11 SENIOR HIGH SCHOOL

Practical Research 1
Quarter 1 – Module 1:
The Nature of Inquiry and Research
Subject Name – Practical Research 1 for Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: The Nature of Inquiry and Research
First Edition, 2020

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Development Team of the Module

Writers: Mary Ann C. Torres, MAED – A&S
Jean G. Fabugais, MAED-ELT, TMC-1
Editors: Lorilyn N. Nudalo, Ed.D.
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Anna Lee A. Amores Ed.D.

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 11
Practical Research 1

Quarter 1 – Module 1:
The Nature of Inquiry and Research
Introductory Message
For the Facilitator:

Welcome to Practical Research 1 Alternative Delivery Mode (ADM) Module on

The Nature of Inquiry and Research!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

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

Research is creating new

knowledge.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

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For the Learner:
Welcome to Practical Research 1 the Alternative Delivery Mode (ADM)
Module on The Nature of Inquiry and Research!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning

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 competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 TABLE OF CONTENTS
CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the Learner ----------------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 1

WHAT’S IN ------------------------------------------------ 2

WHAT’S NEW ------------------------------------------------ 3

WHAT IS IT ------------------------------------------------ 3

WHAT’S MORE ------------------------------------------------ 10

WHAT I HAVE LEARNED --------------------------------- 11

WHAT I CAN DO ---------------------------------------- 11

ASSESSMENT ------------------------------------------------ 12

ANSWER KEYS ------------------------------------------------ 14

GLOSSARY ------------------------------------------------ 15

REFERENCE LIST -------------------------------------------- 16

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 What I Need to Know

This module presents to you the nature and inquiry of research.

Specifically, it will guide you to discover the importance of research in daily
life; the characteristics, process, and ethics of research; the difference
between quantitative and qualitative research; and the kinds of research
across different fields.

Learning Competencies

At the end of this module, you are expected to

1. Share research experiences and knowledge

2. Explain the importance of research in daily life
3. Describe characteristics, processes, and ethics of research
4. Differentiate quantitative from qualitative research
5. Provide example of research in areas of interest

What I Know

Activity 1. Let’s check your prior knowledge…

Directions: Read each item carefully. Write TRUE if the statement is true
and write FALSE if the statement if false. Write your answers in your Activity
Notebook.

1. Inquiry is in the form of authentic (real-life) problems within the

context of the curriculum and /or community.
2. The inquiry capitalizes on students’ curiosity.
3. Data and information are actively used, interpreted, refined, digested
and discuss. Teachers, students and teacher-librarian collaborate.
4. Community and society are connected with the inquiry.
5. Teachers take ownership of their learning.
6. The teacher and students interact more frequently and more actively
than during traditional teaching.
7. There is an identifiable time for inquiry-based learning.
8. The teacher uses body language in doing inquiry.
9. The teacher facilitates the process of gathering and presenting
information.
10. The teacher models the behaviors of inquiry.

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 What’s In

Activity 2: Let’s make words meaningful…

Directions. Complete the Concept Maps by writing words that you can
associate with the word at the center. Be guided by the clues in the
sentences below on each map. Do this activity in your notebook.

Inquire

Sentence: The detectives need more time to inquire about the case.

Crucial

Sentence: The witness’ statement is crucial to the solution of the case.

Guarantee

Sentence: The continuous presence of your name on the Dean’s List

guarantees a good future for you.

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 What’s New

Activity 3. Let’s begin to share…

Directions. Answer the following questions briefly. Write your answers in

your Activity Notebook.

1. In your own understanding, what is inquiry?

2. Was there an instance when you did a sort of inquiry or research?
Describe your experience.
3. Do you agree that when you inquire about something you are
researching? Explain.
4. How is research important in your life?

What is It

Inquiry and research are two terms that are almost the same in
meaning. They are both use in a fact-finding works in which you try to find
information about something by examining the object of your search. Inquiry
is to look for the information by asking various questions about the thing
you are curious about while research on the other hand, is to discover
truths by investigating on the chosen topic scientifically. It is a significant
learning activity in our everyday doings and a result of thinking process that
involves learners in questioning techniques or models.

Moreover, it is a delightful way to discover valuable learning and skills.

It enhances your abilities in establishing connections, listening, and
observing, which are the primary elements needed in the qualitative
research process. It also helps you find out how to conduct research with
excitement and confidence and you will discover how much fun it is to do
research as you eagerly learn new things and develop a new and better
perspective about research.

The process of inquiry is shown in Figure 1.

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 Figure 1. Process of Inquiry from the Focus on Inquiry: A teacher's Guide to
Implementing Inquiry-Based Learning by Alberta, 2004

Research has been defined as a “systematic investigation, including

research developments, testing and evaluation, designed to develop or
contribute to generalizable knowledge”. It also aims to establish facts and
reach new conclusions (Ahmad, 2016). It is a process of executing various
mental acts for discovering and examining facts and information to prove
the accuracy or truthfulness of your claims or conclusions about the topic of
your research.

Characteristics of Research

Research is a process of collecting, analyzing and interpreting

information to answer questions. But to qualify as research, the process must
have certain characteristics: it must, as far as possible, be controlled,
rigorous, systematic, valid and verifiable, empirical and critical (Goundar,
2012).

Controlled - in real life there are many factors that affect an outcome.
The concept of control implies that, in exploring causality in relation to two
variables (factors), you set up your study in a way that minimizes the effects
of other factors affecting the relationship.

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 Rigorous - you must be scrupulous in ensuring that the procedures
followed to find answers to questions are relevant, appropriate and justified.
Again, the degree of rigor varies markedly between the physical and social
sciences and within the social sciences.

Systematic - this implies that the procedure adopted to undertake an

investigation follow a certain logical sequence. The different steps cannot be
taken in a haphazard way. Some procedures must follow others.

Valid and verifiable - this concept implies that whatever you conclude
on the basis of your findings is correct and can be verified by you and
others.

Empirical - this means that any conclusions drawn are based upon
hard evidence gathered from information collected from real life experiences
or observations.

Critical - critical scrutiny of the procedures used and the methods

employed is crucial to a research enquiry. The process of investigation must
be foolproof and free from drawbacks. The process adopted and the
procedures used must be able to withstand critical scrutiny.

Process of Research

There are several existing models of research process across fields.

Among different models, two are presented below to guide you in your future
researches.

The research process by Bordens and Abbott (2007) is a good example

for behavioral research. The process is strictly oriented on behavioral
science. According to Bordens and Abbott (2007, p. 8), research methods
outside of behavioral science are considered non-science. Further, Bordens
and Abbott acknowledge only empirical (mainly quantitative) research
methods. Figure 2 shows the steps of the process.

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 Figure 2. Process of Research by Bordens & Abbott (2007, p. 24)

The process (refer to Figure 2) begins with the generation of new ideas
for studying a behavior. If an idea is to be used in scientific research, it has
to be clearly defined and the involved variables have to be isolated. The
expected relationship of the variables is then described in a hypothesis. The
hypothesis serves as a foundation for the study. Once the hypothesis is
clear, it is possible to choose the research design (e.g. experimental or
correlational study). Then the study subjects are selected. When it is
decided, what behavior exactly will be observed and how it will be measured,
the study can take place. Finally, the results of the study are analyzed and
presented to the panel experts. The study results (as well as the study or the
analysis of the data) can trigger a new research process. (Bordens & Abbott,
2007, pp. 22-25).

On the other hand, Lacey (2006) presents a research process from the
area of nursing. The process (Figure 3) and its steps are described in a very
general way, making them suitable also for other disciplines.

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 The research process begins with the development of a research
question. The re-search question is often based on an idea or a ‘hunch’. To
serve as a foundation for are search, the idea has to be refined to a research
question. The researchers then study existing literature to determine the
state of research related to the problem. The literature search can lead to a
further refinement of the research question. Afterwards, the methodology of
the study is chosen and the research design is determined. Different
research designs (e.g. quantitative or qualitative) are possible.

Figure 3. Research process by Lacey (2006,p.17)

Lacey (2006) points out that all approaches are valid, given that they
fit the research question and the needs of the research. In the next stage, a
research proposal is prepared, giving details about the planned research.
Lacey mentions gaining the access to the necessary data as a separate step,
due to ethical and legal issues connected to the use of patients’ data. Once
the data is available, a suitable sample can be selected and the data
collection takes place (preceded if necessary by a pilot study). The data is
analyzed according to the selected methods. The results of the research are
disseminated, mostly through publications in scientific journals or
presentation at conferences. Lacey as cited by Lovasz-Bukvova, Helena &
Helena (2009) sees the implementation of the research results as an
important part of the research process in nursing (Lovasz-Bukvova, Helena
& Helena, 2009).

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Ethics of Research

Ethics are the moral principles that govern a person’s behavior

(Parveen, 2017). Research ethics may be referred to as doing what is morally
and legally right in research. They are norms for conduct that distinguish
between right and wrong, and acceptable and unacceptable behavior.

Ethics are central to the research process. Researchers need to take

care of various ethical issues at different levels of this process. The reality is
there can be ethical concerns at every step of the research process (Bickman
& Rog, 2009).

The following are ethical issues arising at various stages of the

research process and the researcher has a primary responsibility towards
the participants and other researchers (Bickman & Rog, 2009).

1. Informed consent is the prime responsibility of the researcher. A

standard procedure in professional codes of ethics is ‘informed
consent’ (Resnik 1998). Seek consent for the participation from
people. In the case of children and few other exceptional cases, the
informed consent of participants, as well as their guardians must be
obtained.
2. The researcher must reveal all the risks associated with the research
to the participants. She should highlight all the negative and positive
aspects of the research during the consent process. Aim, objectives
and nature of the research, duration of the study, sponsors and other
important information must be revealed to the participants.
3. The knowledge gap between the researcher and the participants must
be considered.
4. The privacy, anonymity and confidentiality of the participants and
data must be given due consideration (Jensen, 2002). As professional
guidelines and some form of a cultural consensus are still being
negotiated, research projects need to consider carefully issues of
anonymity, confidentiality, and ‘informed consent.’
5. Participants must be given an option of rejecting data-gathering
devices like camcorders, audio recorders etc.
6. To make them convenient and easily understandable, the
questionnaire and other forms of rating scales must be designed in
the native language of the participants.
7. Participants’ safety is the prime concern. They should not be exposed
to risks greater than they encounter in their normal lifestyle.
8. In case, it's the responsibility of the researcher to protect participants
from the risks arising from their research.
9. The researcher should protect and promote the rights and interests of
the participants.
10. The researcher must take care of their own safety.
11. She must take care of cultural, religious, economic, psychological,
spiritual, physiological, biological, political, social and other issues of
the participants.

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 12. Researchers are expected to consider ethical implications of their
research.
13. To uphold the ethical standards in the research process, the
researcher must accept and respect the principles integrity, honesty,
objectivity and openness.
14.

Quantitative vs. Qualitative Research

When collecting and analyzing data, quantitative research deals with

numbers and statistics, while qualitative research deals with words and
meanings. Both are important for gaining different kinds of knowledge
(Streefkerk, ed. 2020).

• Use quantitative research if you want to confirm or test

something (a theory or hypothesis)
• Use qualitative research if you want to understand something
(concepts, thoughts, experiences)

For most research topics you can choose a qualitative, quantitative or

mixed methods approach. Which type you choose depends on, among other
things, whether you’re taking an inductive vs. deductive research approach;
your research question(s); whether you’re doing experimental, correlational,
or descriptive research; and practical considerations such as time, money,
availability of data, and access to respondents.

Consider the following approaches:

Quantitative research approach

You survey 300 students at your school and ask them questions such
as: “on a scale from 1-5, how satisfied are you with your teachers?”

You can perform statistical analysis on the data and draw conclusions
such as: “on average students rated their professors 4.4”.

Qualitative research approach

You conduct in-depth interviews with 15 students and ask them open-
ended questions such as: “How satisfied are you with your studies?”, “What
is the most positive aspect of your study program?” and “What can be done
to improve the study program?”

Mixed methods approach

You conduct interviews to find out how satisfied students are with
their studies.

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 Through open-ended questions you learn things you never thought
about before and gain new insights. Later, you use a survey to test these
insights on a larger scale.

Suggested Research Topics

The following are suggested qualitative research topics:

1. Gender and sexual harassment.

2. Cultural expectations and practices.
3. Importance of strengthening public resilience against terrorism.
4. The causes for the emergence of a new religion.
5. What are different learning disabilities?
6. Is physical attraction good?
7. What leads to depression in a person?
8. What are the good and bad effects of political scandals?
9. Role of media for educational purposes.
10. The best prevention for child abuse.

For more topics, you may browse the following site:

https://www.studentsassignmenthelp.com/research-
topics/qualitative/

What’s More

Activity 4. Let’s check your understanding…

Directions. Give what is asked for in each item. Write your answers in your
notebook.

1. Explain the importance of research.

2. Describe the characteristics, process and ethics of research.
3. Differentiate quantitative from qualitative.

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 What I Have Learned

Activity 5: Let’s reflect…

Directions. Write a short reflection in your Activity Notebook.

I thought _________________________________________________________

__________________________________________________________________

I learned that ____________________________________________________

__________________________________________________________________

What I Can Do

Activity 6. Let’s prove it…

Directions. Choose a topic of your interest for writing qualitative research.

Write a brief explanation why you chose that topic and discuss the
challenges that you expect to encounter if in case you pursue on writing
about it.

Topic: _______________________________________________________

Reasons: _______________________________________________________

_______________________________________________________

Challenges _______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

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 Assessment

Activity 7. Let’s check it out…

Directions. Read carefully the statements or questions below and write your
answers on your activity notebook.

I. Multiple Choices
1. The following are the good values that should be manifested as a
researcher except:
a. open-minded c. camaraderie
b. polite d. narrow minded
2. Which of the following are not included in the group?
a. inferential c. integrative
b. critical d. tampered
3. In conducting a research, who is the target of the study?
a. crowd c. subjects
b. co-researchers d. theories
4. The following are examples of inquiry except:
a. Imagining c. criticizing
b. speculating d. gossiping
5. What will you do to obtain knowledge about the people, places, or
events?
a. annoying c. triggering
b. motivating d. Inquiring

II. Identification (6-10). Provide a correct answer.

6. When you engage yourself in many ways of thinking you come to

conclude that ________________ is an active learning process.
7. Obtaining knowledge about the surroundings is________________.
8. Looking for information by asking various questions about the thing
you are curious about is_________________.
9. Discovering truths by investigating on the chosen topic scientifically
is________________.
10. It deals with the beliefs about what is right or wrong, proper or
improper, good or bad in conducting research is ____________.

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III. Modified True or false (11-15): Write true if the statement is true and
write false if the statement is false and underline the part of the statement
that made it wrong and write/provide the correct one.

11. In conducting research study, the researcher can use other research
materials without acknowledging the author.
12. The purpose of research is to learn how to work independently.
13. Analysis and interpretation of data are not shown in conducting
research.
14. The ultimate goal of the research is not only to propose ways of
studying things, people, places and events, but also to discover and
introduce new practices, strategies, or techniques in solving a
problem.
15. When you feel perplexed or anxious about what to do about
something you are doubtful of or about a question you are incapable
of answering, you come to think of conducting research, an
investigation or inquiry.

Additional Activities

Activity 8. Let’s go beyond…

Directions. From the internet, copy and save one abstract of a particular
qualitative study. Read and evaluate if the study is of relevance in our
country/locality. You may submit your evaluation after a week.

Research Title: _____________________________________________________

Author(s) _____________________________________________________
Abstract: _____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Brief Explanation: _____________________________________________________
_____________________________________________________

Answer Key
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 14
Activity 1. Let’s check your prior knowledge…
1. True
2. True
3. True
4. True
5. False
6. True
7. True
8. False
9. True
10. True
Activity 2: Let’s make words meaningful…
Inquire
Example answers: investigate, test, and so on…
Crucial
Example answers: vital, important, and so on…
Guarantee
Example answers: Assure, promise, and so on…
Activity 3. Let’s begin to share…
(Answers may vary.)
Activity 4. Let’s check your understanding…
(Answers may vary.)
Activity 5: Let’s reflect…
(Answers may vary.)
Activity 6. Let’s prove it…
(Answers may vary.)
Activity 7. Let’s check it out…
1. d
2. c
3. d
4. d
5. inquiry
6. learning
7. inquiry
8. research
9. ethics on research
10. False (without acknowledging – by acknowledging)
11. True
12. False (are not shown – are shown)
13. True
14. True
15. True
Answer Key
Glossary

Ethics. The moral principles that govern a person’s behavior or

the conducting of an activity

Inquiry. An act of asking for information.

Qualitative Research. collecting and analyzing non-numerical data (e.g.,

text, video, or audio) to understand concepts, opinions,
or experiences (Bhandari, 2020).

Quantitative Research. It is the process of collecting and analyzing

numerical data. It can be used to find patterns and
averages, make predictions, test causal relationships,
and generalize results to wider populations (Bhandari,
2020).

Research. It is creative and systematic work undertaken to increase

the stock of knowledge (OCED, 2015). It involves the
collection, and analysis of information to increase
understanding of a topic or issue.

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References

Ahmad, Syed Shoeb. (2016). Research and Its Importance. The

Ophthalmology - Open Journal. 1. e1-e2. 10.17140/OOJ-1-e001.

Alberta, L. (2004). Focus on Inquiry: A teacher's Guide to Implementing

Inquiry-Based Learning

Bhandari, Pritha ed. (2020). An introduction to qualitative research. Scribbr.

Published June 19, 2020. Scribbr.com

Bickman, L., & Rog, D. (2009). Applied research design: A practical

approach. In L. Bickman&D. Rog (Eds.), Handbook of applied social
research methods (2nd ed., pp. 3–43). Thousand Oaks, CA: Sage.

Bordens & Abbott (2007). Lacey, A. (2006). The research process. In K.

Garrish & A. Lacey (Eds.), The research process in nursing (5th ed.,
pp. 16–30). London, UK: Blackwell Publishing.

Goundar, Sam. (2012). Chapter 3 - Research Methodology and Research

Method.

Jensen, K. B. (eds.). (2002). The qualitative research process, pp 242. A

handbook of media and communication research: Qualitative and
quantitative methodologies. London and New York: Routledge.

Lovasz-Bukvova, Helena & Helena, (2009). Research as a Process: A

Comparison between Different Research Approaches. Sprouts:
Working Papers on Information Systems. 9.

Parveen, Huma & Showkat, Nayeem. (2017). Research Ethics.

Resnik, D.B. (2015). What is Ethics in Research & Why is it Important?

National Institute of Environmental Health Sciences. Retrieved from
https://www.niehs.nih.gov/research/resources/bioethics/whatis.

Streefkerk, Raimo., ed. (2020) Qualitative vs. quantitative research. Scribbr.

https://www.scribbr.com/methodology/qualitative-quantitative-
research/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net