Senior High School

Practical Research 1
Quarter 1 – Module 10:
Ethical Standards and Presenting Written
Related Literature
Practical Research 1- Senior High School
Alternative Delivery Mode
First Quarter- Module 10: Ethical Standards and Presenting Written Related Literature
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module:

Writer : Mr. Rogel Zamora Aro
Reviewer : Dr. Clavel D. Salinas
Illustrator : Mr. Rogel Zamora Aro
Layout Artist: Mr. Rogel Zamora Aro
Evaluator : Mr. Henry D. Espina Jr.
Moderator : Dr. Arlene D. Buot
Management Team:
Schools Division Superintendent:
Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief, CID : Dr. Mary Ann P. Flores
EPS in LRMS : Dr. Isaiash T. Wagas
PSDS/SHS Division Coordinator : Dr. Clavel D. Salinas

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ii
 Senior High School

Practical Research 1
Quarter 1 – Module 10:
Ethical Standards and Presenting Written
Related Literature

iii
 Key Message
For Educators:

Learning is a constant process. Amidst inevitable circumstances, Department

of Education extends their resources and looks for varied ways to cater your needs
and to adapt to the new system of Education as a fortress of Learning Continuity Plan.
One of the probable solutions is the use of Teacher-made Educational Modules in
teaching.

You are reading the Practical Research 1 – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Follows ethical standards in
writing related literature (CS_RS11-IIIf-j-5)” and “Presents written review of
literature (CS_RS11-IIIf-j-6) as written and found in the K-12 Most Essential
Learning Competencies.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges

of teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in
accordance to their capability, efficiency and time. Thus, helping the learners acquire
the prerequisite 21st Century skills needed with emphasis on utmost effort in
considering the whole well being of the learners.

In addition to the material in the main text, you will also see this box in the body
of the module:

As the main source of learning, it is your top priority to explain clearly on how
to use this module to the learners. While using this module, learner’s progress and
development should be recorded verbatim to assess their strengths and weaknesses
while doing the activities presented independently in safety of their homes. Moreover,
you are anticipated to persuade learners to comply and to finish the modules on or
before the scheduled time.

iv
For the Learners:

As a significant stakeholder of learning, Department of Education researched

and explored on innovative ways to address your needs with high consideration on
social, economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.

You are reading the Practical Research 1 – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Follows ethical standards in
writing related literature (CS_RS11-IIIf-j-5)” and “Presents written review of
literature (CS_RS11-IIIf-j-6)” as written and found in the K-12 Most Essential
Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest assured
that you will be able to take pleasure as well as to deeply understand the contents of
the lesson presented; recognizing your own capacity and capability in acquiring
knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

track on the Competencies, Objectives and
WHAT I NEED TO KNOW Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge

WHAT I KNOW on the lesson to take.

WHAT’S IN This part helps you link the previous lesson to

the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

part of the module creatively. It may be
WHAT’S NEW through a story, a song, a poem, a problem
opener, an activity, a situation or the like.

v
 A brief discussion of the lesson can be read in
WHAT IS IT this part. It guides and helps you unlock the
lesson presented.

A comprehensive activity/es for independent

practice is in this part to solidify your
WHAT’S MORE knowledge and skills of the given topic.

This part of the module is used to process your

WHAT I HAVE LEARNED learning and understanding on the given topic.

A transfer of newly acquired knowledge and

skills to a real-life situation is present in this
WHAT I CAN DO part of the module.

This activity assesses your level of mastery

ASSESSMENT
towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

module.
ANSWER KEY

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary

marks are prohibited. Use a separate sheet of paper in answering all
the given exercises.

vi
 2. This module is organized according to the level of understanding.
Skipping one part of this module may lead you to confusion and
misinterpretation.

3. The instructions are carefully laden for you to understand the given
lessons. Read each item cautiously.

4. This is a Home-Based class, your reliability and honour in doing the

tasks and checking your answers are a must.

5. This module helps you attain

vi and learn lessons at home. Make sure
to clearly comprehend the first activity before proceeding to the next
one.

6. This module should be returned in good condition to your

teacher/facilitator once you completed it.

7. Answers should be written on a separate sheet of paper or notebook

especially prepared for English subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in

touch with him/her for further discussion. Know that even if this is a home-based
class, your teacher is only a call away. Good communication between the teacher
and the student is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge
and skills for you to be fully equipped and ready to answer the demands of the
globally competitive world. We are confident in you! Keep soaring high!

vii
 WHAT I NEED TO KNOW

Good day dear learner!

This module is solely prepared for you to access and to acquire lessons befitted
in your grade level. The exercises, drills and assessments are carefully made to suit
your level of understanding. Indeed, this learning resource is for you to fully
comprehend on Ethical standards in writing related literature (CS_RS11-IIIf-j-5)
and Presents written review of literature (CS_RS11-IIIf-j-6). Independently, you are
going to go through this module following its proper sequence. Although you are going
to do it alone, this is a guided lesson and instructions/directions on how to do every
activity is plotted for your convenience.

Using this learning resource, you are ought to Follows ethical standards in
writing related literature (CS_RS11-IIIf-j-5) and Presents written review of
literature (CS_RS11-IIIf-j-6) as inculcated in the K-12 Most Essential Learning
Competencies.

At the end of this module, you are expected to achieve the following objectives:

 identify ethical standards in writing related literature;

 evaluate presented review of related literature using guide questions;
 write review on related literature on a topic related to one’s field; and
 display perseverance in accomplishing all the activities embedded in
this module.

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 WHAT I KNOW

Pre Test.
A. Directions: Read each item carefully then write the letter of the best answer. Use
separate sheet of paper in answering this task.

1. What are some of the frequent frustrations in writing or reading about research
ethics?
a. Writers differ over what is ethically acceptable.
b. The same debates are rehearsed over decades.
c. Cases of ethical violation tend to be linked with certain research methods.
d. All of the above
2. Which of the following is a form of harm that might be suffered by research
participants?
a. physical injury b. stress and anxiety
c. impaired development d. all of the above
3. Why is it important that personal data about research participants are kept within
secure, confidential records?
a. So that the participants cannot find out what has been written about them.
b. In case individuals, places, or organizations can be harmed through
identification or disclosure of personal information.
c. So that government officials, teachers, and other people in authority can have
easy access to the data.
d. To enable the researcher to track down individuals and find out more about
their lives.
4. Which of the following behaviors may have violated plagiarism in the academic field,
but not necessarily copyright law?
a. Taking the test explanation of national examinations published by some cram
schools and copying the content in a report without citing the reference.
b. Taking the press release drafted by administrative institutes and copying the
content in a report without citing the reference.
c. Copying and translating a classmate’s presentation preface from Chinese
into English, all without acquiring consent from him.
d. Overhearing some ideas of classmates about the presentation and copying
the ideas into another presentation.

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5. There are several circumstances under which self-plagiarism can occur. Which of
the following is not a common cause for self-plagiarism?
a. The quantity of published works is insufficient for the assessment of
academic promotion.
b. Concern about being accused of plagiarizing others’ research content.
c. Hoping to strengthen the contribution of the research result.
d. Not having adequate time to write the paper.

B. True or False
Directions: Please indicate if the following statements are True (T) or False (F). Use
separate sheet of paper in doing this task.

1. Social and economic conditions that make persons vulnerable do not have to be
considered by researchers or sponsors.
T ___ F ___
2. Social risks associated with research participation are not the responsibility of the
researcher or the sponsor.
T ___ F ___
3. It is very important to ensure that a research study is sensitive to community needs,
social values, and norms.
T ___ F ___
4. Ethics are beliefs that an individual or group uses to decide what is proper behavior.
T ___ F ___
5. Ethical issues are not a concern as long as those who become the subject of your
work are not aware of what you are doing.
T ___ F ___
6. Letters written to potential respondents should not contain their name and address
as this is personal information.
T ___ F ___
7. Confidentiality is the practice of keeping strictly secret and private information or
measurements obtained from an individual doing a research study.
T ___ F ___
8. Research ethic is important for it may support important social and moral values,
such as the principle of doing no harm to others.
T ___ F ___
9. Plagiarism occurs when a researcher purposefully withholds information or misleads
participants with regard to information about a study.
T ___ F ___
10. Anonymity is the practice of ensuring that an individual's name is not directly
associated with the information or measurements obtained from that individual.
T ___ F ___

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 WHAT’S IN

Directions: Decide whether the following statements show ethical or unethical

practice related to research. Briefly discuss your answer on the space provided. Use
separate sheet of paper in doing this activity.

1. Requiring a group of high school sophomores to sign a form in which they agree
to participate in a research study.

______ Ethical Research Practice ______ Unethical Research Practice

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Asking first-graders sensitive questions without obtaining the consent of their

parents to question them.

______ Ethical Research Practice ______ Unethical Research Practice

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. A researcher ensures confidentiality of data among his/her research participants.

______ Ethical Research Practice ______ Unethical Research Practice

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. A researcher deletes data he/she collected that do not support his/her hypothesis.

______ Ethical Research Practice ______ Unethical Research Practice

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. A researcher ensures that his/her subject knows the purpose of the study and the
possible benefits/harms.

______ Ethical Research Practice ______ Unethical Research Practice

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 WHAT’S NEW

Directions: Match the words in Column A with their definitions under Column B. Use
separate sheet of paper in answering this activity.

Column A Column B

1. Plagiarism a. norms for conduct that distinguish

between acceptable and unacceptable
behavior
2. Ethical Relativism b. the right to copy the work of the owner of
such artistic and literally work, but not for any
other user of such work
3. Ethical Standards c. an act of claiming another’s work or
copying a portion of someone else’s writing
4. Ethical Principles d. standardized ways of conduct and
behavior (e.g., treating everyone fairly) in a
society, company, or other organization
5. Ethical Dilemma e. the view that values are relative in the
sense that a person feels his/her value better
than any other person’s value
6. Ethics f. defined when the researchers reuse their
own work or data in a ‘new’ written product
without letting the readers know that the
manuscript already appeared in another
literature
7. Research Integrity g. refers to values that are translated into
rules or standard of conduct
8. Norms h. researcher uses word/s can be trusted as
representative truthful positions and
statements
9. Self-plagiarism i. it entails a situation where there is a felt
conflict between values or principles and a
choice of action needs to be decided
10. Copyright j. principles that when followed, promote
values such as trust, good behavior,
fairness, and/or kindness

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 WHAT IS IT

ETHICAL STANDARDS IN WRITING RELATED LITERATURE

• Ethical concerns affect research. The term ethics refers to

questions of right and wrong. When researchers think
Introduction
about ethics, the question: Is it right to conduct a particular
study or carry out certain procedure must be considered.

• Refers to norms for conduct that distinguish between

acceptable and unacceptable behavior.
Ethics
• It also refers to rules in making a distinction between right
(Definition)
and wrong.

• Norms promote the aims of research such as knowledge,

truth and avoidance of error.
• Norms promote the values that are essential to
collaborative work such as trust, accountability, mutual
respect and fairness. They also protect intellectual
property interests and encourage confidentiality even in
collaboration.
Why is
• Norms ensure that researchers can be held accountable
there a
to the public. To a certain extent, they draw parameters
need for within which what ideas to write and how they should be
Ethics? written.
• Norms promote a variety of other important moral and
social values. Ethical lapses in research can significantly
harm human and animal subjects, students and the public.
• Norms help to build public support for research. This
happens when individuals and organizations believe in the
integrity and credibility of the researcher/s, they offer
funding for projects.

Ethical
Standards • Report your findings with complete honesty.
in Writing
• Do not misrepresent, mislead and/or intentionally
Related misinterpret.
Literature
• Give appropriate credit when using other people’s work.
(Resnek,
2015)

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 PRESENTING WRITTEN REVIEW OF LITERATURE

 The introduction briefly describes the nature of the

problem. The researcher also explains what lead him/her
to study and probe into the question and why it is an
important question to investigate.
 The body of the review briefly reports what others have
Format in found or thought about the research problem. Related
Writing studies are usually discussed together grouped under
subhead to make the review easier to read.
Related
 The summary of the review ties together the main ideas
Lietrature revealed in the literature reviewed and presents a
(Fraenkel & composite picture of what is known or thought to date.
Walles, Findings may be tabulated to give the reader ideas of how
many other researchers have reported identical or similar
2010) findings or have similar recommendations.
 Any conclusions the researcher feels are justified based
on the state of knowledge revealed in the literature should
be included.
 A bibliography with full bibliographic data for all sources
mentioned in the review is essential. Use the format
suggested for reference lists.

 Focused – it presents only ideas and reports on studies

that are closely related to the topic.
Characteris-  Concise – the ideas should be presented economically.
 Logical – the flow within and among paragraphs should
tics of a be a smooth, logical, progression from one idea to the
Good next.
Literature  Developed – the ideas are fully and completely written.
 Integrative – it shows how ideas are related and how all
Review
reviewed materials contribute to your topic.
 Current – it exhibits up-to-date information related to
your study.

Finally, after having written the review of related literature, use

the questions below for critiquing what you have done.
1. Have you organized your material according to issues?
Critical 2. Is there a logic to the way you organized your material?
Evaluation 3. Does the amount of detail included on an issue relate to
its importance?
of the
4. Have you sufficiently been critical of the design and
Literature methodological issues?
5. Have you indicated when results were conflicting or
inconclusive and discussed possible reasons?
6. Have you indicated the relevance of each reference to
your research?

7
 WHAT’S MORE
Directions: When writing about previous studies and your own thinking, it is important
to clearly distinguish between: that which is certainly true, that which is only probably
true, and that which is only possibly true. Evaluate the following statements when
writing a review of related literature whether these can be categorized as certainly true,
probably true, or possibly true. Use separate sheet of paper.

_______________ 1. Tyacke and Mendelsohn’s (1986) diary study showed that lower-
level students always depended far more on their teacher and on
grammar rules than higher-level students.
_______________ 2. Politzer (1983) demonstrated that females used social learning
strategies substantially more often than males.
_______________ 3. Research suggests that higher-level students may use more
effective foreign language learning strategies than students with
lower ability.
_______________ 4. Lever believes that their differences in strategies could be due
to the way that these individuals gained their language skills
rather than age.
_______________ 5. Politzer and McGroarty (1985) report the possible importance of
language learning goals.
_______________ 6. The findings clearly show that in typical language learning
situations women will use more learning strategies than men.
_______________ 7. According to several researchers, it seems that language
students use different strategies as they progress.
_______________ 8. Many researchers assume that the learner’s level of motivation
is likely to influence the choice of strategies.
_______________ 9. It is a fact that highly motivated learners can learn languages
more rapidly and effectively.
_______________ 10. We hypothesize however that after strategy training, men and
women will both show strategy strengths.
_______________ 11. Gender differences in strategy use might be explained by
differences in communicative preferences.
_______________ 12. We speculate that the problem was low motivation for language
learning.
_______________ 13. These gender differences might be explained by differences in
communication preferences.
_______________ 14. Gender appears to exert a strong influence on strategy choice.

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 WHAT I HAVE LEARNED

Directions: Read and understand the given sample of a written review of literature
below. Complete the template that follows to come up with a critical evaluation of the
given literature. Don’t forget to discuss your answers on the next column right after
the guide questions. Do this on a separate sheet of paper.

Sample Literature Review

Project Title : Investigating the Anti-bacterial Properties of Metal and Metal Oxide
Nanoparticles
Done by : Lim Jue Min, Jeremy (4N07)

In recent years, there has been growing interests and investments in research on
nanomaterials, minuscule substances having at least one dimension within the nanometer
scale, including nanoparticles, nanowires and nanofilms (Cao, 2006). At the nanometer scale,
these materials exhibit vastly different physical and chemical properties from their bulk
materials: crystals in the nanometer scale have much lower melting points, ferromagnetic
materials may lose their ferromagnetism when diminished to nanometer size, semiconductors
become insulators and vice versa, solids become liquids at room temperature and pressure,
and inert chemicals like gold become excellent catalysts. In addition to these are biological
anti-bacterial properties. Nanomaterials have such amazing properties because of their high
proportion of surface atoms, in comparison to bulk materials. Thus, there are more atoms at
the surface with unsaturated bonds, capable of taking part in interactions.

The antibacterial properties of nanoparticles are of interest because of their obvious

potential applications. Some metal-based nanoparticles, particularly silver nanoparticles,
exhibit excellent bacteriocidal and bacteriostatic properties (Sondi & Salopek-Sondi, 2004;
Panacek et al, 2006). It is well known that silver ions and silver-based compounds are highly
toxic to as many as 12 species of bacteria, including E. coli (J.S. Kim et al, 2007). According
to Kim et al. (2007), the mechanism of the inhibitory effects of Agions on microorganisms is
only partially known. Several studies (Hamouda et al, 2000; Dibrov et al, 2002; Dragieva et al,
1999) have reported that the positive charge on the Ag cation plays a key role in its
antimicrobial activity via electrostatic attraction between the negatively charged cell
membrane of microorganism and positively charged nanoparticles. In other studies
investigating the killing mechanisms of silver nanoparticles, the antimicrobial activity of silver
nanoparticles on Gram-negative bacteria was correlated to the concentration of Ag
nanoparticles, which governs the formation of pits in the bacterial cell wall, allowing the
accumulation of silver nanoparticles to affect the membrane’s permeability, resulting in cell
death (Sondi & Salopek-Sondi, 2004). A report by Lok et al. (2006) states that silver
nanoparticles have been found to destabilize the bacterial outer membrane and deplete the
levels of intracellular ATP. Several recent publications postulate that silver nanoparticles may
adhere to the surface of the cell membrane, thereby disrupting cellular functions such as
permeability and respiration (Panacek et al, 2006); silver nanoparticles may cause damage,
after penetration, by interacting with phosphorus- and sulphur-containing compounds,
including DNA, for silver tends to have a high affinity to react with such compounds (Hatchett,
2004).

9
 Given the high toxicity of silver nanoparticles on bacteria, there are extensive
biological, biomedical, and pharmaceutical applications (Sondi & Salopek-Sondi, 2004) of
nanoparticles exhibiting antibacterial properties, including widespread products where
bacterial growth should be inhibited. The antibacterial activity of the nanoparticles may be
used in medicine to reduce infections in burn treatment, arthroplasty, to prevent bacteria
colonization on prostheses, catheters, vascular grafts, dental materials and dental resins, as
well as integration into textile fabrics, or even for water treatment (Panacek et al, 2006). In
addition, they can be incorporated into domestic and car airconditioner filters, floor drain traps,
shoe and insole lining, bandages or plasters, refrigerators, storage containers, and
antibacterial soaps, detergents or washing liquids.

Guide Questions for Literature Evaluation Comprehensive Discussion/s

1. Are the materials organized according to

issues?

2. Is there a logic to the way the author

organized his materials?

3. Does the amount of detail included on an

issue relate to its importance?

4. Does the author sufficiently been critical of

the design and methodological issues?

5. Does the author indicate when results are

conflicting or inconclusive and discuss
possible reasons?

6. Does the author indicate the relevance of

each reference to his research?

10
 WHAT I CAN DO

Directions: Discuss the answers to the following questions. Use separate sheet of
paper in doing this activity.

1. What makes a review of literature important in research?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Why should ethical standards be observed in the literature?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. How can plagiarism be avoided in writing the review of literature?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Why is there a need to consider the different parts in writing a review of related
literature? Elaborate.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. Can you think of any type of information that should not be included in the literature
review? Give examples.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

11
 ASSESSMENT

Directions: Below are some examples of written review of literature. Tell what set of
purposes do the following examples are showing. Clues are given for you to be guided
in accomplishing this task. Use separate sheet of paper in doing this activity.

Clues:

A. Convincing the reader that the research area is significant / important / interesting
B. Convincing the reader that we shouldn’t be (completely) satisfied with the existing
literature on the topic and that your research will fill some important or interesting gap or
address some important limitation or deficiency
C. Explaining and justifying your research hypotheses / ideas
D. Explaining how the historical context for your research guided what you did
E. Explaining and justifying your choice of theoretical framework
F. Convincing the reader that your research methods are sound and were well thought
through
G. Introducing relevant terminology and provide definitions to clarify how terms are to be
used

1.
________________
___

2.
________________
___

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 3.
________________
___

4.
________________
___

5.
________________
___

13
 6.
________________
___

7.
________________
___

14
 ADDITIONAL ACTIVITY/IES

Directions: Having learned the important points to be considered in writing review on

related literature (RRL), it is now the right time for you to construct your own RRL of
your chosen research topic related to your field of study. After constructing your RRL,
make sure to evaluate/critique it using the template below to summarize significant
points. Use separate sheet of paper in accomplishing this task.

----------------------------------------------------------------------------------------------------------------
Evaluation Tool:

Criteria Positive Negative

Purpose

Relevance

Citations

Coherence

Observance of Ethics

* Discuss on the reasons given either positive or negative.

15
 16
Answers Vary Part.
The teacher will check all the
Notes to the Teacher!
WHAT I KNOW
A.
1. d.
2. d.
WHAT I HAVE WHAT’S NEW 3. b.
LEARNED 1. C 4. c.
Answers Vary 2. E 5. c.
(See attached 3. J B.
rubric) 4. G 1. F
5. I 2. F
WHAT I CAN DO 6. A 3. T
Answers Vary 7. H 4. T
(See attached 8. D 5. F
rubric) 9. F. 6. F
10. B 7. T
ASSESSMENT 8. T
1. B WHAT’S MORE 9. F
2. C 1. Certainly True 10. T
3. F 2. Certainly True
4. D 3. Probably True WHAT’S IN
5. G 4. Possibly True 1. Unethical
6. E 5. Possibly True Research Practice
7. A 6. Certainly True 2. Unethical
ADDITIONAL 7. Probably True Research Practice
ACTIVITIES 8. Probably True 3. Ethical Research
Answers Vary 9. Certainly True Practice
(See attached 10. Possibly True 4. Unethical
rubric) 11. Possibly True Research Practice
12. Possibly True 5. Ethical Research
13. Possibly True Practice
14. Probably True
Note: Answers may
vary in giving
explanations.
ANSWER KEY
 Suggested Grading Rubric for Activities under
WHAT I HAVE LEARNED, WHAT I CAN DO & ADDITIONAL ACTIVITIES

Verbal Description & Numerical Equivalent

Grading Factor Needs
Excellent Very Good Good
Improvement
(4) (3) (2)
(1)
Completeness
Does your response directly answer
each part of the assignment
question(s)?

Knowledge
Does your response clearly show
you have read and understand the
lesson content by correctly defining
key terms, key persons and
summarizing concepts?
Have you made inferences based
on this knowledge to personal or
modern-day applications?
Analysis
Have you clearly state analysis and
give examples to back them up?
Does your response provide
analysis to the larger concepts of
the lesson?

Writing Skills
Do you write clearly, in complete
sentences, with minimal errors in
grammar and spelling?
Did you use the APA Method of
Citation where needed?

17
REFERENCES

Published Books

Baraceros, E. (2016). Practical research 1 (1st ed.). Sampaloc, Manila: Rex Book
Store, Inc.

Buensuceso, D., Dacanay, D., Manalo, G., & San Gabriel, N. (2016). Practical
research 1 (1st ed.). Pasig, Philippines: Department of Education-Bureau of
Learning Resources

Prieto, N., Naval, V., & Carey, T. (2017). Practical research 1 for senior high school.
Quezon City, Metro Manila: Lorimar Publishing, Inc.

Electronic Resources

Magalla, A. (2015). The true meaning of copyright. Retrieved from

https://www.researchgate.net/publication/283015654_THE_TRUE_MEANING
_OF_COPYRIGHT

Ethical Standards in Writing Related Literature (n.d.). Retrieved from

https://elcomblus.com/ethical-standards-in-writing-related-literature/

https://global.oup.com/uk/orc/xedition/brymanbrm4exe/student/mcqs/ch23/

https://my.uq.edu.au/files/11020/guide-literature-review-research-students.pdf

http://cheminnerweb.ukzn.ac.za/Files/Honours/CHEM751/LitReview%20Exercise%2
0Example.pdf

Other Resources

K to 12 Most Essential Learning Competencies with Corresponding CG Codes

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