ST. JOSEPH’S ACADEMY OF BONGABONG, INC.

Bongabong, Oriental Mindoro

TEACHING GUIDE IN
PRACTICAL RESEARCH I
Grade 11

Submitted by:

LEO JARANILLA GUTIERREZ

 TEACHING GUIDE
Practical Research I (GRADE 11)

TOPIC / LESSON NAME Preparing For Qualitative Research

The learner demonstrate the understanding of the range of research topics in the area of inquiry; the value of research in the area of
CONTENT STANDARDS
interest; and the specificity and feasibility of the problem post.
PERFORMANCE STANDARDS The learner is able to formulate clearly statement of research problem.
 Identify the goals and scope of social work
LEARNING COMPETENCIES
 Explain the principles and core values of social work
At the end of the module, the learners will be able to:
 Designs a research project related to daily life;
 Writes a research title;
SPECIFIC LEARNING  Describes the justifications/reasons for conducting the research;
OUTCOMES  States research questions;
 Indicates scope and delimitation of research;
 Cites benefits and beneficiaries of research; and
 Presents written statement of the problem.
TIME ALLOTMENT Week 4-6; 720 minutes (Three Weeks)

LESSON OUTLINE:
During the lesson, the learners will:
1. Introduction/Review: The learners will be informed about the learning objectives for the whole week.
2. Motivation: Asking the Right Question: The learners will be given a chance to ask any question that they are curious about. The teacher will set a parameter so that
there will be specificity to avoid ambiguity and to establish connection to their daily life.
3. Instruction/Delivery:
 Query Box: The learners will write words inside the box and will formulate a certain question that other students will try to answer.
 Quescussion: The learners will engage in discussion where questions will be posted and given for them to analyze and come up with the needed concepts.
Topics:
a) Making a Topic Manageable
b) Writing a Statement of the Problem
c) Writing Research Objectives
d) Writing Significance of the Study
e) Writing Scope and Limitation of the Study
 Group Brainstorming: The teacher will group the students that will serve as the official grouping for research writing. The students every after the class discussion will write a
well written:
a) Research topic
b) Statement of the Problem
c) Research Objectives
 d) Significance of the Study
e) Scope and Limitation of the Study

4. Practice: Writeshop: The teacher, after checking the outputs will ask each group to revise and improve their work according to the corrections and recommendations
noted on their manuscripts.
5. Enrichment: Research Analysis: The learners will individually analyse a given research that could improve their comprehension and improve their problem solving
skills.
6. Evaluation: Group Presentation: Every group will present their output to the class which will be subjected for critiquing and evaluation.

MATERIALS Laptop, hand-outs, whiteboard, marker, book

RESOURCES Marquez-Fong, S.E. & tigno, C. (2019). Vibal Group, Inc. Practical Research I. 1253 G. Araneta Avenue, Talayan Quezon City

PROCEDURE
Introduction/Review:
The learning objectives will be explained to the students.
At the of the lesson, the learners will be able to:
 Decide on a research topic;
 Narrow down topic to make it manageable for research;
 Construct a viable problem statement for research;
 Formulate own research objectives;
 Writes a well writing significance of the study; and
 Writes the scope and limitation of the study.

After sharing and explaining the learning objective, they will proceed to Query Box.

Motivation: Query Box: Asking the Right Question

The learners will focus to the box flashed on the board.
Directions: To increase awareness on the value of human knowledge and develop critical thinking skills needed in understanding research, read this sample question below
and try to answer by reflecting on it. The questions will be generated from the words flashed on the board.

Example: Which ideas would be better off forgetting?

Sample Answer: I think we should forget and let go of the things and worries that we can’t change anymore.
Because the negative ideas from worrying will make us suffer from anxiety that will hinder us from moving
forward to a better place. So, forget the negative thoughts and start thinking healthy by knowing what is best for
you.
Instruction/Delivery:
The learners will now go and dig in to the topics to be discussed.
A: Introducing the Topic: By this time, you probably have several ideas in your mind already about a potential research topic that you want to do. Ideas, however are just
part of research preparation process. The feasibility of the topic has in mind still needs to be tested first.

B. Quescussion: The learners will engage in discussion where questions will be posted and given for them to analyze and come up with the needed concepts.

Topic 1: Deciding on A research Topic

The following are the important things to keep in mind in looking for or deciding on a research topic:
1. Consider the interest and needs of other people, your community, and society as a whole. Many social problems such as traffic congestion, child trafficking, mental
health, death penalty, women right violations, drug addiction, and dismal public services (transportation, internet services, and mobile communications, etc) make for good
research topics.
2. Consider a topic that may be familiar to you, but you would like to further investigate; or something you know nothing about, but interested in learning more about.
3. Aim high but keep yourself grounded. Choose a topic within your level of experience and expertise. You are not expected to find the cure for cancer or solving global
warming.
4. Lastly, consider the elements of time, location and money. You only have a few months. For example, studying the culture of indigenous people living on the mountains
will entail immersion of time, travel and expenses, which may be luxurious for young researchers like you.

Topics to be Avoided
1. Controversial topics. These are the topics that depend greatly on the writer’s opinion, which may tend to be biased or prejudicial. Facts cannot support topics like these.
2. Highly technical subjects. For a beginner, researching on topics that require an advanced study, technical knowledge, and vast experience is a very difficult task.
3. Hard-to-investigate topics. A subject that is hard to investigate if there are no available reading materials about it and if such materials are not-up-to-date.
4. Too broad subjects. Topics that are too broad will prevent you from giving a concentrated or an in-depth analysis of the subject matter of the paper. The remedy to this
is to narrow or limit the topic to a smaller one.
5. Too narrow subjects. These subjects are so limited or specific that an extensive or thorough searching or reading for information about these is necessary.
6. Vague subjects. Choosing topics like these will prevent you from having a clear focus on your paper.

Once the students have decided on a topic, the next step is to compile a preliminary bibliography to help them narrow down topic to make it more manageable. When
gathering materials, take note of the basic information. At this point, only relevant information about the material is needed. Write at least 5 source materials and its
relevant contents to the proposed topics:
The following are the basic information needed:
 Title of the material
 Author/s name
 Publisher
 Place published
 Date of publication
Why manage a topic?
Setting specific research parameters that serve as limitations and focus of the study. By asking basic questions such as …
Who, what, when and where.
Who – limits the subject (people involved)
What – limits the categories such as age, sex, civil status, nationality and educational level.
Where – limits the geographical scope of the topic
When – limits the time frame of the topic

Discussion: As the students see the table, research topics can be narrowed down by asking basic Wh-questions (who, what, when, where – but not why) related to the topic.
“Who” questions limit the subject (or people involved) in the topic. “Where” question limit the geographical scope of the topic. “When” question define the time frame of
the topic. “What” questions limit various categories that relate to the subject, location, and time frame. Some of these categories are age, sex or gender, civil status,
nationality, and educational level among others.

Process Questions:
The teacher will ask the students to narrow down a certain topic.
To make your topic more specific, appropriate and guided by a research design, the following words are can be used:

Motivations
Struggles Example of a Title: Motivations and Perceptions of Selected Senior High
Strategies School HUMSS Students at St. Josephs Academy of Bongabong, Inc.
Coping mechanisms Towards Teaching Career
Practices
Perceptions
Lived-experiences

Topic 2: Stating the Problem

Topic Objectives: Construct a viable problem statement for your research; and formulate your research objectives.

After the topic is selected, all questions should be asked on the basis of the objectives of the study. First, list down all information or data you need to answer the
problem. Since this is a qualitative research, questions must answer the whys and hows, more than the where, when and about what of the things. You should begin reading
the preliminary or working bibliography that you have gathered in the previous lessons and ask the following questions:

 Under what kind of discipline does my selected topic below? (education, psychology, sociology, political science, philosophy, economics, etc.)
 What concepts and terms are used about my selected topics?
 How relevant or significant is this study to present situation in the country in general and of my school in particular?
 Are these some related studies conducted on the topic I have selected?

Formulating Research Problems

Research questions help the researcher focus their research by providing a path through the research and writing process. The specificity of a well-developed and
written research question helps the researcher avoid the “all about” paper and work toward supporting a specific, arguable notion. Research questions can be identified as:

Statement of the Problem – basically composed of the different questions that the entire study will answer. It begins with the opening paragraph that contains the general
problem of the study.

General Problem – gives the main focus of the proposed research study.
Specific Problems – these are the specific questions/problems the researcher wants to determine about the general problem.

Characteristics of a Research Question

These research questions will serve as a cornerstone and foundation of research undertaking. These should be the questions to be answered at the end of the research.
It should be clear, focused, concise, complex (not answerable by “yes” or “no”) and arguable (its potential answer are open to debate rather than accepted facts.)
Steps in Developing a Research Question
1. Choose an interesting general topic.
2. Do some preliminary research on your general topic.
3. Start asking questions.

Example:
Title: Clash of Generations: Perspectives of Different Generations at Bongabong, Oriental Mindoro Towards Superstition

Example of Opening Paragraph

Superstitions have known to exist since the pre-colonial period in the Philippines. It has become part of the country’s culture and practices through the years.
However, prominent it can be, the generation changes and the development of scientific discoveries, the view on superstitions in the Philippine context are lacking, thus the
researchers aim to answer the following questions:

According to Creswekk and Clark (2014), there are two types of research questions. These are the central question and sub-questions.

Example of Central Question:

1. Why the perspectives on superstition of the different generations in Bongabong, Oriental Mindoro differ from one another?

Example of sub-question:
1. What are the insights of each generation regarding superstition?
2. What are the superstitions known by each generation?
3. What are the different factors that affect the mindset of each generation regarding superstition?
4. What are the similarities and differences of each generation when it comes to superstition?

Topic 3: Formulating Research Objectives

Topic Objectives: Formulate the main objectives of your research; and
Create specific objectives from the main objective.

Research objectives – a clear, concise, declarative statement which provides direction to what is to be achieved by the study.

An easy way to formulate the research objectives is to derive a general objective from your research question and transform it to an infinitive clause (to + base form
of a verb). For example, from the research question “Why the perspective on superstition of the different generations in Bongabong, Oriental Mindoro differ from one
another? The main objective can be, “To compare the perspective on superstitions of the different generations in Bongabong, Oriental Mindoro.”
From the main objective, you can derive specific objectives that will also guide your data gathering and analysis. These specific objectives should be stated clearly
such that they relate directly to the data you will obtain. They should determine subsequent actions that will help you achieve the general objective and should follow a
logical sequence based on how you will analyze your data. For the same question,

progression to complexity in the specific objectives may be:

Specific Questions
1. What are the insights of each generation regarding superstition?
2. What are the superstitions known by each generation?
3. What are the different factors that affect the mindset of each generation regarding superstition?
4. What are the similarities and differences of each generation when it comes to superstitions?

Specific Objectives
1. To analyze the insights of each generation regarding superstition.
2. To identify the superstition known by each generation.
3. To determine the different factors that affects the mindset of each generation regarding superstition.
4. To compare and contrast the similarities and differences of each generation when it comes to
superstitions.

Some infinitives that you can use in formulating your research objectives
To present To discuss To explain
To demonstrate To compare To analyze
To clarify To describe To interpret
To identify To establish To assess
To determine To narrate To evaluate

Many researchers have high hopes that the results of their research will change the world, so they aim for grand research objectives that often prove
unbelievable. Change can be achieved in small steps. Keeping your objectives simple and attainable is the way to go.
Topic 3: Formulating the Significance of the Study
Significance of the Study – explains the relevance and contribution to the field.

The significance of the study explains the relevance and contribution to the field. It must be explained as clearly as possible so that readers will understand the
necessity to pursue the research. It must explicitly state the contribution of the study to the body of knowledge about the subject matter i.e., the study adds new knowledge to
the existing scholarly literature on the topic, fills up the gaps in the existing knowledge, and confirm or contradicts a theory, a concept, or a methodology.
Also, the significance of the study lies in the fact that it can help address or solve an existing social or political problem and that are different sectors of the society
will benefit from the study.
Then, the researcher must identify which sector will gain much from the study and explain what each sector will gain from the research (Ardales, 2001).

Topic 3: Writing the Scope and Limitation of the

Study
Scope and Limitations of the Study – defines the extent and focus of the research.

The scope refers to the specific topics or coverage of the research. The researcher should clearly explain the geographic location of the study, the unit of analysis of
the population to be studied, the time period of the research.
The limitations, on the other hand, are the parameters of the research which consist the topic that the researcher will not look into the study.
Enrichment:
Main TopicResearch Analysis:
of the Study:
Directions: Go online and download the research. You can access the study by typing the URL. Then, read the introduction of the research and identify the statement
______________________________________________________________________________________
of the problem of the study.
Author/s:
Access at:
______________________________________________________________________________________
http://iskwiki.upd.edu.ph/images/c/c7/Aguillon,Joyce_Mendoza526Romano,Precious_Barredo%3BApril_2012%3BA_Study_on_the_Effects_Anti-Smoking_Ads.pdf
Statement of the Problem:
Research Title: Smoke Check: A Study on the Effects of NCR Make High School Student’s Exposure to and Recall of Anti-Smoking Advertisements to Their Perceptions
______________________________________________________________________________________
of and Attitudes toward Smoking
______________________________________________________________________________________

Main Question to be addressed:

______________________________________________________________________________________
______________________________________________________________________________________
Specific Questions to be addressed:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

What is the main concern of the study:

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Evaluation: WriteShop:
Directions: Construct a well written:
 Research Title
 Statement of the Problem
 Research Objectives
 Significance of the Study
 Scope and Limitation of the Study
Rubrics in Evaluating the Output
10
Research Title Includes a clear title which
gives specific information
about main topic.
Research Question The research question is
stated is focused with a clear
direction to an eventual thesis
and audience.
Significance of the Very clearly stated purpose of
Study the study that connects very
well to the introduction and
the statement of the problem.
Scope and Limitation Include the following: brief
statement of the general
8 6
Includes a title which
gives information about
the main topic.
The research question is
present and is stated with
adequate demonstration of
sufficient preliminary
knowledge, indication of
direction to thesis and/or
audience.
Fairly well stated purpose of the
study that connects well to the
introduction and the statement
of the problem.
Lack 1 component out of the list
of inclusions.
Includes a title that gives
some information about
the main topic.
The research question is present
but does not demonstrate
sufficient preliminary knowledge,
indication of direction to thesis
and/or audience.
Purpose of the study is not clearly
stated and/or does not connect
well with the introduction and
the statement of the problem.
Lack 2 components out of the list
4
Missing a title or
statement of the main
topic.
The research question is
inadequate in demonstrating
preliminary knowledge,
indicating direction to thesis
and/or audience.
Lacks a purpose of the study
statement or does not pertain to
the introduction and/or the
statement of the problem.
Lack 3 or more components.
 purpose of the study, subject
matter and topics, the locale of
the study, population and the
period of the study.
Mechanics No errors in punctuation, Almost no errors in Many errors in punctuation, Numerous and distracting errors
capitalization and spelling. punctuation, capitalization and capitalization and spelling. in punctuation, capitalization and
spelling. spelling.

Prepared by:
Mr. Leo Jaranilla Gutierrrez