Document No.

USA-LSE- SYL-SSE 102 (Lec)

Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 1 of 22

UNIVERSITY OF SAN AGUSTIN

ILOILO CITY
COLLEGE OF LIBERAL ARTS, SCIENCES, AND EDUCATION

COURSE SYLLABUS FOR RESEARCH IN SOCIAL STUDIES (SSE 102)

VISION MISSION AUGUSTINIAN GRADUATE ATTRIBUTES

A premier academic community of life-long learners
working with one mind and one heart to search for,
discover and share the Truth (Gaudium de Veritate) for
the promotion of authentic human and societal
development.
The University of San Agustin is an Augustinian, Catholic
and Filipino educational institution that aims to form the
members of its academic community in Virtus et Scientia
to serve Western Visayas, the Philippines and the world.
An Augustinian graduate is:
▪ A transformative community builder oriented
towards God.
▪ A restless critical and creative thinker.
▪ A social communicator of the Truth.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PROGRAM OUTCOMES (PO)

After 4 to 5 years, the BEEd/BSED graduates shall:
1. Express clearly the ideals, aspirations, and traditions of Filipinos that are essential
foundations in the development and transformation of young Filipino learners.
2. Demonstrate pedagogical skills that would allow learners to experience
opportunities for intellectual, social, and personal growth.
3. Create instructional provisions for the development of critical thinking, problem-
solving, and performance skills for all types of learners.
4. Manifest systematic processes in the delivery of classroom instruction through
effective and efficient services in collaboration with other professionals.
5. Plan, implement, and evaluate educational programs and projects in accordance
to the highest standards.
6. Exude the qualities of a model Augustinian teacher who is a living example of an
upright citizen of the community.
By the time of graduation, the students of the BEEd/BSEd program shall have the
ability to:
A. Articulate the relationship of education to larger historical, social, cultural, and
political processes.
B. Facilitate learning using a wide range of teaching methodologies in various
types of environment.
C. Develop alternative teaching approaches for diverse learners.
D. Apply skills in curriculum development, lesson planning, materials development,
instructional delivery, and educational assessment.
E. Demonstrate basic and higher levels of thinking skills in planning, assessing,
and reporting.
F. Practice professional and ethical teaching standards to respond to the demands
of the community.
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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This course aims to develop students’ critical and logical skills

by doing research in Social Studies. This also includes research
RESEARCH IN SOCIAL processes specifically detailing every step used in the said Credit
Course Title Course Description Course Code SSE 102 3
STUDIES process in conducting a research study. Qualitative, Units
Quantitative and Mixed Methods Design are also introduced in
this course.
Course Pre-requisites None Course Level/I-E-D
Course Outcomes: At the end of the course, the student shall be able to: PO Code Course Outcomes: At the end of the course, the student shall be able to:
PO Code Link(s)
Link(s)

CO1: identify and explain the overall process and concept of designing a research CO4: apply and demonstrate some new methods and techniques of doing a
study from its inception to its report; research;

CO2: demonstrate a capacity to communicate research results clearly, CO5: highlight the importance of research in Social Studies;
comprehensively, and persuasively;

CO3 distinguish and describe the Qualitative, Quantitative and Mixed Methods CO6: use research findings to advance education theory and practice.
Research Designs;
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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LEARNING CO LINK COURSE CONTENT REFERENCES TEACHING AND ASSESSMENT RESOURCE BTI’s
OUTCOMES (LO) LEARNING ACTIVITIES TASKS (ATs) MATERIALS
(TLAs)

MODULE 1: INTRODUCTION TO RESEARCH IN SOCIAL STUDIES

(WEEK 1)
A. Identify the different CO1;
types of research; and CO5 I. Introduction to Research
A. What is Research?
B. Appreciate the role
and significance of
research. B. Characteristics of
Research
C. Types of Research
Approach in Social
Studies
A. ONLINE APPROACH A. ONLINE APPROACH 1. Reference 5.1.1;
Textbooks 1.5.1;
1. Live online 1. Graphical and 2. Journals 4.5.1
Fraenkel, Wallen & Hyun (2012).
lecture/discussion via Statistical Data Relevant for this
How to Design and Evaluate social media platforms Interpretation and Course:
Research in Education. McGraw such as Google Critique a. Journal on
Hill Classroom, Zoom and 2. Summary/Analysis Qualitative,
Google Meet. 3. Hyperlink Teacher- Quantitative
Creswell, J. (2007). Qualitative 2. Pre-recorded instructional made Quizzes/Tests and Mixed
Inquiry and Research Design. video and audio clips of (with time limit) Methods
Sage Publication. 2nd Edition. the lessons uploaded to 4. Interactive Quiz via Research
social media platforms as Kahoot.it and Design
Creswell, J. (2008). Educational virtual classrooms Quizizz.com b. Sample
Research: Planning, conducting, 3. Learning Playlists (Series 5. Hyperlink Teacher- Research
and evaluating quantitative and of learning activities) made Summative Data
qualitative research (3rd ed.). 4. Critiquing of Vlogs with Tests and Exams (with Interpretation
Upper Saddle River: Pearson. themes related to the time limit) and Analysis;
topics 6. Online checklist c. Intensive
Crotty, M. (1998). Foundation of 5. Assigned Reading/Text 7. Oral Reports via Conceptual
Social Research: Meaning and (e.g. journal articles, blogs, Google Meet or Zoom Literature
Perspective in the Research. multimedia presentation) 8. Presentation of PPT and
Sage Publication 6. Peer Review slides via Google Meet Research
7. Webquest or Zoom Theoretical
8. 1-minute reflection (to be 9. Portfolios framework
posted via Padlets and 10. Compilation of
Google Classroom) Insight Papers 3. Hyperlinks and
9. Reflective Essays (to be uploaded to Google Hypertexts of
uploaded via Google Classroom, Edmodo, videos and
or Schoology on time
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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Classroom, Schoology or 11. Blended Learning articles related

Edmodo). Assessment to the topics
10. Peer and group (preparation and 4. PPT Slides
Quescussions presentations of PPT 5. Google Sheets
11. Insight Paper slides) 6. Vlogs
12. Respond, React, Reply 7. Youtube video
clips
B. MODULAR 8. E-Brochures
B. MODULAR APPROACH: APPROACH: 9. E-Magazines
10. Online Case
1. Printed lecture notes 1. Graphical and studies
and lesson handouts Statistical Data 11. E-Journals
provided in the module Interpretation and 12. Uploaded files in
2. Pre-recorded video and Critique online platforms
audio clips of 2. Summary/Analysis such as Google
supplementary lectures, 3. Activity Sheets Classroom,
discussions and/or 4. Pretest and Posttest Edmodo,
instructional materials that for every lesson Schoology, etc.
are available in social 5. Journals 13. Multimedia
media virtual classrooms 6. Reflective Writing materials
or in USB or CD 7. Unit/Summative
3. Activity Sheets and Tests
Guide Questions provided 8. Major Exams
in the printed module 9. Portfolio
4. Reflective/Insightful 10. Recorded
Questions provided in the Video/Audio Clips of
printed module Insightful Learnings
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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MODULE 2: RESEARCH PROCESS

(WEEK 2) A. ONLINE APPROACH A. ONLINE APPROACH 1.5.1;
A. Identify the different Creswell, J. (2007). 1. Reference 5.1.1;
steps in research CO2; II. Research Process Qualitative Inquiry and 1. Live online 1. Graphical and Textbooks 4.5.1
process; and CO4; Research Design. Sage lecture/discussion via Statistical Data 2. Journals Relevant
Publication. 2nd Edition. social media Interpretation and for this Course:
A. The Nature of platforms such as Critique
B. Manifest ability to Research Process Creswell, J. (2008). Google Classroom, 2. Summary/Analysis a. Journal on
write a research Educational Research: Zoom and Google 3. Hyperlink Teacher- Qualitative,
proposal. B. Characteristics of Good Planning, conducting, and Meet. made Quizzes/Tests Quantitative and
Research Question evaluating quantitative and 2. Pre-recorded (with time limit) Mixed Methods
qualitative research (3rd ed.). instructional video 4. Interactive Quiz via Research Design
C. Sampling Methods Upper Saddle River: Pearson. and audio clips of the Kahoot.it and
lessons uploaded to Quizizz.com b. b. Sample Research
Crotty, M. (1998). Foundation social media 5. Hyperlink Teacher- Data Interpretation
of Social Research: Meaning platforms as virtual made Summative and Analysis;
and Perspective in the classrooms Tests and Exams (with
Research. Sage Publication 3. Learning Playlists time limit) c. c. Intensive
(Series of learning 6. Online checklist Conceptual
Fraenkel, Wallen & Hyun activities) 7. Oral Reports via Literature and
(2012). How to Design and 4. Critiquing of Vlogs Google Meet or Zoom Research Theoretical
Evaluate Research in with themes related to 8. Presentation of PPT framework
Education. McGraw Hill the topics slides via Google Meet
5. Assigned or Zoom 3. Hyperlinks and
Gerona, B. (2016). Reading/Text (e.g. 9. Portfolios Hypertexts of videos
Correlation between Food journal articles, blogs, 10. Compilation of and articles related
Intake and Aggressive multimedia Insight Papers to the topics
Behavior. Unpublished presentation) uploaded to Google 4. PPT Slides
Research 6. Peer Review Classroom, Edmodo, 5. Google Sheets
7. Webquest or Schoology on time 6. Vlogs
Gerona, B. (2021). Marriage 8. 1-minute reflection (to 11. Blended Learning 7. Youtube video
Life to Widowhood: An Inquiry be posted via Padlets Assessment clips
on the Quality of Life of a and Google (preparation and 8. E-Brochures
Widow. Asian Scholar Classroom) presentations of PPT 9. E-Magazines
Network. slides)
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 6 of 22

9. Reflective Essays (to 10. Online Case

be uploaded via
Google Classroom,
Schoology or
Edmodo).
10. Peer and group
Quescussions
11. Insight Paper
12. Respond, React,
Reply
B. MODULAR APPROACH:
1. Printed lecture notes
and lesson handouts
provided in the module
2. Pre-recorded video and
audio clips of
supplementary lectures,
discussions and/or
instructional materials that
are available in social
media virtual classrooms
or in USB or CD
3. Activity Sheets and
Guide Questions provided
in the printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing
studies
11. E-Journals
B. MODULAR 12. Uploaded files in
APPROACH: online platforms such
as Google
1. Graphical and Classroom, Edmodo,
Statistical Data Schoology, etc.
Interpretation and 13. Multimedia
Critique materials
2. Summary/Analysis
3. Activity Sheets
4. Pretest and Posttest
for every lesson
5. Journals
6. Reflective Writing
7. Unit/Summative
Tests
8. Major Exams
9. Portfolio
10. Recorded
Video/Audio Clips of
Insightful Learnings
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 7 of 22

MODULE 3: QUALITATIVE RESEARCH DESIGN

(WEEK 3)
A. Know the
similarities and CO4; III. Qualitative Research Fraenkel, Wallen & Hyun
differences of CO6 Design (2012). How to Design and
quantitative research Evaluate Research in
A. Descriptive Research Education. McGraw Hill
designs; and
B. Correlational Research Gerona, (2015). Level of
participation of CAS Students
B. Manifest ability to C. Experimental Research in the University Programs
write a research and Activities. Unpublished
proposal. Research
Gerona, B. (2016).
Correlation between Food
Intake and Aggressive
Behavior. Unpublished
Research
Sanchez, C. (1998). Methods
and Techniques of Research.
Rex Bookstore
A. ONLINE APPROACH A. ONLINE APPROACH 1.5.1;
1. Reference 5.1.1;
1. Live online 1. Graphical and Textbooks 4.5.1
lecture/discussion via Statistical Data 2. Journals Relevant
social media Interpretation and for this Course:
platforms such as Critique
Google Classroom, 2. Summary/Analysis a. Journal on
Zoom and Google 3. Hyperlink Teacher- Qualitative,
Meet. made Quizzes/Tests Quantitative and
2. Pre-recorded (with time limit) Mixed Methods
instructional video 4. Interactive Quiz via Research Design
and audio clips of the Kahoot.it and
lessons uploaded to Quizizz.com b. b. Sample Research
social media 5. Hyperlink Teacher- Data Interpretation
platforms as virtual made Summative and Analysis;
classrooms Tests and Exams (with
3. Learning Playlists time limit) c. c. Intensive
(Series of learning 6. Online checklist Conceptual
activities) 7. Oral Reports via Literature and
4. Critiquing of Vlogs Google Meet or Zoom Research Theoretical
with themes related to 8. Presentation of PPT framework
the topics slides via Google Meet
5. Assigned or Zoom
Reading/Text (e.g. 9. Portfolios 3. Hyperlinks and
journal articles, blogs, 10. Compilation of Hypertexts of videos
multimedia Insight Papers and articles related
presentation) uploaded to Google to the topics
6. Peer Review Classroom, Edmodo, 4. PPT Slides
7. Webquest or Schoology on time 5. Google Sheets
8. 1-minute reflection (to 11. Blended Learning 6. Vlogs
be posted via Padlets Assessment 7. Youtube video
and Google (preparation and clips
Classroom) presentations of PPT 8. E-Brochures
slides)
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 8 of 22

9. Reflective Essays (to 9. E-Magazines

be uploaded via 10. Online Case
Google Classroom, B. MODULAR studies
Schoology or APPROACH: 11. E-Journals
Edmodo). 1. Graphical and 12. Uploaded files in
10. Peer and group Statistical Data online platforms such
Quescussions Interpretation and as Google
11. Insight Paper Critique Classroom, Edmodo,
12. Respond, React, 2. Summary/Analysis Schoology, etc.
Reply 3. Activity Sheets 13. Multimedia
4. Pretest and Posttest materials
B. MODULAR APPROACH: for every lesson
5. Journals
1. Printed lecture notes 6. Reflective Writing
and lesson handouts 7. Unit/Summative
provided in the module Tests
2. Pre-recorded video and 8. Major Exams
audio clips of 9. Portfolio
supplementary lectures, 10. Recorded
discussions and/or Video/Audio Clips of
instructional materials that Insightful Learnings
are available in social
media virtual classrooms
or in USB or CD
3. Activity Sheets and
Guide Questions provided
in the printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing

MODULE 4: QUANTITATIVE RESEARCH DESIGN
(WEEK 4)
A. Know the CO1; IV. Quantitative Research Anderson, E & Spencer, M.
similarities and CO2 Design (2002) A Phenomenological
differences of CO3 Study – “Cognitive
qualitative research CO4; A. Narrative Inquiry Representations of AIDS”.
designs; and CO5; Research Qualitative Health Research
CO6
B. Phenomenological Crotty (2003). The
B. Manifest ability to Research foundations of social
write a research research: Meaning and
proposal. C. Grounded Theory perspective in
the research process.
D. Ethnographic Research Thousands Oaks, CA: Sage.
E. Case Study Research Creswell (2013). Qualitative
Inquiry & Research Design.
Sage Publication.
Fraenkel, Wallen & Hyun
(2012). How to Design and
Evaluate Research in
Education. McGraw Hill
Gerona, B. (2020). “Marriage
Life to Widowhood: The
Quality of Life of a
Widow”. Unpublished
Research
Gerona, B. (2020).
“Understanding Religious and
Cultural Practices among
A. ONLINE APPROACH A. ONLINE APPROACH
1. Live online
lecture/discussion via
social media
platforms such as
Google Classroom,
Zoom and Google
Meet.
2. Pre-recorded
instructional video
and audio clips of the
lessons uploaded to
social media
platforms as virtual
classrooms
3. Learning Playlists
(Series of learning
activities)
4. Critiquing of Vlogs
with themes related to
the topics
5. Assigned
Reading/Text (e.g.
journal articles, blogs,
multimedia
presentation)
6. Peer Review
7. Webquest
8. 1-minute reflection (to
be posted via Padlets
and Google
Classroom)
9. Reflective Essays (to
be uploaded via
Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 9 of 22
1. Reference 5.1.1
1. Graphical and Textbooks
Statistical Data 2. Journals Relevant
Interpretation and for this Course:
Critique
2. Summary/Analysisa. a. Journal on
3. Hyperlink Teacher- Qualitative,
made Quizzes/Tests Quantitative and
(with time limit) Mixed Methods
4. Interactive Quiz via Research Design
Kahoot.it and
Quizizz.com b. b. Sample Research
5. Hyperlink Teacher- Data Interpretation
made Summative and Analysis;
Tests and Exams (with
time limit) c. c. Intensive
6. Online checklist Conceptual
7. Oral Reports via Literature and
Google Meet or Zoom Research Theoretical
8. Presentation of PPT framework
slides via Google Meet
or Zoom 3. Hyperlinks and
9. Portfolios Hypertexts of videos
10. Compilation of and articles related
Insight Papers to the topics
uploaded to Google 4. PPT Slides
Classroom, Edmodo, 5. Google Sheets
or Schoology on time 6. Vlogs
11. Blended Learning 7. Youtube video
Assessment clips
(preparation and 8. E-Brochures
presentations of PPT 9. E-Magazines
slides)
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 10 of 22

Muslims in Western Visayas: Google Classroom, 10. Online Case

An Ethnographic Study”.
Unpublished Research
Samis, E. (2018).
“Understanding the Process
of Becoming Male Sex
Worker”.
Unpublished Research
B. MODULAR APPROACH:
Schoology or
Edmodo).
10. Peer and group
Quescussions
11. Insight Paper
12. Respond, React,
Reply
1. Printed lecture notes
and lesson handouts
provided in the module
2. Pre-recorded video and
audio clips of
supplementary lectures,
discussions and/or
instructional materials that
are available in social
media virtual classrooms
or in USB or CD
3. Activity Sheets and
Guide Questions provided
in the printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing
studies
B. MODULAR 11. E-Journals
APPROACH: 12. Uploaded files in
1. Graphical and online platforms such
Statistical Data as Google
Interpretation and Classroom, Edmodo,
Critique Schoology, etc.
2. Summary/Analysis 13. Multimedia
3. Activity Sheets materials
4. Pretest and Posttest
for every lesson
5. Journals
6. Reflective Writing
7. Unit/Summative
Tests
8. Major Exams
9. Portfolio
10. Recorded
Video/Audio Clips of
Insightful Learnings
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 11 of 22

MODULE 5: MIXED METHOD RESEARCH DESIGN

(WEEK 5) A. ONLINE APPROACH A. ONLINE APPROACH 5.1.1
A. Define the nature of CO1; Creswell, J., Tashakkori, A., 1. Reference
Mixed Methods CO2; V. Mixed Method Research Jensen, K. & Shapley, K. 1. Live online 1. Graphical and Textbooks 1.5.1
research; CO3; Design (2003). Theching mixed lecture/discussion via Statistical Data 2. Journals Relevant
4.5.1;
CO4; methods research: Practices, social media Interpretation and for this Course:
2.5.1
B. Recognize the type CO5; A. Exploratory Research delimmas and challenges. platforms such as Critique
of research problem CO6 Sage Publication Google Classroom, 2. Summary/Analysisa. a. Journal on
call for a mixed method B. Explanatory Research Zoom and Google 3. Hyperlink Teacher- Qualitative,
study; Fraenkel, Wallen & Hyun Meet. made Quizzes/Tests Quantitative and
C. Triangulation Design (2012). How to Design and 2. Pre-recorded (with time limit) Mixed Methods
C. Know the advantage Evaluate Research in instructional video 4. Interactive Quiz via Research Design
of using mixed Education. McGraw Hill and audio clips of the Kahoot.it and
method; and lessons uploaded to Quizizz.com b. b. Sample Research
Johnson, R., Onwuegbuzie, social media 5. Hyperlink Teacher- Data Interpretation
D. Appreciate the A. & Turner, L. (2007). platforms as virtual made Summative and Analysis;
challenge of using Toward a definition of mixed classrooms Tests and Exams (with
mixed methods. method research. Journal of 3. Learning Playlists time limit) c. c. Intensive
Mixed Methods Research (Series of learning 6. Online checklist Conceptual
activities) 7. Oral Reports via Literature and
4. Critiquing of Vlogs Google Meet or Zoom Research Theoretical
with themes related to 8. Presentation of PPT framework
the topics slides via Google Meet
5. Assigned or Zoom
Reading/Text (e.g. 9. Portfolios 3. Hyperlinks and
journal articles, blogs, 10. Compilation of Hypertexts of videos
multimedia Insight Papers and articles related
presentation) uploaded to Google to the topics
6. Peer Review Classroom, Edmodo, 4. PPT Slides
7. Webquest or Schoology on time 5. Google Sheets
8. 1-minute reflection (to 11. Blended Learning 6. Vlogs
be posted via Padlets Assessment 7. Youtube video
and Google (preparation and clips
Classroom) presentations of PPT 8. E-Brochures
slides)
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 12 of 22

9. Reflective Essays (to 9. E-Magazines

be uploaded via 10. Online Case
Google Classroom, studies
Schoology or B. MODULAR 11. E-Journals
Edmodo). APPROACH: 12. Uploaded files in
10. Peer and group online platforms such
Quescussions 1. Graphical and as Google
11. Insight Paper Statistical Data Classroom, Edmodo,
12. Respond, React, Interpretation and Schoology, etc.
Reply Critique 13. Multimedia
2. Summary/Analysis materials
B. MODULAR APPROACH: 3. Activity Sheets
4. Pretest and Posttest
1. Printed lecture notes for every lesson
and lesson handouts 5. Journals
provided in the module 6. Reflective Writing
2. Pre-recorded video and 7. Unit/Summative
audio clips of Tests
supplementary lectures, 8. Major Exams
discussions and/or 9. Portfolio
instructional materials that 10. Recorded
are available in social Video/Audio Clips of
media virtual classrooms Insightful Learnings
or in USB or CD
3. Activity Sheets and
Guide Questions provided
in the printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing

CULMINATION
Week 6-8
Remediation
Completion of Requirements
Final Assessment
AUGUSTINIAN GRADUATE ATTRIBUTES
TEACHING AND LEARNING
ATTRIBUTES
ACTIVITIES
A transformative community builder oriented towards God.
A restless critical and creative thinker. A. ONLINE APPROACH
1. Live online
A social communicator of the Truth. lecture/discussion via
social media platforms
such as Google
Classroom, Zoom and
Google Meet.
2. Pre-recorded instructional
video and audio clips of
the lessons uploaded to
social media platforms as
virtual classrooms
3. Learning Playlists (Series
of learning activities)
4. Critiquing of Vlogs with
themes related to the
topics
5. Assigned Reading/Text
(e.g. journal articles,
blogs, multimedia
presentation)
6. Peer Review
7. Webquest
8. 1-minute reflection (to be
posted via Padlets and
Google Classroom)
Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 13 of 22
ASSESSMENT TASKS
A. ONLINE APPROACH
1. Graphical and Statistical Data Interpretation
and Critique
2. Summary/Analysis
3. Hyperlink Teacher-made Quizzes/Tests
(with time limit)
4. Interactive Quiz via Kahoot.it and
Quizizz.com
5. Hyperlink Teacher-made Summative Tests
and Exams (with time limit)
6. Online checklist
7. Oral Reports via Google Meet or Zoom
8. Presentation of PPT slides via Google Meet
or Zoom
9. Portfolios
10. Compilation of Insight Papers uploaded to
Google Classroom, Edmodo, or Schoology on
time
11. Blended Learning Assessment (preparation
and presentations of PPT slides)
B. MODULAR APPROACH:
1. Graphical and Statistical Data Interpretation
and Critique
2. Summary/Analysis
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 14 of 22

9. Reflective Essays (to be 3. Activity Sheets

uploaded via Google 4. Pretest and Posttest for every lesson
Classroom, Schoology or 5. Journals
Edmodo). 6. Reflective Writing
10. Peer and group 7. Unit/Summative Tests
Quescussions 8. Major Exams
11. Insight Paper 9. Portfolio
12. Respond, React, Reply 10. Recorded Video/Audio Clips of Insightful
Learnings
B. MODULAR APPROACH:
1. Printed lecture notes and
lesson handouts provided in
the module
2. Pre-recorded video and
audio clips of supplementary
lectures, discussions and/or
instructional materials that are
available in social media
virtual classrooms or in USB
or CD
3. Activity Sheets and Guide
Questions provided in the
printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 15 of 22

PERFORMANCE STANDARDS AND EVALUATION SYSTEM OF OBA RESULTS FINAL RATING EVALUATION SYSTEM
Attendance Policy
Attendance is required during all class sessions. Excused absences are dealt with on an individual
basis in accordance to the Student Handbook. Contact the instructor prior to any sessions that you will Components of the Term Grade Percentage
miss and take responsibility for getting notes and handouts from class members.
Class attendance – unexcused absence should not exceed 20% of the total number of Summative Tests (Midterm or Final) 40%
schooldays.
Punctuality Performance-based Assessments 60%
Twenty (20) minutes late considered absence from class (1 assessment per module), Virtual
Participation, Individual Activities and
Research Analysis
_______
TOTAL 100%

Midterm Grade + End Term Grade = Final Grade

2
Prepared by Reviewed by: Approved for Implementation:

DR. JERRY LEGO JUSTINE T. TABLAC MA. DELSA P. GANGE, Ph.D. NENELYN DE LA FUENTE, Ph.D.
Subject Teacher Librarian, CLASE Academic Supervisor, Education Dean

Date: Date: Date:

January 28, 2022
LIST OF RESOURCES
PRINTED LEARNING RESOURCES WEB AND OTHER LEARNING RESOURCES
1. Fraenkel, Wallen & Hyun (2012). How to Design and Evaluate Research in Education. McGraw Hill 1. https://cehs.unl.edu/documents/edpsych/ResMethObjectives.pdf
2. Creswell, J. (2007). Qualitative Inquiry and Research Design. Sage Publication. 2nd Edition. 2. https://archive.handbook.unimelb.edu.au/view/2015/educ90824/
3. Creswell, J. (2008). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research
(3rd ed.). Upper Saddle River: Pearson.
4. Crotty, M. (1998). Foundation of Social Research: Meaning and Perspective in the Research. Sage Publication
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
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Professor’s Email Availability and Policies

I can be reached via e-mail daily. Responses to sent e-mail will be subject to my availability within 24-48 hours. Kindly indicate in your e-mail your Section and
Course Title in the subject line and your Complete Name followed by a brief Query and/or other Related Concern in the message box.

Virtual Office Hours

Course Policies
THINGS TO BE PONDERED:

General Course Expectations (My Expectations vs your Expectations)

You can expect me:

• To start and end class on time.

• To assign homework that adequately covers the material and meets the learning objectives of the course while adhering to the time expectations for
a 3 unit course.
• To give exams that accurately reflect the material covered in class and assigned in homework.

I can expect you:

• To come to class on time.

• To be attentive and engaged in class.
• To refrain from using laptops, cell phones and other electronic devices during class.
• To spend an adequate amount of time on the homework each week, trying to solve and understand each problem.
• To engage with both the abstract and computational sides of the material.
• To seek help when appropriate.
“Now I see you, Now I don’t”

In this distance learning course, your attendance will be tracked by participation in the discussion forum, completion of e-mail assignments, and other activities
as assigned. Attendance will be strictly monitored via online platforms during asynchronous and synchronous online sessions and/or submissions of outputs.
 Document No. USA-LSE- SYL-SSE 102 (Lec)
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Date of Effectivity: January 28, 2022
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“Be an online platforms enthusiast”

Everyone is required to have a personal gmail account for it is prerequisite in creating and/or joining in social media platforms such as google classroom, google
meet, zoom, schoology, and Edmodo.

“Zero Tolerance of Cheating & Plagiarism”

Plagiarism means using words, ideas, or arguments from another person or source without citation. Cite all sources consulted to any extent (including material
from the internet), whether or not assigned and whether or not quoted directly. For quotations, four or more words used in sequence must be set off in
quotation marks, with the source identified.
Any form of cheating will immediately earn you a failing grade for the entire course. These are graded as components of the overall score.

“Avoid being ONDA (On the Day of the Submission)”

Although it is still okay to pass your outputs on the day of the deadline, avoid doing that for all the right reasons. Make sure to submit works before the
deadline get rid of cramming. Those who failed to submit on time will be given another chance, however subject to valid reasons or emergency cases only
and/or early notification through a formal letter.

Major Outputs and Exams- basic!

One who fails to take the major exam and/or submit a major output on time will be given a 2-day completion period. This will be subject to approval upon
submission of a formal letter which clearly states a valid reason and a concrete action plan for completion.

Faculty Information

JERRY M. LEGO, Ph.D.

Faculty, College of Liberal Arts, Sciences and Education
▪ Contact Number: 0998 899 0627
▪ E-mail: jerrylego42@gmail.com
▪ Hours for Synchronous and Asynchronous activities:
▪ Consultation Days/Time: Sunday/8AM to 7PM
▪ Unavailable Days/Time:
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 18 of 22

RUBRIC/S FOR THIS COURSE

For Graphical and Statistical Data Interpretation/Analysis
%
Poor Fair Very Good Excellent Score/
Points
Criterion 1:
Conceptual explain or demonstrate: partially able to explain or able to explain and in various contexts, appropriately
Understanding demonstrate: demonstrate: explains and demonstrates:
– ways to collect data
Shows understanding – methods of organizing Data – ways to collect data – ways to collect data – ways to collect data
by explaining and/or – common attributes of line – methods of organizing data – methods of organizing data – methods of organizing data
demonstrating: plots – common attributes of line – common attributes of line – common attributes of line plots
1. ways to collect and – common attributes of bar plots plots – common attributes of bar
graphs – common attributes of bar – common attributes of bar graphs
organize data to – conclusions based on a bar graphs graphs – conclusions based on a bar
answer questions graph – conclusions based on a bar – conclusions based on a bar graph
2. common attributes graph graph
of line plots and bar
graphs
3. drawing
conclusions based on
a bar graph
Criterion 2:
Procedural limited accuracy; often partially accurate; makes generally accurate; accurate; rarely makes
Knowledge makes major errors or frequent minor errors or makes few errors or errors or omissions in:
omissions in: omissions in: omissions in: – recording and
Accurately: – recording and – recording and – recording and organizing data
1. records and organizing data organizing data organizing data – creating line plots
organizes data using – creating line plots – creating line plots – creating line plots – interpreting line plots
tally marks, charts, – interpreting line plots – interpreting line plots – interpreting line plots – creating bar graphs
lists – creating bar graphs – creating bar graphs – creating bar graphs – interpreting bar
2. creates and – interpreting bar – interpreting bar – interpreting bar graphs
interprets line plots graphs graphs graphs – answering questions
– answering questions – answering questions – answering questions using data
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
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3. creates and using data using data using data

interprets bar graphs
including labels (title
and axes)
4. answers questions
using data
Criterion 3: does not select and use with limited help, selects selects and uses selects and uses
Problem Solving appropriate strategies to and uses some appropriate strategies to appropriate strategies to
solve problems using strategies to solve solve problems using solve problems using
Selects and uses bar graphs successfully problems using bar bar graphs successfully bar graphs with a high
appropriate strategies graphs with partial degree of success
to solve problems success
involving
bar graphs
Criterion 4: does not record records procedures and records procedures and records procedures and
Communication procedures or explain explains reasoning with explains reasoning explains reasoning with
reasoning clearly and partial clarify; may be clearly and completely precision and
Records procedures completely incomplete thoroughness
and explains
reasoning clearly and
completely using
mathematical
language (e.g., data,
axes)
TOTAL

For Press Summary/Analysis

FAIL
Criterion 1: Content The content does not refer to
the course material.
FAIR
The content either refers to
the course material or at least
one scholarly article. The link
%
VERY GOOD EXCELLENT Score/
Points
The content refers to both the The content refers to the course
course material and at least material and more than one
one scholarly article. The link scholarly article. The link

The link between the press
release and the referenced
material is not well established.
Criterion 2: Language, The text is filled with
grammar, style, grammatical and punctuation
clarity and structure mistakes; It suffers from
fractured syntax; The text is
written in a colloquial style.
The text is unstructured, sloppy and
half-hearted.
Criterion 3: No scientific reference or a
Quality of scholarly reference from a non-scholarly
article article.
Total
For Insight Papers/Reflective Essays
Criteria Superior
Depth of Response demonstrates an in-
Reflection depth reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials
to date. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples are provided, as
applicable.
Required Response includes all
Components components and meets or
between the press release and
the referenced material is
weakly established.
The text contains a significant
number of errors in grammar,
punctuation or spelling.
The text is semantically
consistent. The text follows
the general structure of the
template. The text is written
in a journalistic style or lacks
analytical tone.
The text references a at least
one article but a few are from
non-peer reviewed journals.
Sufficient
Response demonstrates a general
reflection on, and personalization of,
the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are supported.
Appropriate examples are provided,
as applicable.
Response includes all components
and meets all requirements indicated
between the press release and
the referenced material is
clear.
The text is readable with few
grammatical and punctuation
mistakes. The structure is
correctly followed. The text is
written in an economic style
with an analytical tone.
The text reference at least one
article, all from peer-reviewed
journals.
Minimal
Response demonstrates a
minimal reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials
to date. Viewpoints and
interpretations are unsupported
or supported with flawed
arguments. Examples, when
applicable, are not provided or
are irrelevant to the assignment.
Response is missing some
components and/or does not
Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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between the press release and the
referenced material as well as the
contribution of the essay are well
introduced.
The text suffers from no
grammatical or punctuation
mistakes; It uses rich and
specialized vocabulary. The text is
well-structured and fluently
written in an academic style.
The text references more than one
article, all from leading peer
reviewed journals in the field.
Unacceptable
Response demonstrates a lack of
reflection on, or personalization of,
the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are missing,
inappropriate, and/or unsupported.
Examples, when applicable, are not
provided.
Response excludes essential
components and/or does not address

exceeds all requirements
indicated in the instructions.
Each question or part of the
assignment is addressed
thoroughly. All attachments
and/or additional documents are
included, as required.
Structure Writing is clear, concise, and
well organized with excellent
sentence/paragraph construction.
Thoughts are expressed in a
coherent and logical manner.
There are no more than three
spelling, grammar, or syntax
errors per page of writing.
Evidence and Response shows strong evidence
Practice of synthesis of ideas presented
and insights gained throughout
the entire course. The
implications of these insights for
the respondent's overall teaching
practice are thoroughly detailed,
as applicable.
For Critique Papers and Jourrnals
Criteria Superior
Structure Clear structure (introductory
paragraph, sufficient body
paragraphs, and concluding
paragraphs)
in the instructions. Each question or
part of the assignment is addressed.
All attachments and/or additional
documents are included, as required.
Writing is mostly clear, concise, and
well organized with good
sentence/paragraph construction.
Thoughts are expressed in a coherent
and logical manner. There are no
more than five spelling, grammar, or
syntax errors per page of writing.
Response shows evidence of
synthesis of ideas presented and
insights gained throughout the entire
course. The implications of these
insights for the respondent's overall
teaching practice are presented, as
applicable.
Sufficient
Clear structure (introductory
paragraph, sufficient body
paragraphs, and concluding
paragraphs
fully meet the requirements
indicated in the instructions.
Some questions or parts of the
assignment are not addressed.
Some attachments and additional
documents, if required, are
missing or unsuitable for the
purpose of the assignment.
Writing is unclear and/or
disorganized. Thoughts are not
expressed in a logical manner.
There are more than five
spelling, grammar, or syntax
errors per page of writing.
Response shows little evidence
of synthesis of ideas presented
and insights gained throughout
the entire course. Few
implications of these insights for
the respondent's overall teaching
practice are presented, as
applicable.
Minimal
Structure (introductory
paragraph, sufficient body
paragraphs, and concluding
paragraphs) is present, but there
are some structural issues (short
paragraphs, no transitions) that
need improvement
Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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the requirements indicated in the
instructions. Many parts of the
assignment are addressed
minimally, inadequately, and/or not
at all.
Writing is unclear and disorganized.
Thoughts ramble and make little
sense. There are numerous spelling,
grammar, or syntax errors
throughout the response.
Response shows no evidence of
synthesis of ideas presented and
insights gained throughout the
entire course. No implications for
the respondent's overall teaching
practice are presented, as applicable.
Unacceptable
Structure is attempted, but
structural issues (no/weak thesis
statements, disconnected
paragraphs, etc) impede
understanding the essay
 Document No. USA-LSE- SYL-SSE 102 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 22 of 22

Grammar Grammar, spelling, and Grammar, spelling, and punctuation Grammar, spelling, and Grammar, spelling, and
punctuation are always accurate are mostly accurate punctuation are sometimes punctuation are inconsistent
accurate
Writing Flow Writing flows/ideas are Writing flows/ideas are connected, Writing is sometimes staccato Writing is staccato (choppy), and
connected for the most part (choppy); some ideas are the ideas are not connected or
connected some ideas are connected, but the
ideas may not answer the questions
in the prompt
Application Theory is consistently analyzed, Theory present, but the analysis Theory present but analysis is Rare instances of analysis present
of theories not summarized could have been more succinct or brief; may read more like a
from more detailed summary
educational
psychology
Application Stage indicated and the research Stage indicated but the research is Stage missing from the research The research presented is unrelated
of the is clearly applied not aligned discussion to educational psychology
research to
one of the
stages of
child
development
Citations Evidence from text(s) is always Evidence from text(s) is used, for Evidence from text(s) is This paper lacked suitable structure
included used the most part sometimes used

APA format All citations are correct Less than 3 errors Less than 6 errors Greater than 6 errors