10

ENGLISH
QUARTER 4
MODULE 1: TECHNICAL TERMS
USED IN RESEARCH WRITING

1
 10

ENGLISH
QUARTER 4 - MODULE 1
Week 1
TECHNICAL TERMS USED IN
RESEARCH WRITING

2
 DAY 1

Pre-test
Directions: Read each item carefully and choose the letter of your answer. Write only the
letter on a separate sheet of paper.
For items number 1-5, which of the following is a part of research paper or proposal?
1. A. Abstract B. Concept
C. Concrete D. Theme
2. A. Bibliography B. Climax
C. Hook D. Lead
3. A. Headline B. Methodology
C. Statistics D. Reviews
4. A. Cover Page B. Fly leaf
C. Front Page D. Feature Page
5. A. Effect B. Ending
C. Resolution D. Result
6. What term refers to a detailed summary of a research study?
A. abstract B. acknowledgement C. appendices D. bibliography
7. What basic part of a research paper clearly states the research question?
A. assessment B. body C. conclusion D. introduction
8. What basic part of a research paper distinguishes the method used in the study?
A. Headline B. Methodology C. Statistics D. Reviews
9. What basic part of research is a list of supplementary materials used in the study?
A. abstract B. acknowledgement C. appendices D. bibliography
10. What basic part of a research shows historical data or defines previous theories
that provide context for your study?
A. abstract B. acknowledgement C. background D. bibliography
11. All of the following are the basic research designs EXCEPT:
A. Descriptive research design B. Experimental research design
C. Correlational research design D. Narrative research design
12. What research instrument uses set of questions to gather data from a group of
respondents?
A. interview B. documentary film
C. questionnaires D. scales
13. What research instrument is generally a qualitative research technique of open-
ended questions to elicit data about a subject?
A. interview B. documentary film
C. questionnaires D. scales
14. Which of the following research instrument refers to ways in which
variables/numbers are defined and categorized?
A. interview B. documentary film
C. questionnaires D. scales

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15. The following are the steps in making a documentary film as a primary source of
information in a research report or paper. Which one is the logical sequence making a
documentary film to be used as a primary source of information in a research report
or paper?
1. Edit the documentary film.
2. Choose a worthy topic.
3. Write an outline of the topic.
4 Arrange the shooting schedule.
5. Research about the topic.
6. Shoot the documentary film.
7. Screen the documentary film.

A. 7 ,6 ,5 , 4 , 3 , 2,1 B. 2, 5, 3, 4, 6, 1, 7
C. 2, 5, 4, 3, 7, 6, 1 D. 7, 1, 2, 4, 3, 5, 6

Lesson Basic Parts of a Research Paper

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What I Need To Know

At the end of this lesson, you are expected to:
● distinguish technical terms used in research;
● understand the basic parts of a research paper; and
● exhibit the significance of the basic parts of a research paper to impact a
meaningful research study.

What’s In

Directions: Write TRUE if the statement is valid and FALSE if the statement invalid.
1. A research is based on the work of others.
2. A research in general, is a long essay about a certain topic.
3. Plagiarizing other people’s work is tolerable in writing a research.
4. Gathering data to prove a point is one of the qualities of a good research.
5. An abstract is a detailed summary of your study.

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 What’s New

Directions: Examine the picture below and answer the questions that follow.

Questions:
1. What does the picture show about the society at present?
2. How is society affected by progress?
3. What brought this development or progress?
4. Is technology or advancement in science beneficial to mankind? Prove.
5. Can you imagine the world without technology? Why or why not?

What Is It
Directions: Read the story excerpt carefully and answer the questions that follow.

The Little Prince and the The Fox

From the book "The Little Prince" - "Le Petit
Prince" by Antoine de Saint-Exupéry
It was then that the fox appeared.
"Good morning" said the fox.
"Good morning" the Little Prince
responded politely although when he
turned around he saw nothing.
"I am right here" the voice said,
"under the apple tree."
"Who are you?" asked the Little
Prince, and added, "You are very
pretty to look at."
"I am a fox", the fox said.

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"Come and play with me," proposed
the Little Prince, "I am so unhappy."
"I cannot play with you," the fox said,
"I am not tamed."
"AH please excuse me," said the Little
Prince.
But after some thought, he added:
"what does that mean---'tame'?"
"You do not live here," said the fox,
"what is it you are looking for?"
"I am looking for men," said the Little
Prince. "What does that mean---
tame?"
"Men," said the fox, "they have guns,
and they hunt. It is very disturbing.
They also raise chickens. These are
their only interests. Are you looking
for chickens?"
"No," said the Little Prince. "I am
looking for friends. What does that
mean---tame?"
"It is an act too often neglected," said
the fox. "It means to establish ties."
"To establish ties?"
"Just that," said the fox.
"To me, you are still nothing more
than a little boy who is just like a
hundred thousand other little boys.
And I have no need of you.
And you, on your part, have no need
of me. To you I am nothing more than
a fox like a hundred thousand other
foxes.
But if you tame me, then we shall
need each other.
To me, you will be unique in all the
world."
To you, I shall be unique in all the
world. . ." "I am beginning to
understand," said the Little Prince.
"There is a flower. . .I think she has
tamed me. . ."
"It is possible," said the fox. "On earth
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one sees all sorts of things."
"Oh but this is not on the earth!" said
the Little Prince.
The fox seemed perplexed, and very
curious. "On another planet?"
"Yes"
"Are there hunters on that planet?"
"No"
"Ah that's interesting! Are there
chickens?"
"No"
"Nothing is perfect," sighed the fox.
But he came back to his idea.
"My life is very monotonous," he said.
"I hunt chickens; men hunt me. All
chickens are just alike, and all the
men are just alike. And in
consequence, I am a little bored.
But if you tame me, it will be as if the
sun came to shine on my life. I shall
know the sound of a step that will be
different from all the others.
Other steps send me hurrying back
underneath the ground. Yours
will call me, like music out of my
burrow.
And then look: you see the grain-fields
down yonder? I do not eat bread.
Wheat is of no use to me. The wheat
fields have nothing to say to me. And
that is sad.
But you have hair that is the color of
gold. Think how wonderful that will be
when you have tamed me! The grain,
which is also golden, will bring me
back the thought of you. And I shall
love to listen to the wind in the wheat.
. ."
The fox gazed at the Little Prince, for a
long time. "Please---tame me!" he said.
"I want to, very much," the little
prince replied. "But I have not much
time. I have friends to discover, and a
great many things to understand."

"One only understands the things that
one tames," said the fox.
" Men have no more time to
understand anything. They buy things
already made at the shops. But there is
no shop anywhere where one can buy
friendship, and so men have no
friends any more. If you want a friend,
tame me. . ."
"What must I do, to tame you? asked
the Little Prince.
"You must be very patient," replied the
fox.
First you will sit down at a little
distance from me -like that - in the
grass. I shall look at you out of the
corner of my eye, and you will say
nothing.
Words are the source of
misunderstandings.
But you will sit a little closer to me,
every day..."
The next day the Little Prince came
back.
"It would have been better to come
back at the same hour," said the fox.
"If for example, you came at four
o'clock in the afternoon, then at three
o'clock I shall begin to be happy. I
shall feel happier and happier as the
hour advances. At four o'clock, I shall
be worrying and jumping about. I
shall show you how happy I am!
But if you come at just any time, I
shall never know at what hour my
heart is ready to greet you..
One must observe the proper rites. . ."
"What is a rite?" asked the Little
Prince.
"Those also are actions too often
neglected," said the fox. "they are
what make one day different from
other days, one hour different from
other hours.
There is a rite, for example, among my
hunters. Every Thursday they dance
with the village girls. So Thursday is a
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wonderful day for me! I can take a
walk as far as the vineyards. But if
the hunters danced at just any time,
every day would be like every other
day, and I should never have any
vacation at all."
So the Little Prince tamed the fox.
And when the hour of his departure
drew near---
"Ah," said the fox, "I shall cry."
"It is your own fault," said the Little
Prince. "I never wished you any sort of
harm; but you wanted me to tame
you. . ."
"Yes that is so", said the fox.
"But now you are going to cry!" said
the Little Prince.
"Yes that is so" said the fox.
"Then it has done you no good at all!"
"It has done me good," said the fox,
"because of the color of the wheat
fields."
And then he added: "go and look
again at the roses. You will
understand now that yours is unique
in the entire world. Then come back
to say goodbye to me, and I will make
you a present of a secret."
The Little Prince went away, to look
again at the roses.
"You are not at all like my rose," he
said. "As yet you are nothing. No one
has tamed you, and you have tamed no
one. You are like my fox when I first
knew him. He was only a fox like a
hundred thousand other foxes. But I
have made a friend, and now he is
unique in the entire world." And the
roses were very much embarrassed.
"You are beautiful, but you are
empty," he went on. "One could not
die for you. To be sure, an ordinary
passerby would think that my rose
looked just like you -- the rose that
belongs to me.
But in herself alone she is more
important than all the hundreds of
you other roses: because it is she that
I have watered; because it is she that I
have put under the glass globe;
because it is for her that I have killed
the caterpillars (except the two or
three we saved to become butterflies);
because it is she that I have listened
to, when she grumbled, or boasted,
or even sometimes when she said
nothing. Because she is MY rose." And
he went back to meet the fox.
"Goodbye" he said.
"Goodbye," said the fox.
"And now here is my secret, a very
simple secret:
It is only with the heart that one can
see rightly; what is essential is
invisible to the eye."
"What is essential is invisible to the
eye," the Little Prince repeated, so
that he would be sure to remember.
"It is the time you have wasted for
your rose that makes your rose so
important."
"It is the time I have wasted for my
rose--" said the Little Prince so he
would be sure to remember.
"Men have forgotten this truth," said
the fox. "But you must not forget it.
You become responsible, forever, for
what you have tamed. You are
responsible for your rose."
"I am responsible for my rose," the
Little Prince repeated, so that he
would be sure to remember.
https://bit.ly/33xDmpO

Questions:
1. In the sentence, “I am not tamed.” What does the underlined word mean
here?
2. In the story, what does the Little Prince has been looking for a long time?
3. Was the Little Prince able to find what he was searching for? How did he do
it?
4. What does the fox mean by this statement, “It is only with the heart that one
can see rightly; what is essential is invisible to the eye."?
5. What important lesson did you learn from the story?

DAY 2
Parts of a Research Paper

Research studies begin with a question in mind. A paper that describes a particular
study clearly states the question, methodology, findings, and other relevant
information. Read below for descriptions and examples of research paper sections.
The main sections of a typical APA research paper include:
1. Cover Page
2. Abstract
3. Introduction
4. Background
5. Methodology
6. Results
7. Conclusion
8. Appendices
A more straightforward version of a (Introduction, Methodology, Results,
research paper is the IMRAD format and Discussion). However, all of the

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following sections are typically present
in a formal research paper.
Title or Cover Page
Just like any other paper you write,
your research paper needs a cover
page with your study’s title. It also
needs your and any co-writers’ names
and institutional affiliations Here is
an example of a basic APA cover page.
TheEffects of FoodInsecurityon School
Performance
Kayla Yang and Nicole Brighton University
of California, Davis
Abstract
An abstract is a detailed summary of
your study. It should include a broad
overview of the paper, your research
question, the significance of your
study, methods of research, and
findings. Don’t list cited works in the
abstract.
Here is an example of an abstract for a
paper on food insecurity.
Poverty affects more than 41
million Americans every day – most of
whom are children. Food insecurity
and under nutrition have a confirmed
correlation to slower cognitive
development for children under three
years of age. Hungry children cannot
form skills as quickly as their peers
due to both deprivation of vital
nutrients and poor concentration.
But, there has been little focus on how
these effects scale up in terms of
school performance past
kindergarten.
Public schools have several
programs in place to mitigate the
problem of food insecurity, including
free breakfast and reduced lunch. We
surveyed 100 students at Arbor
Elementary School over the course of
one school year to see how effective
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these programs were in improving
their academic performance and
general contentment in school. The
results of these surveys reveal how
long children are academically
affected by systemic food insecurity,
even when their stomachs are
currently full.
Introduction
The introduction section tells the
reader what problem your study is
attempting to solve. You can address
the study’s significance and originality
here as well. Clearly state the
research question in the form of a
thesis statement.
Poverty and poor school
performance are two problems that
keep Americans from reaching their full
potential. Alongside poverty is food
insecurity, which affects millions of
households – and children – every day.
But could focus on one problem help to
solve the other? We wanted to find out
whether programs designed to reduce
food insecurity for targeted children
would improve their school
performance, and therefore, give them a
more successful start in life.
Background
What inspired you to take on this
study? What has previous research
stated or revealed about this topic?
The background section is the place to
add historical data or define previous
theories that provide context for your
study. It’s also a helpful place to
consider your audience and what
information they will need to
understand the rest of your paper.
Read on for an example of a
paragraph from the background
section of a research paper.
 Food insecurity is defined by
the U.S. Department of Agriculture as
a lack of regular access to food due to
one’s financial status. According to
the Department’s report “Household
Food Security in the United States in
2016,” 12.3 percent of American
households, or approximately 41
million people, experienced food
insecurity at some point in 2016
(USDA 2017). The Right to Food was
included in the United Nations’ 1948
Declaration of Human Rights, while
the Food and Agriculture Organization
measures food insecurity on a scale
from mild (uncertainty about
obtaining food) to severe (no access to
food for an entire day). (FAO 2019).
Methodology
Knowing whether you
used qualitative or quantitative
method is an important part of
understanding your study. You can
list all the ways you collected data,
including surveys, experiments, or
field research. This section is also
known as “Materials and Methods” in
scientific studies.
We used qualitative methods to
gather data about students who may
experience food insecurity. These
methods included surveys with
various questions that assessed
whether students felt hungry,
insecure about their next meal,
and/or distracted from classwork due
to hunger (Appendix A). The surveys
were distributed to 100 students in
fourth and fifth grade (10-11 years
old) at Arbor Elementary School, 50 of
whom were recipients of Title 1
funding via free and reduced lunch.
The remaining 50 were a control
group of students who were not
identified as socioeconomically
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disadvantaged. The students
completed these surveys at the
beginning of the school year, then
once every two months until the end
of the school year, for a total of five
survey periods.
Results
What does your study find? State your
findings and supply the data in this
section. Use an objective perspective
here; save the evaluation for your
conclusion section.
The survey results indicated a strong
correlation between school
performance and food insecurity
(Appendix D). Students who answered
affirmatively in the surveys were
consistently among the lower
performing members of their class.
Contrasted with their peers who were
not identified as socioeconomically
disadvantaged, these students
identified anxiety about their next
meal as one of the top three concerns
in their minds. Their participation in
programs like free breakfast and
reduced lunch helped to assuage daily
hunger and general happiness, but
their concern over food insecurity
remained.
Conclusion
Explain why your findings are
significant in the conclusion section.
This section allows you to evaluate
results and reflect on your process.
Does the study require additional
research?
The problem with systemic food
insecurity goes beyond distracting
hunger for young students. Even after
they’ve had a nutritious breakfast and
lunch at school, concern over dinner
was distracting from their school
performance. The final survey period,
taken just before the beginning of
summer break, indicated how much 1. Did you have breakfast at
food insecurity can dictate a child’s home or at school this
anticipation of a long period without morning?
school – and therefore, regular meals. 2. Did you buy lunch or bring
Having a lower school lunch from home this
performance later in life could place afternoon?
these children as future parents in 3. Do you feel hungry now?
food-insecure households, thus 4. What time of day is it
perpetuating the cycle. Solving the hardest for you to
cyclical problem of poverty and school concentrate?
performance requires participation 5. Do you know what your
from all stakeholders, including next meal will be?
schools, city governments, and state 6. Do you ever worry about
and federal legislation that works to food?
move following generations out of the 7. Do you ever feel like there
cycle. isn’t enough food to eat at
your house?
Appendices 8. Are you hungrier on
If you have information that is too weekends than on school
dense for the paper itself, include it in days?
an appendix. Appendices are helpful 9. Is it harder to focus on
when you want to include schoolwork when you’re
supplementary material that is hungry?
relevant but not integral to the paper 10. Are there issues that are
itself. more important to you than
Appendix A food?
Arbor Elementary School Survey
Questions - September 2019

https://bit.ly/3bfYSUs

What I Have Learned

Directions: Write a sentence or two expressing the significance of the basic parts of a
research paper:
Each basic part of a research paper is important because:

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 DAY 3

Lesson Research Designs and Research

2 Instruments

What I Need To Know

At the end of this lesson, you are expected to:
● distinguish technical terms used in research;
● understand research designs and research instruments as integral parts
of an essay ; and
● show the significance of research designs and instruments to impact the
accuracy and validity of a research study

What’s In

Directions: Study the picture of laboratory apparatuses and answer the questions that
follow.

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Questions:
1. Can you name at least 5 laboratory apparatuses and their respective uses?
2. Is there a significance of using appropriate apparatus to what exactly it
measures or does?
3. What happens when you are not using the correct apparatus in performing
certain tasks?

What’s New
Directions: Match the terms in Column A with their synonyms in Column B.

Column A Column B
1. methodology a. numerical
2. qualitative b. theoretical
3. quantitative c. procedure
4. instrument d. tool
5. design e. outline

What Is It
Directions: Read the text about research designs and instruments. Answer the questions
that follow.

Research Design
Research design is the framework of research methods and techniques chosen by a
researcher. The design allows researchers to hone in on research methods that are
suitable for the subject matter and set up their studies up for success.
The d e s i g n of a research topic explains the type of research
(experimental, survey, correlational, semi-experimental, review) and also its sub-type
(experimental design, research problem, and descriptive case-study).
There are three main types of research design: Data collection, measurement, and
analysis.
The type of research problem an organization is facing will determine the research
design and not vice-versa. The design phase of a study determines which tools to use
and how they are used.
An impactful research design usually creates a minimum bias in data and increases
trust in the accuracy of collected data. A design that produces the least margin of error
in experimental research is generally considered the desired outcome. The essential
elements of the research design are:
1. Accurate purpose statement
2. Techniques to be implemented for collecting and analyzing research
3. The method applied for analyzing collected details
4. Type of research methodology
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5. Probable objections for research
6. Settings for the research study
7. Timeline

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 8. Measurement of analysis
Proper research design sets your
study up for success. Successful
research studies provide insights that
are accurate and unbiased. You’ll
need to create a survey that meets all
of the main characteristics of a
design. There are four key
characteristics of research design:
Neutrality: When you set up your
study, you may have to make
assumptions about the data you
expect to collect. The results projected
in the research design should be free
from bias and neutral. Understand
opinions about the final evaluated
scores and conclusions from multiple
individuals and consider those who
agree with the derived results.
Reliability: With regularly conducted
research, the researcher involved
expects similar results every time.
Your design should indicate how to
form research questions to ensure the
standard of results. You’ll only be able
to reach the expected results if your
design is reliable.
Validity: There are multiple
measuring tools available. However,
the only correct measuring tools are
those which help a researcher in
gauging results according to the
objective of the research.
The questionnaire developed from this
design will then be valid.
Generalization:The outcome of your
design should apply to a population
and not just a restricted sample. A
generalized design implies that your
survey can be conducted on any part
of a population with similar accuracy.
The above factors affect the way
respondents answer the research
questions and so all the above
characteristics should be balanced in
a good design.
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A researcher must have a clear
understanding of the various types of
research design to select which model
to implement for a study. Like
research itself, the design of your
study can be broadly classified into
quantitative and qualitative.
Qualitative research design:
Qualitative research determines
relationships between collected data
and observations based on
mathematical calculations. Theories
related to a naturally existing
phenomenon can be proved or
disproved using statistical methods.
Researchers rely on qualitative
research design methods that
conclude “why” a particular theory
exists along with “what” respondents
have to say about it.
Quantitative research design:
Quantitative research is for
cases where statistical conclusions to
collect actionable insights are
essential. Numbers provide a better
perspective to make critical business
decisions. Quantitative research
design methods are necessary for the
growth of any organization. Insights
drawn from hard numerical data and
analysis prove to be highly effective
when making decisions related to the
future of the business.
You can further break down the types
of research design into five categories:
1. Descriptive research design: In a
descriptive design, a researcher is
solely interested in describing the
situation or case under their research
study. It is a theory-based design
method which is created by gathering,
analyzing, and presenting collected
data. This allows a researcher to
provide insights into the why and how
of research. Descriptive design helps
others better understand the need for
the research. If the problem statement
is not clear, you can conduct
exploratory research.
2. Experimental research design:
Experimental research design
establishes a relationship between the
cause and effect of a situation. It is a
causal design where one observes the
impact caused by the independent
variable on the dependent variable.
For example, one monitors the
influence of an independent variable
such as a price on a dependent
variable such as customer satisfaction
or brand loyalty. It is a highly
practical research design method as it
contributes to solving a problem at
hand. The independent variables are
manipulated to monitor the change it
has on the dependent variable. It is
often used in social sciences to
observe human behavior by analyzing
two groups. Researchers can have
participants change their actions and
study how the people around them
react to gain a better understanding of
social psychology.
3. Correlational research
design: Correlational research is
a non-experimental research design
technique that helps researchers
establish a relationship between two
closely connected variables. This type
of research requires two different
groups. There is no assumption while
evaluating a relationship between two
different variables, and statistical
analysis techniques calculate the
relationship between them.
A correlation coefficient determines
the correlation between two variables,
whose value ranges between -1 and
+1. If the correlation coefficient is
towards +1, it indicates a positive
relationship between the variables
and -1 means a negative relationship
between the two variables.
4. Diagnostic research design: In
diagnostic design, the researcher is
looking to evaluate the underlying
cause of a specific topic or
phenomenon. This method helps one
learn more about the factors that
create troublesome situations.
This design has three parts of the
research:
· Inception of the issue
· Diagnosis of the issue
· Solution for the issue
5. Explanatory research design:
Explanatory design uses a researcher’s
ideas and thoughts on a subject to
further explore their theories. The
research explains unexplored aspects
of a subject and details about what,
how, and why of research questions.
https://bit.ly/3ezJJQ0

Data-collecting instruments

Data collection is an important step in the research process. The instrument you
choose to collect the data will depend on the type of data you plan on collecting
(qualitative or quantitative) and how you plan to collect it.
A number of common data-collecting instruments are used in construction research:
Questionnaires
Interviews
Observations
Archival documents and government sources

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 Laboratory experiments
Quasi experiment
Scales (measuring and weighing tapes)
Let’s look at three of the most used
data-collecting instruments in more
detail.
Questionnaires
The questionnaire is a tool designed
for the collection of quantitative data,
and is widely used in construction
research as it is a good research
instrument for collecting standardized
data and making generalizations.
Questionnaires can provide quick
responses but adequate care must be
taken when developing
questionnaires, to ensure you don’t
influence the response you receive.
The design of your questionnaire
should reflect your research aims and
objectives.
Interviews
Interviews are a tool mainly for the
collection of qualitative data and are
popular as a data-collection tool
because of their flexibility.
According to Silverman (1997: 98),
interviews are:
… active interactions between two or
more people leading to a negotiated
contextually based result.
These interactions can come in a
structured or semi-structured form to
generate insights and concepts.
When planning and considering an
interview, the following factors are
taken into consideration:
Completeness, Tact, Precision,
Accuracy, Confidentiality
Interviews require specialized skills
from the interviewer, who will need to
negotiate a good partnership with the
respondent to ensure a highly detailed
and valid set of qualitative data is
collected and transcribed effectively.
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Jones (1985: 46) explains the reason
behind conducting an interview:
In order to understand other persons’
constructions of reality, we would do
well to ask them and to ask them in
such a way that they can tell us in
their terms and in a depth which
addresses the rich context that is the
substance of their meanings.
There are different types of interview:
Individual, face-to-face verbal
interchange
Face-to-face group interviews
(focus groups)
Telephone surveys
Interviews can be:
 Conducted as a one-time
occurrence
 Conducted as multiple, longer
sessions
 Structured, semi-structured,
unstructured
 Observation
Observation is a systematic data-
collecting technique that involves
watching individuals in their natural
environment or in a naturally
occurring situation.
The processes under observation are
normal and not contrived. They can
range from individual cases, through
to groups and whole communities.
They provide highly detailed
information about natural processes.
The data collection is laborious and
time-consuming and may have to be
repeated to ensure reliability.
However, observation schedules based
on a set of expectations can make data
collection easier.
The level of observer participation can
vary from wholly participant to non-
participant. The non-participant One of the main benefits of using a
observer has limited interaction with wholly or partial participant
the people being observed. observation is that the level of
Observers can collect data through immersion and prolonged involvement
field notes, video or audio recording, with participants can lead to a good
which can be analyzed using rapport, thereby encouraging
qualitative analytical tools. If you code participants to speak up freely. This
your observations to exact numerical helps with the rich details of the
data, it can be analyzed using a collected data.
quantitative approach.
https://bit.ly/2RHETqU

What I Have Learned

Directions: Write a sentence or two expressing the significance of research design and
instruments.

The research design and instruments are important because:

What’s More
Directions: Choose one among the five good research topics intended for Grade 10
students. Determine what research design or research instruments will be used to
collect or gather the data needed.

1. Present arguments that either speak for the separation of church and state or
for the continued influence of the church in many pivotal legislative
proceedings.
2. Is it better to isolate the students with a disability and put them in a specialized
schools and subject them to specialized training or leave them in the general
cycle of ordinary school life?
3. A fairly new perspective has been quickly adopted by the newer classes of
students which states that exams do little save for arbitrarily gauging ones
ability to sit exams and alternatives should be explored.
4. Will there ever be a universally working syllabus that produces better results
than the current, dilapidated systems?
5. Children who are exposed to technology and the internet are generally more
knowledgeable, approachable and less ignorant toward new concepts.

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 DAY 4

What I Can Do
PERFORMANCE TASK

Directions: Based on the given situation below, write a research title proposal &
survey questionnaire using the given criteria as your guide.
You are a Grade 10 researcher. You are tasked to propose a research title. You are
also limited to do outdoor activities as a group because of the prevailing
restrictions of going outside the house. You would want to take the responsibility
of taking every member’s ideas and opinions in the crafting of the proposal. Using
your knowledge on the basic parts of a research paper, propose a research title for
your group. Write your proposal in a short bond paper. Your research title
proposal shall be scored according to the following:

RELEVANCE- Relates to topic, detailed, and accurate 25 points

RESEARCH - Information from reputable sources 15 points

MECHANICS- Elements, features, grammar, structure

and format 10 points

TOTAL : 50 points

DAY 5

Post-test
Directions: Read each item carefully and choose the letter of your answer. Write the letter
on a separate sheet of paper.

For items number 1-5, choose the letter of the basic parts of a research report or
proposal:

1. A. Abstract B. Concept
C. Concrete D. Theme

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2. A. Bibliography B. Climax
C. Hook D. Lead
3. A. Headline B. Methodology
C. Statistics D. Reviews
4. A. Cover Page B. Fly leaf
C. Front Page D. Feature Page
5. A. Effect B. Ending
C. Resolution D. Result
6. What term refers to a detailed summary of a research study?
A. abstract B. acknowledgement C. appendices D. bibliography
7. What basic part of a research paper clearly states the research question?
A. assessment B. body C. conclusion D. introduction
8. What basic part of a research paper distinguishes the method used in the study?
A. Headline B. Methodology C. Statistics D. Reviews
9. What basic part of research is a list of supplementary materials used in the study?
A. abstract B. acknowledgement C. appendices D. bibliography
10. What basic part of a research shows historical data or defines previous theories
that provide context for your study?
A. abstract B. acknowledgement C. background D. bibliography
11. All of the following are the basic research designs EXCEPT:
A. Descriptive research design B. Experimental research design
C. Correlational research design D. Narrative research design
12. What research instrument uses set of questions to gather data from a group of
respondents?
A. interview B. documentary film
C. questionnaires D. scales
13. What research instrument is generally a qualitative research technique of open-
ended questions to elicit data about a subject?
A. interview B. documentary film
C. questionnaires D. scales
14. Which of the following research instrument refers to ways in which
variables/numbers are defined and categorized?
A. interview B. documentary film
C. questionnaires D. scales

15. The following are the steps in making a documentary film as a primary source of
information in a research report or paper. Which one is the logical sequence making a
documentary film to be used as a primary source of information in a research report
or paper?
1. Edit the documentary film.
2. Choose a worthy topic.
3. Write an outline of the topic.
4 Arrange the shooting schedule.
5. Research about the topic.
6. Shoot the documentary film.
7. Screen the documentary film.

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A. 7 ,6 ,5 , 4 , 3 , 2,1 B. 2, 5, 3, 4, 6, 1, 7
C. 2, 5, 4, 3, 7, 6, 1 D. 7, 1, 2, 4, 3, 5, 6

References
Text Book
Liza R. Almonte et.al, Celebrating Diversity through World Literature
(Philippines: Rex Bookstore Inc., 2015).
Websites

https://bit.ly/33xDmpO The Little Prince and the Fox

https://bit.ly/3bfYSUs Basic Parts of Research
https://bit.ly/3ezJJQ0 Research Designs
https://bit.ly/33ybphD Good Research Topics for Grade 10
https://bit.ly/2RHETqU Data-collecting Instruments

Images
Image 1: retrieved May 10, 2021
https://bit.ly/3o5rqVG Impact of Technology in our Society

Image 2: retrieved May 10, 2021

https://bit.ly/33vKRxz Laboratory Apparatuses/Equipment

Acknowledgement

English – Grade 10
Quarter 4- Module 1: TECHNICAL TERMS USED IN RESEARCH WRITING

Contextualizer: MARIANNE CHRISTY M. NOBE - Teacher II, Don Vicente

Rama MNHS

Evaluator: ELEANOR D. GALLARDO - Assistant Principal, Quiot NHS

Editors: SHERYL D. COMEROS - Teacher III, Cebu City National

Science High School
MARY JANEJ. GAMBA - MT 1, Ramon Duterte MNHS
JULIETO L. DUEÑAS - MT II, Ramon Duterte MNHS

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