SENIOR HIGH SCHOOL

G11 TEACHERS
TRAINING
SPECIALIZATION : ENGLISH
FOCUS : PRACTICAL RESEARRCH 2

LECTURER: HARIETH CAWAGDAN -CUARTO

OUTLINE OF THE SESSIONS

Session 1 – Orientation / Introduction

Session 2 - Walkthrough of the SHS
Curriculum Guide
Session 3 – Deepening of the
Practical Research 2
Session 4 – Demonstration by the
Participant
Food for Thought

“Expectation is the
root of all
heartaches.”
- William
Shakespeare
 WALKTHROUGH OF THE SHS CG

CURRICULUM GUIDE
CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
CODE
 WALKTHROUGH OF THE SHS CG
Objectives
After the session, participants will
be able to:
1. Explain the components of the SHS
Curriculum Guide
2. Distinguish the content,
performance Standards and
Learning Competencies
Motivation
C R Y P T O G R A P H
H A R I E T C A G D N

“________ __ ____ _’ _ _ _ _ _ _
A L W L GAH N Z W XN G E Z U RTZ VC

____ _ _ _ _’ _ ____ _ _ _ _ _’ _
XNLV Z RTVE MVT X X NG E Z U

_ _ _ _ _.”
RTZVC - Wernher von Braun
CRYPTOGRAPH
READING AND WRITING
CORE SUBJECT DESCRIPTION:
 This course develops
critical thinking and
problem solving skills
through quantitative
research.
 CURRICULUM GUIDE
 Content :
1. Nature of Inquiry and Research
 Content Standard :
The learner demonstrates understanding of:
1. The characteristics, strengths,
weaknesses, and kinds of quantitative
research
2. The importance of quantitative research
across fields
3. The nature of variables
 CURRICULUM GUIDE
 Performance Standard – The learner is able to:
decide on suitable quantitative research in
different areas of interest

 Learning Competencies – The learner:

1. Describes characteristics, strengths, weaknesses,
and kinds of quantitative research CS_RS12-Ia-c-1
2. Illustrates the importance of quantitative research
across fields CS_RS12-Ia-c-2
3. Differentiates kinds of variables and their uses
CS_RS12-Ia-c-3
 CURRICULUM GUIDE
 Content– The learner…
Identifying the Inquiry and Stating the
Problem
 Content Standard
The learner demonstrates understanding of:
 1. the range of research topics in the area of
inquiry
 2. the value of research in the area of
interest
 3. the specificity and feasibility of the
problem posed
 CURRICULUM GUIDE
 Performance Standard: The learner is able to:
formulate clearly the statement of research problem
 Learning Competencies: The learner:
 1. designs a research useful in daily life CS_RS12-Id-e-1
 2. writes a research title CS_RS12-Id-e-2
 3. describes background of research CS_RS12-Id-e-3
 4. states research questions CS_RS12-Id-e-4
 5. indicates scope and delimitation of study CS_RS12-Id-e-5
 6. cites benefits and beneficiaries of study CS_RS12-Id-e-6
 7. presents written statement of the problem CS_RS12-Id-e-7
CURRICULUM GUIDE
 Content
Learning from Others and Reviewing the
Literature
 Content Standard: The learner demonstrates
understanding of:
1. the criteria in selecting, citing, and synthesizing
related literature
2. the ethical standards in writing related
literature
3. the formulation of conceptual framework
4. the research hypotheses (if appropriate)
5. the definition of terms as used in the study
CURRICULUM GUIDE
 Performance Standard: The learner is able
to:
1. select, cite, and synthesize judiciously
related literature and use sources
according to ethical standards
2. formulate clearly conceptual framework,
research hypotheses (if appropriate), and
define terms used in study
3. present objectively written review of
related literature and conceptual
framework
 CURRICULUM GUIDE
 Learning Competencies: The learner:
1. selects relevant literature CS_RS12-If-j-1
2. cites related literature using standard style (APA, MLA or Chicago Manual
of Style) CS_RS12-If-j-2
3. synthesizes information from relevant literature CS_RS12-If-j-3
4. writes coherent review of literature CS_RS12-If-j-4
5. follows ethical standards in writing related literature CS_RS12-If-j-5
6. illustrates and explain conceptual framework CS_RS12-If-j-6
7. defines terms used in study CS_RS12-If-j-7
 8. lists research hypotheses (if appropriate) CS_RS12-If-j-8
 9. presents written review of related literature and conceptual framework
CS_RS12-If-j-9
 DEEPENING OF THE CONTENT
 Objectives
After the session, participants will be able to:
1. Familiarize oneself with the contents of the
curriculum guide and the their underlying
competencies
2. Discuss quantitative research
3. Distinguish different teaching strategies and
assessment tools used in teaching different kinds
of quantitative research
4. Value the contents, standards and competencies
in the CG through demonstration teaching
 DEEPENING OF THE CONTENT

What is research?
 ‘Re’ means again and again and ‘Search’ means to
find out something.
 It means to observe the phenomena again and
again from different dimensions.
 The research is a process of which a person
observes the phenomena again and again and
collects the data and on the basis of data he draws
some conclusions.
 DEEPENING OF THE CONTENT
 “Research is simply a systematic and refined
technique of thinking, employing specialized tools,
instruments, and procedures in order to obtain a
more adequate solution of a problem than would
be possible under ordinary means. It starts with a
problem, collects data or facts, analyzes these
critically and reaches decisions based on the
actual evidence. It evolves original work instead of
mere exercise of personal. It evolves from a genuine
desire to know rather than a desire to prove
something. It is quantitative, seeking to know not
only what but how much, and measurement is
therefore, a central feature of it.” - CC Crawford
 QUANTITATIVE RESEARCH
 Systematic scientific investigation of data and
their relationships
 The objective of quantitative research is to
develop and employ mathematical models,
theories and hypotheses pertaining to natural
phenomena.
 Measuring is key in quantitative research
because it shows the relationship between
data and observation.
 QUANTITATIVE RESEARCH
 The objective of quantitative research is to
develop and employ mathematical models,
theories and hypotheses pertaining to natural
phenomena.
 Measuring is key in quantitative research
because it shows the relationship between
data and observation.
 QUANTITATIVE RESEARCH
 QUANTITATIVE RESEARCH seeks to discover
facts, establish relationships between and
among variables, and explains the reasons for
these relationships.
 The data are presented in numerical form.
The researchers ideally assume the role of
detached observers.
 In addition, they often make generalizations
that go beyond the scope of the study.
 QUANTITATIVE QUALITATIVE
SESSION 3 : DEEPENING
Preference for precise hypotheses
OF THE
Preference for hypotheses that
stated atCONTENT
the outset emerge as study develops
Preference for precise definitions Preference for definitions in
stated at the outset context or as study progresses
Data reduced to numerical scores Preference for narrative
description
Much attention to assessing and Preference for assuming that
improving reliability of scores reliability of inferences is adequate
obtained from instruments
Assessment of validity though Assessment of validity through
variety of procedures with reliance cross checking sources of
on statistical indices information (triangulation)
Preference for random techniques Preference for expert informant
for obtaining meaningful samples (purposive) samples
Preference for precisely describing Preference for narrative/ literary
procedures description of procedures
 QUANTITATIVE QUALITATIVE

Preference for design or Preference for logical analysis in

statistical control of extraneous controlling or accounting for
variables extraneous variables

Preference for statistical Preference for narrative

summary of results summary of results

Preference for breaking down Preference for holistic

complex phenomena into description of complex
specific parts for analysis phenomena

Willingness to manipulate Unwillingness to tamper with

aspects, situations, or conditions naturally occurring phenomena
in studying complex
phenomena
 WRITING A RESEARCH TITLE
 the title of your paper is the most important
determinant of how many people will read it.
 A good research paper title:
A. Condenses the paper’s content in a few
words
B. Captures the readers’ attention
C. Differentiates the paper from other papers of
the same subject area
 WRITING A RESEARCH TITLE
 Keep it simple, brief and attractive:
 The primary function of a title is to provide a
precise summary of the paper’s content
 Use active verbs instead of complex noun-
based phrases, and avoid unnecessary
details.
 Moreover, a good title for a research paper is
typically around 10 to 12 words long. A
lengthy title may seem unfocused and take
the readers’ attention away from an
important point.
 WRITING A RESEARCH TITLE
 Use appropriate descriptive words: A good
research paper title should contain key words
used in the manuscript and should define the
nature of the study. Think about terms people
would use to search for your study and
include them in your title.
 Avoid: Effects of drug A on schizophrenia
patients: study of a multicenter mixed group
 Better: Psychosocial effects of drug A on
schizophrenia patients: a multicenter
randomized controlled trial
 WRITING A RESEARCH TITLE
 Avoid abbreviations and jargon: Known
abbreviations such as AIDS, NATO, and so on
can be used in the title. However, other lesser-
known or specific abbreviations and jargon
that would not be immediately familiar to the
readers should be left out.
 Avoid: MMP expression profiles cannot
distinguish between normal and early
osteoarthritic synovial fluid
 Better: Matrix metalloproteinase protein
expression profiles cannot distinguish between
normal and early osteoarthritic synovial fluid
 SAMPLES OF RESEARCH TITLE
 Integrating
Sense of Humor as a Teaching
Strategy among High School Students

 Predictors of Anxiety Among Patients in ABC

Hospital

 The Effect of Using Collaborative Learning

Strategies in Teaching Grammar

 Work Readiness Skills Among Students with

Mild Mental Retardation
Workshop
 Relationship between Leadership Style
and Institutional Performance of
Academic Leaders in the Business
Schools in the Philippines and ASEAN
Countries
 LeadershipStyle and Institutional
Performance of Academic Business
Leaders in the ASEAN Countries
WRITING BACKGROUND OF RESEARCH
 The background study for a thesis includes a
review of the area being researched, current
information surrounding the issue, previous
studies on the issue, and relevant history on
the issue. Ideally, the study should effectively
set forth the history and background
information on your thesis problem. The
purpose of a background study is to help you
to prove the relevance of your thesis question
and to further develop your thesis.
 WRITING RESEARCH QUESTIONS

 There are two problems to state:

1. the major (general or main) problem and the
minor (specific) problems or sub-problems.
2. The statement of the problem is the focal
point of your research. Usually, the general
problem starts with the phrase, This study …..
while the sub-problems begin with ……
Specifically, this study …..
Guidelines in Writing the Specific Problems
 Arranged them in a logical order (factual to
analytical) following the flow in the research
paradigm.
 State them specifically using grammatically
correct language of research without
duplicating or over lapping other sub
problems.
 Provide corresponding statistical tool for each
specific problem requiring such. (if applicable)
 Utilize only completely researchable topic (not
answerable by only by yes or no).
Example Research Questions
 What is the demographic profile of the
teachers in terms of age, gender,
educational attainment, civil status, and
number of training attended?
 What is the level of performance of
teachers in terms of: lesson planning,
lesson delivery, assessment of leaning and
classroom management?
 Is there a significant relationship between
teacher’s demographic profile and their
performance?
 SAMPLE RESEARCH QUESTIONS

 Question: How often do British university students use Facebook

each week?
 Variable: Weekly Facebook usage
 Group: British university students

 Question: How often do male and female British university

students upload photos and comment on other
users' photos on Facebook each week?
 Variable: 1. Weekly photo uploads on Facebook
2. Weekly comments on other users? photos on
Facebook
 Group: 1. Male, British university students
2. Female, British university students

 Question: What are the most important factors that influence

the career choices of Australian university students?
 Variable: Factors influencing career choices
 Group: Australian university students
 SCOPE AND DELIMITATION OF STUDY
 Here are some hints and tips in writing the Scope and
Delimitation:
– Indicate the principal variables, locale, timeframe and
justification.
– To whom you research is directed to?
– What is the subject matter of the study?
– Where the study will take place?
– Indicate the timeframe. State the time coverage of the
study.
– Don’t forget the limitation. What is the limitation of your
study?
– What is the incapability of your research?
– Is it beneficial to all? Or to a certain person/institution only?
 SIGNIFICANCE OF THE STUDY
 1. Refer to the statement of the problem
 Your problem statement can guide you in identifying the
specific contribution of your study. You can do this by
observing a one-to-one correspondence between the
statement of the problem and the significance of the study.
 2. Write from general to specific contribution
 Write the significance of the study by looking into the
general contribution of your study, such as its importance to
society as a whole, then proceed downwards—towards its
contribution to individuals and that may include yourself as
a researcher. You start off broadly then taper off gradually
to a specific group or person.
 CITING RELATED LITERATURE

 The APA style includes guidelines for

the formatting of documents.
 The most important aspects of these
guidelines for most academic writing
are the formatting of the reference
list and headings.
 CITING RELATED LITERATURE
What is APA style?
 American Psychological Association (APA)
style provides a standard system for giving
credit to others for their contribution to your
work.
 "parenthetical" documentation style which
allows the reader to see immediately where
your information comes from, and it saves
you the trouble of having to make footnotes
or endnotes.
 CITING RELATED LITERATURE

 The APA style calls for three kinds of

information to be included in in-text
citations. The author's last name and
the work's date of publication must
always appear, and these items must
match exactly the corresponding entry
in the references list. The third kind of
information, the page number,
appears only in a citation to a direct
quotation.
 How to write a review of literature
 The format of a review of literature may vary from
discipline to discipline and from assignment to
assignment.
 A review may be a self-contained unit -- an end in itself -
- or a preface to and rationale for engaging in primary
research. A review is a required part of grant and
research proposals and often a chapter in theses and
dissertations.
 Generally, the purpose of a review is to analyze critically
a segment of a published body of knowledge through
summary, classification, and comparison of prior
research studies, reviews of literature, and theoretical
articles.
Introduction of the Review of Literature
 Define or identify the general topic, issue, or area of
concern, thus providing an appropriate context for
reviewing the literature.
 Point out overall trends in what has been published
about the topic; or conflicts in theory, methodology,
evidence, and conclusions; or gaps in research and
scholarship; or a single problem or new perspective of
immediate interest.
 Establish the writer's reason (point of view) for
reviewing the literature; explain the criteria to be used
in analyzing and comparing literature and the
organization of the review (sequence); and, when
necessary, state why certain literature is or is not
included (scope).
Body of the Review of Literature
 Group research studies and other types of literature
(reviews, theoretical articles, case studies, etc.)
according to common denominators such as
qualitative versus quantitative approaches,
conclusions of authors, specific purpose or objective,
chronology, etc.
 Summarize individual studies or articles with as much
or as little detail as each merits according to its
comparative importance in the literature,
remembering that space (length) denotes
significance.
 Provide the reader with strong "umbrella" sentences
at beginnings of paragraphs, "signposts" throughout,
and brief "so what" summary sentences at
intermediate points in the review to aid in
understanding comparisons and analyses.
Conclusion of the Review of Literature
 Summarize major contributions of significant studies
and articles to the body of knowledge under review,
maintaining the focus established in the introduction.
 Evaluate the current "state of the art" for the body of
knowledge reviewed, pointing out major
methodological flaws or gaps in research,
inconsistencies in theory and findings, and areas or
issues pertinent to future study.
 Conclude by providing some insight into the
relationship between the central topic of the
literature review and a larger area of study such as a
discipline, a scientific endeavor, or a profession.
When should I use it?
 APA style is primarily used in the
social sciences, so if you're taking a
psychology or sociology course,
chances are you'll be expected to
write papers in APA style. Your
instructor will let you know whether
you need to use APA style for your
papers.
What do I really need to know?
 In any paper that refers to other
sources, you MUST cite these sources
properly. Failure to do so could result
in charges of plagiarism by your
instructor.
 References
 http://writing.wisc.edu/Handbook/ReviewofLiterature.html
 http://writing.wisc.edu/Handbook/Documentation.html
 http://writing.wisc.edu/Handbook/PDF/APADocumentation_uwmadi
son_writingcenter_rev_feb2013.pdf
 http://www.editage.com/insights/3-basic-tips-on-writing-a-good-
research-paper-title
 http://education.seattlepi.com/stepbystep-background-study-thesis-
1626.html
 http://dissertation.laerd.com/types-of-quantitative-research-
question.php
 http://www.webhenyo.com/2011/02/how-to-write-scope-and-
delimitation-in.html
WORKSHOP
 Formulate at least 5 research
questions on a topic you are
passionate with.
 Write a short explanation on why you
would like to conduct the study.
 Suggest research themes for writing
review of literature.
 Write a good research title.
“I can do all things through Christ who gives
me strength.” – Philippians 4:13