming.
b. Qualitative Research is more difficult to analyze.
c. Qualitative Research cannot generalize the findings to the study population.
d. Qualitative

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Part 6: Reflection
I learned that __________________________
I realized that _________________________
7.


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THIRD QUARTER

Week5-6 Identifying the Inquiry 8. Designs a research Part 1: Introduction
and Writing Research project related to daily The learners already have learned from the previous lessons about qualitative research, how it differs from quantitative analysis, its
Title life; characteristics, strengths, weaknesses, and kinds, and the importance of qualitative research across fields. In this lesson, they will learn
9. writes a research title; about designing research projects related to daily life, writing research titles, and providing justifications for conducting research.
and
10. provides the Research is more than just a valuable tool in building crucial knowledge. Still, it is also the most reliable way to understand the
justifications/reasons for complexities of various issues in our everyday lives. Designing a research project is like making a blueprint of our dream houses. It
conducting the research. always starts with the essential questions that will be resulted in a better plan.
Choosing and Developing a Research Topic
The ability to develop a good research topic is an important skill. An instructor may assign you a specific topic, but instructors often
require the learners to select their topic of interest. When deciding on a topic, there are
a few things that you will need to do:
• brainstorm for ideas;
• choose a topic that will enable to read and understand the literature;
• ensure that the topic is manageable and the material is available;
• make a list of keywords;
• be flexible;
• define the topic as a focused research question;
• research and read more about the topic; and
• formulate a research statement.
Be aware that selecting a good topic may take work. It must be narrow and focused enough to be interesting yet broad enough to find
adequate information. Before selecting a topic, ensure what the final project should look like. Each class or instructor will likely require
a different format or style for the research project.

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To read further about the importance of research, learners may copy this link
to their browser: https://www.umflint.edu/library/how-select-research-topic
Effective Research Title
Writing a research title may seem simple, but it requires some serious thought. It is a surprise to most people that an author, having
successfully written a detailed account of a research study, experiences a block while attempting to title the research paper. However,
most authors, by possessing comprehensive details of the research paper, are perplexed concerning how to make their research paper
title
concise without sacrificing any relevant elements.
Abueg (2020) stated that the research title resembles a road sign. He expressed that a title is a tool that guides the researcher in focusing
their inquiry. In addition, it provides an opportunity to convey the central idea behind one's research.
Tips on Drafting a Research Title
Drafting a research title is crucial as it will capture the essence of what they wish to do in their inquiry. Various ways can they help
them develop one.
1. Consider the ideas behind the research topic. Identify these main ideas and how they are related to one another. Try to inform a
possible title using these main ideas. (Example: If your topic is about the STEM students
and their motivation in choosing such strand in Senior High School. The main ideas would be the STEM students and their
motivations.)
2. Completing the following sentence: “My study is about…” can also aid in drafting a research title as it captures the essence of your
research topic in one sentence. (Example: My study is about how the STEM students choose their strand in Senior High School.)
3. It may also consider citing several attributes of research, such as its purpose, conceptualization, approach, design, and methods
used(Abueg, 2020).
4. Additionally, Trinidad (2018) considered making the research title as concise as possible and deflecting "unnecessary words." Note:
Avoid using these phrases: “An Approach to…” or “A Study of…”
5. It may also consider developing a single or two-part title. (Example: Science ATM Card: A Motivational Tool in Teaching and
Learning Science 11) Remember: The first part is a snappy phrase intended to catch the audience's attention, while the second part is
more descriptive of the actual study. Having a two-part title can provide (1) additional context; (2) the temporal scope of the research;
(3) the leading theory; (4) the approach; and (5) the methodology used (University of Southern California, 2016).

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Parts of Research Title
A Catchy Hook - this is the least important part of an academic title and creatively introduces the paper.
Topic Keyword - the "what" of the paper. This identifies concepts to be explored. They are present in the title for humans scanning
many articles and search engine indexing. Focus Keyword - the "where/when" of the paper. Along with the "topic keyword," these
more specific keywords are vital so that researchers can drill
down to specific articles that pertain to their research.
Part 2: Development
Learning Task 1: A Story to tell…
Learning Task 2: Give a Yes or No!
Directions: On the space provided, write YES if the statement is correct and
NO otherwise.
__________ 1. In deciding on a topic, your interest as a researcher is very
important.
__________ 2. Being flexible is unnecessary in deciding on a research topic.
__________ 3. Reading only one article or research paper will help you
decide on your research topic.
__________ 4. The research title must have the main idea of your topic to study.
__________ 5. The research title serves as an aid to the researcher in focusing on the investigation and processes of the study.

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Learning Task 3: Give me your Whys
Directions: The students will provide reason/s for conducting each of the given titles/topics below. Write your answers in the space
provided.
Part 3: Engagement
Learning Task 4: Think and List!
Directions: List three problems or issues in the field of interest and expertise.
Explain their reasons for choosing the said topic. Decision-making is very
important in choosing a topic for research. The following questions can be considered:
✓ What problem I want to solve?
✓ Who will benefit from the study?
✓ Why do I need to conduct this study?
✓ What are the possible research questions for the said study?

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Learning Task 5: TOT-PAD (Think of a Title by Planning a

Design)
Directions: From the answers in Learning Task 4, choose one

topic/issue they want to study. Identify the following concepts being
asked on the graphic organizer below to come up with a Research
Title.
Part 5: Assessment
Learning Task 6: Time to assess!
Directions: Read and analyze each item. Encircle the letter of the correct
answer.
1. What part of the research title identifies concepts to be explored?
A. Research title B. Focus keyword
C. Topic keyword D. Catchy hook

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2. Cincy Merly wants to craft research. Which of the following is not necessary
to consider in deciding the topic?
A. Availability B. Flexibility
C. Complexity D. Manageability
3. Which part of the research title introduces the paper in a creative way?
A. Catchy hook B. Focus keyword
C. Topic keyword D. Research title
4. Peejay wants to use a two-part title for his research. Which among the
following does not apply to his title?
A. Additional context B. Approach
C. Locale D. Methodology
5. Which of the following parts of the research title serves as the "where/when" of
the paper?
B. Catchy hook B. Focus keyword
C. Topic keyword D. Research title
Part 6: Reflection

I learned that __________________________
I realized that _________________________

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THIRD QUARTER

Week 7-8 Writing Brief Review 11. selects relevant literature Part 1: Introduction
of Literature 12. cites related literature
using standard style A good introductory page is a baseline statement of what and how a paper should go fluidly. However, reviewing related literature will
13. synthesizes information strengthen the claims of a systematic, purposeful, and well-defined research paper. Learners will explore the process or review related
from relevant literature literature in this part.
14. writes a coherent review A literature review surveys books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory
of the literature and, by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being
15. follows ethical standards investigated. (Fink, Conducting Research Literature Reviews: From The Internet To Paper.) It usually has an organizational pattern and
in writing related combines both summary and synthesis, often within conceptual categories.
literature The following are features of a good literature review (Organizing Your Social Sciences Research Paper: 5. The Literature Review):
16. presents a written review 1. Gives a new interpretation of old material or combines new with old interpretations
of the literature 2. Traces the intellectual progression of the study
3. Depending on the situation, evaluate the sources and advise the reader of the research on the most pertinent Research
4. Usually, a literature review's conclusion identifies where gaps exist in how a problem has been researched to date.
Meanwhile, the following are some functions of the literature review:

1. It brings clarity and focuses to a research problem
• It helps to define the relationship between the research problem and the body of knowledge in the area.
2. It improves the methodology
• Literature review acquaints with the methodologies used by others to find answers to questions similar to the one
investigating.
• It tells if others have used procedures and methods similar to those proposed, which procedures and methods worked well for
them, and what pitfalls they faced with them.
3. It broadens the knowledge base in a research area
• Literature review ensures the learners read widely around the subject area to conduct a research study.
• It is important to know what other researchers have found concerning the same or similar questions, what theories have been

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put forward, and what gap exists in the relevant body of knowledge
4. It contextualizes findings
• Literature review helps identify how findings compare with the existing body of knowledge. How do answers to your
questions compare with what others have found? What contribution that they have been able to make to the existing body of
knowledge? How are the findings differ from others?
Now here is a five-step process for conducting a literature review

1. Search for existing literature in the area of study
• Set parameters for the search. Start with at least some ideas of the broad subject area and of the problem they wish to
investigate.
• Next, compile a bibliography for this broad area. Be aware that sometimes a title does not provide enough information to
decide if a book/ journal will be helpful.
• Start with the latest issue, and examine its contents page to see if an article is relevant to its research topic.
• Start by reading the abstract. If it is relevant, then download and read it.
2. Review the literature selected
• Now that they have identified several books and articles as useful, the next step is to start reading them critically to pull
together the associated themes and issues.
• If they do not have a theoretical framework or themes in mind to start with, use separate sheets of paper for each article or
book.
• Once developed rough frameworks, slot the findings from the material so far reviewed into that framework, using a separate
sheet of paper for each theme of that framework. As they read further, they go on slotting the information where it logically belongs
under the themes so far developed.
• Notice where there are significant differences among researchers and give an opinion about the validity of these differences.
• Ascertain the areas in which little or nothing is known- the gaps in the knowledge body.
3. Develop a theoretical framework
• During the start of reading the literature, they will soon discover that the problem they wish to investigate has its roots in a
number of theories that have been developed from different perspectives.
4. Develop a conceptual framework
• The conceptual framework stems from the theoretical framework and usually concentrates on one section of that theoretical
framework, which becomes the basis of the study.
5. Write the literature reviewed
• While reading the literature for the study's theoretical background, they will realize that specific themes have emerged.
• List the main ones, converting them into subheadings. These subheadings should be precise, descriptive of the theme in

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question, and follow a logical progression.
The different elements of typical research literature (Hewitt, 2009) include the following:
1. Journals are published in issues regularly, usually weekly, monthly, or quarterly. These are either (1) Research journals,
which are published peer-reviewed articles, or (2) Professional journals, which are published articles on professional issues, service
developments, the use of research findings in practice, and some short research articles.
2. Theses and dissertations are very detailed and comprehensive accounts of research work. They are usually submitted for a
higher degree at a university.
3. Conference proceedings comprise summaries of research work presented at conferences.
4. Books and textbooks generally provide comprehensive overviews of a particular subject. In doing so, they may refer to,
sometimes extensively, the research literature found in journal articles, reports, conference proceedings, or theses. They are only
sometimes used to present new research findings.
It is also important to cite references within the main body of the text to:
1. establish the validity of findings and facts included in the report;
2. give proper credit to the creator of the information;
3. help readers find or contact the sources of the ideas quickly;
4. permit readers to check the accuracy of your work; and
5. save from plagiarism.
Plagiarism can be any of the following kinds:

• Direct Plagiarism is the word-for-word transcription of a section of someone else's work without attribution and quotation
marks.
• Self-plagiarism occurs when a student submits his or her previous work or mixes parts of previous works without permission
from all professors involved.
• Mosaic Plagiarism occurs when a student borrows phrases from a source without using quotation marks or finds synonyms
for the author's language while keeping to the same general structure and meaning of the original.
• Accidental plagiarism occurs when a person neglects to cite their sources, misquotes their sources, or unintentionally
paraphrases a source by using similar words, groups of words, and sentence structure without attribution
How to avoid plagiarism?

• Develop a review of related literature by gathering other researchers' ideas using patterns or techniques like paraphrasing,
quoting, and summarizing it.

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• In doing so, they may either change the arrangement of ideas and structures of language by using synonyms, changing the
format of words by comparison- contrast, chronological order, passive-active sentences, inductive-deductive order, or by fusing
opinions with the author's ideas.
• In quoting, a part of an author's words is repeated in writing, but the page number of copied texts should be written; ideas
must be essential and quoted judiciously, meaning with complete understanding.
• Summarizing is a shortened version of the original text expressed in own language, picking only the most essential details of
the text.
• Paraphrasing, on the other hand, permits them to explain the idea in their own words.
Reminders for Adhering to Ethical Standards and Writing Coherent Review of Literature
• Doing the review of related literature is not the usual enumeration of references. Presentation of the data gathered should be
by topic based on the research objectives. The literature should not be too detailed or brief. The text should be based on the current
edition of the American Psychological Association (APA), Modern Language Association of America (MLA), the Chicago Manual of
Style, and other standards relevant to one's discipline.
Quick Guide to APA 7th Referencing

• APA is an in-text referencing style. This means that short referencing information (Author, Date) must be included in the text
of your assignment when you quote information from outside sources. Full details of references used are then included in a reference
list at the end of the document.
• References cited in-text must appear in the reference list and vice versa. The only exceptions are personal communications
and classical works
IN-TEXT CITATIONS
• When inserting a citation into the text of your document, including the authors' surnames and the year of publication,
enclosed in parentheses, e.g. (Smith & Jones, 2016). This brief citation allows the reader to find the appropriate complete reference in
the list at the end of the document.
• If they include a direct quote (word-for-word), the in-text citation must include the page number/s where the quotation
appeared, e.g., … “correct referencing is a necessity” (Smith & Jones, 2016, p. 16).
• For multiple in-text citations within parentheses, alphabetize citations by the first author and add a semi-colon (;) between
them to differentiate citations, e.g. (Smith & Jones, 2016; Williams, 2014).
• Use “and” when citing authors’ names in sentences and “&” for parentheses. e.g., Smith and Jones (2016) … versus …
(Smith & Jones, 2016)

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REFERENCE LIST
• The reference list starts on a separate page and is always organized in alphabetical order. Do not use numbers or bullet points.
• The second and subsequent lines of each reference in the list must have a hanging indent.
THINGS TO LOOK OUT FOR

• When there are multiple resources from the same authors in the same year, alphabetize by title for the reference list and then
add a, b, c, and so on after the year to differentiate the references for the in-text citations. For example:
Smith, D. (2014a). Care facilities for the elderly [Brochure]. NSW Health.
Smith, D. (2014b). Hand hygiene [Pamphlet]. NSW Health.
The in-text references would then be (Smith, 2014a) or (Smith, 2014b), depending on which document you cite.
• Capitalise all names and proper nouns as appropriate. Examples include Generation Z, YouTube, iPad, and PowerPoint.
• Digital Object Identifiers (DOIs) are essential for APA 7 and need to be included as part of reference list entries (where
provided).
• APA 7 no longer requires access to URLs for ebooks from library/database sources. Only include URLs for ebooks found via
the web.
See attached matrix for examples of in-text references and reference lists for (1) journal articles, (2) books, (3) web or online resources,
and (4) other resources such as lecture notes, recorded lectures, forum posts, and personal communication
Part 2: Development
Learning Task 1.
A. Write the chosen research topic on the center. Then, create a web or cluster of words/phrases related to the
topic. These are likely good search terms when researching relevant literature. (For
instance, your research is about teenage anxieties during the pandemic. The following can
be searched: teenagers, anxieties, pandemic, covid-19 effects on mental health, youth
experiences, emotional challenges, security issues during a health crisis, etc.)
B. Get and read an article related to one of the identified search terms. Then, create a concept/mind map on what and how it was
understood in the article you read. Explain or tell a story about the concept/mind map created from the data produced. Cite only those
that are related to the study. Think of this process as compared to telling a story – explaining how the literature has identified addresses

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and sheds light on the formulated research questions.
Part 3: Engagement
Learning Task 2.
Gather the references relevant to the research topic. Then, complete the table to help the learners write their related literature later.
• In column 1 (source/element), write the type of source you have.
• In column 2 (key points/valuable information), write key information from the source that has a bearing on your study.
• In column 3 (in-text citation), show
how you cite the source within your text.
• In column 4 (reference list), follow
the APA 7th referencing guide in writing your
entry.

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Learning Task 3.
Write a Brief Review of Related Literature for the study following these guidelines:
• Present, in an organized manner, the selected relevant literature using APA 7th edition standard;
• Include synthesis of information from relevant literature;
• Put a premium on coherence and ethical research standards in writing related literature; and
• Include an illustration and explanation of the conceptual framework of the research
Part 5: Assessment
Choose the best answer from the choices given.

1. Examining or studying again concepts or ideas related to your research is
a. Meta-analysis b. Significance
c. Review of Related Literature d. Methodology
2. This referencing style is mostly used in social sciences
a. APA b. MLA c. MPA d. Brownian
3. It is in this part where you display the identities or names of all writers or owners of ideas that you incorporated in your research
paper.
a. definition of terms b. references

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c. in-text citation d. contents

4. The Review of Related Literature is rightfully done by ‘’copy and paste’’ activity.
a. Highly accepted in all researches
b. Not accepted in all researches
c. Optional to some researches
d. Depends on the researchers’ decision
5. Chapter 2 is part of the research paper that contains the…
a. background of the Study b. Significance of the Study
c. Scope and Limitation d. Review of Related Literature
6. To read the literature critically means:
a. to suggest the previous research was always poorly conducted
b. skimming through the material because most of it is just covering
c. evaluating what you read in terms of your research questions
d. being negative about something before you read it.
7. It entails taking a phrase - either spoken or written - and restating it.
a. in-text citation b. paraphrasing
c. referencing d. synonym
8. Plagiarism is an act of
a. stealing and passing off intellectual properties as one's own
b. using someone else’s work without crediting the source
c. presenting as original and novel an idea or invention from an existing source
d. all of the above
9. Which choice reveals what should not be included in the bibliography?
a. Age of the author b. Author’s name
c. Titles of the article d. The dates of the article
10. Which of the following does not provide credibility and value to your study?
a. Falsifying documents b. Integrity
b. Confidentiality agreement d. Privacy and disclosure contract
Part 6: Reflection

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I learned that __________________________
I realized that _________________________


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Republic of the Philippines

Weekly Learning Plan for Grade 11

Teacher: AMIHAN D. FORTUS Inclusive Dates: ______________________

1. a tool for building knowledge and for facilitating learning;

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Characteristics of Research (CAMELCR)

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__________ 1. Research is said to be critical if it exhibits cautious judgment.

__________ 1. Research starts with a problem and ends with an answer.

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1. Based on your experiences, how do you

Task E. FB (Follow and Build) Time!

Directions: Follow each process on the cycle

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Process Your Idea(s) / Note(s) Term(s) to be used

My mnemonic device to easily remember the research cycle is __________________________.

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1. Which among the processes is the easiest step in research? Why?

3. Which of the following terms implies logical research?

4. Peejay conducted research in an organized manner without bias. Which of

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AMIHAN D. FORTUS LESTER M. TAÑADA DORIS D. PEÑARANDA

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Weekly Learning Plan for Grade 11

Teacher: AMIHAN D. FORTUS Inclusive Dates: ______________________

Email address: lutucan.sariaya@gmail.com

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Characteristics of Qualitative Research

Strengths and Weakness of Qualitative Research

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Learning Activity 1. Classify the Difference!

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Learning Activity 3. Let’s Compare and contrast!

Learning Tasks 4: Let’s Decode!

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Learning Tasks 6: Let’s Assess!

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2. How can a researcher select participants in a purposive manner?

3. Which of the following does NOT characterize qualitative research?

4. Why does using a small number of participants become a weakness of qualitative

5. What is the strength of qualitative research?

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AMIHAN D. FORTUS LESTER M. TAÑADA DORIS D. PEÑARANDA

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Weekly Learning Plan for Grade 11

Teacher: AMIHAN D. FORTUS Inclusive Dates: ______________________

Choosing and Developing a Research Topic

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Effective Research Title

Tips on Drafting a Research Title

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Parts of Research Title

Learning Task 1: A Story to tell…

Learning Task 2: Give a Yes or No!

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Learning Task 3: Give me your Whys

Learning Task 4: Think and List!

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Learning Task 5: TOT-PAD (Think of a Title by Planning a

Directions: From the answers in Learning Task 4, choose one

Learning Task 6: Time to assess!