Q2 EAPP PPT W1 (Nov.13 17)

Department of Education
Region IV-A CALABARZON

SCHOOLS DIVISION OF QUEZON PROVINCE
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABAYANG IYAM, LUCENA CITY
English for Academic and Professional Purposes

Week 2
Senior High School
English for Academic and

Professional Purposes
Designing, testing, and revising survey questionnaires.
Designing, Testing, and Revising
Survey Questionnaires
Y
RT E
P E L
R O SA
P R
HS O
QNHS EAPP Core Teachers Q TF
N
SY 2023-2024 NO
Day 1 (In-person)
Objectives:
At the end of this lesson, the learners are expected to…
1. Clarify the process of 2. Create a plan in designing,

instrument validation and pilot testing, and revising research
testing. (Understand- instrument. (Creating-Procedural)
Procedural)
I. Atmospherics
Safety Guidelines Rules of Participation Learner’s Conduct

Earthquake: Duck, cover and hold. Leader (Facilitates) “Honesty is the best policy.”
Fire: Get down, get low, get out! Time-Keeper (Monitors progress) (Ang katapatan ay ang
Output Officer (Safekeep materials) pinakamahusay na panuntunan.)
Scribe (Put into writing)
Documenter (Records event)
II. Review
Peer Discussion
With your respective groups, review your research topic by discussing the
answers to the questions below. (5 minutes)
Title
What is your current working title?
Introduction Significance Literature Method

What gaps or problems will Who will benefit and how will What concepts or variables are Who are the
your research address? they benefit from the findings related to your research? participants/respondents of
of your research? your research?
What specific questions What are the meanings of
will the findings of your these concepts/variables? How will you gather data
research be able to answer? for your research?
The teacher may ask students to share their inputs before proceeding to the next slide.
III. Activity
Think about it!

A group of students from another strand/track is engaged in qualitative
research and has asked for an interview with you. While you're willing to
assist them, you have concerns about potentially disclosing confidential
information related to yourself or someone close to you.
What conditions or factors could make you participate with the interview?
The teacher may ask students to share their inputs before proceeding to the next slide.
IV. Analysis
Better together!
Match the research communication to their definition.
a. Letter for Validator b. Letter for Pilot Testing c. Consent Form
_________1. A document containing essential information about the research

that seeks consent from participants/ respondents.
_________2. A written communication that seeks permission from experts to
validate research instruments.
_________3. A written communication that seeks permission from the
immediate head of the group that will take part in the pilot testing.
IV. Analysis
Better together!
Match the research communication to their definition.
a. Letter for Validator b. Letter for Pilot Testing c. Consent Form
____C____1. A document containing essential information about the research

that seeks consent from participants/ respondents.
____A____2. A written communication that seeks permission from experts to
validate research instruments.
____B_____3. A written communication that seeks permission from the
immediate head of the group that will take part in the pilot testing.
V. Abstraction
Simplified Process of Designing, Testing, and
Revising Research Instrument

Research Instrument
V. Abstraction
Process for Content and Face Validation Simplified Process of Designing, Testing, and
1. Prepare your research instrument.

2. Look for a validator. (Content Expert; Language and Layout Expert)
2.1. Ask the availability of validator.
2.2. Get the exact name and designation of the validator.
3. Prepare the letter for validator.
4. Seek approval for the Letter for validator from the research adviser.
5. Approach the validator and provide the following materials:
5.1.1. Validation Letter;
5.1.2. Sample Research Instrument; and
5.1.3. Validation Tool (Content;
Language and Layout Expert).
6. Retrieve the following materials:
6.1. Sample Research Instrument; and
6.2. Validation Tool.
7. Compute the validity index. (Computation sheet)
8. Do the necessary revision/s.
9. Approach the validator for re-validation (Steps 5-7), if needed
10. Approach the validator for signature.
V. Abstraction
Process for Pilot Testing (Trial Data-Gathering) Simplified Process of Designing, Testing, and
1. Prepare your research instrument

2. Look for a pilot group
2.1. Ask the details of the immediate head of the pilot group.
3. Prepare the letter for pilot testing.
4. Seek approval for the letter for pilot testing from the research adviser.
5. Approach the immediate head of the pilot group and provide the following
materials:
5.1. Validation Letter (signed);
5.2. Research Instrument; and
5.3. Consent Form.
6. Conduct the pilot testing providing the pilot group the following materials:
6.1.1. Validation Letter (1 per group);
6.1.2. Research Instrument; and
6.1.3. Consent Form.
7. Retrieve the following materials:
7.1. Research Instrument; and
7.2. Consent Form.
8. Compute the Internal Consistency / Reliability Index, if Quantitative
9. Do the necessary Revision/s
V. Abstraction
Sample Research Instrument Content Validation Tool

V. Abstraction
Sample Research Instrument Face Validation Tool

V. Abstraction
Sample Research Instrument Validation Computation Sheet

VI. Generalization
Complete me!
Complete the sentence frames below.
I have learned that communication letters in research are…
Research instruments must undergo…
It is important to follow the process in designing, testing and

revising research instruments because…
VII. Application
Research Instruments (Home Based)
With your groupmates, create a plan in designing, testing, and revising research
instrument. You may refer to the work plan template below.
Title of Research
Person/s
Activity Output Date
Responsible
(e.g. Designing Research (e.g. Research Instrument (e.g. November 10, 2023) (e.g. Dela Cruz, Juan D.)
Instrument) Draft)
*You may add more rows.

VII. References
References:
DepEd CALABARZON. (2020). Learners’ packets. Author.

Senior High School
English for Academic and

Professional Purposes
Designing, testing, and revising survey questionnaires.
Survey Questionnaires
Y
RT E
P E L
R O SA
P R
HS O
QNHS EAPP Core Teachers Q TF
N
SY 2023-2024 NO
Day 2 (In-person)
Objectives:
At the end of this lesson, the learners are expected to…
1. Recognize various forms 2. Design, test, and revise

and functions of major types of research instrument.
research instruments. (Applying metacognitive)
(Remember Conceptual)
I. Atmospherics
Safety Guidelines Rules of Participation Learner’s Conduct

Earthquake: Duck, cover and hold. Leader (Facilitates) “Honesty is the best policy.”
Fire: Get down, get low, get out! Time-Keeper (Monitors progress) (Ang katapatan ay ang
Output Officer (Safekeep materials) pinakamahusay na panuntunan.)
Scribe (Put into writing)
Documenter (Records event)
II. Review
True or False!
Identify whether the statement is true or false.
__________1. A letter for validator is written communication that seeks

permission from experts to validate research instruments.
__________2. Researchers must prepare validation letter, sample research
instrument, and validation tool before approaching the expert validators.
__________3. Researchers do not need the approval to conduct study of the
immediate head of the pilot group.
__________4. Researchers do not need the approval to conduct study from the
immediate head of the pilot group.
__________5. Researchers should revise the instrument if it is rated below
acceptable values.
III. Activity
Let’s Go on a Trip!
One of your aunts spent nearly ten years working in a foreign country and
hasn't had the chance to see you and the rest of the family since her
departure. This Christmas season, she is planning to finally return home, and
she would like to organize an out-of-town trip for the entire clan, which
consists of 30 members. Everyone in the family has different ideas and
recommendations for the destination. Your aunt has turned to you for
assistance in making the decision.
How will you go about reaching a choice?

IV. Analysis
Think about it!
Can your method in reaching a decision in the

previous activity be applied to your current
research interest? Why yes/why not?
(Teachers may associate the learners’ answer with the major types of research instrument.)
V. Abstraction
Major Types of Research Instruments

1. Survey-Questionnaires
2. Interviews
3. Content Analysis
4. Focus Groups Discussion
5. Observation Protocol
(Wilkinson & Birmingham, 2003)

V. Abstraction

1.1. Mail Survey
1.2. Group Administered Survey
1.3. House-Hold Drop Survey

V. Abstraction

1.1. Mail Survey

V. Abstraction

1.1. Mail Survey

V. Abstraction

1.1. Mail Survey

V. Abstraction

1.1. Mail Survey

V. Abstraction

2. Interviews
2.1. Structured Interview
• Formal
• Follows order of Question
2.2. Unstructured Interview
• More Casual and Less formal
• Can modify sequence of Questions
2.3. Non-Directive Interview
• No specific set of question
• Interviewee continuously shares a topic
(Annum, 2017; Wilkinson & Birmingham, 2003)

V. Abstraction

3. Content Analysis (may emphasize Qualitative or Quantitative data)
3.1. Conceptual / Thematic Analysis (Quantitative-Focused)
• Examines the occurrence/ incidence/ frequency
• Focusses on themes, issues, words, phrases
3.2. Relational Analysis (Qualitative-Focused)
• Examines the connections of occurrence/ incidence/
frequency
• Focusses on connections between themes, issues,
words, phrases

V. Abstraction

(Creswell, 2008,Wilkinson & Birmingham, 2003)

V. Abstraction


V. Abstraction

Sample Codebook (Bogdan & Bilden,1992)

Code Names Code Definition Instances
(Themes) (Category) (Example Quote/Document)

V. Abstraction

4. Focus Groups
- gathers group of participants to ‘focus’ on a topic
- moderated discussion where one person’s ideas bounce off
another’s idea to creating a chain reaction
- unlike INTERVIEW, participants have equal access to the
discussion; there are no restrictions on who may speak, how
often and for how long; participants do not have to wait for
their turn to speak or be given permission; and, when they
do speak, what they say is not specified in advance.

V. Abstraction


V. Abstraction


VI. Generalization
Complete me!
Complete the sentence frames below.
The major types if research instruments are…
The type of research instrument that is most appropriate to

by research is…because…

VII. Appication
Your turn!
1. Create the first draft of your research instrument.

2. Prepare all the necessary materials to seek
content, and language and layout validation.

Quarter 2 Guide
Content MELCs Week Output Reference

(estimated)
Material
I. Writing the A. Designing, testing and revising survey questionnaires 2-3 Validated Research Learners’ Packet
Report Survey/ (instrument validation phase) Instrument Week 4
Field Report/ (I-CVI)
Laboratory/
Scientific/ B. Conducting surveys, experiments, or observations Approved Research Learners’ Packet
Technical (preparations of letters and consents) Communications Week 5
Report
C. Gathering information from surveys, experiments, or Results
observations (conduct of the study/ pilot testing of (Initial/Pilot
Testing)
instrument)
D. Summarizing findings and executes the report through 4 Discussion Section Learners’ Packet
narrative and visual/graphic forms (lectures about of the Results Week 6
writing the results and discussion sections)
E. Determines the objectives and structures of various 5-6 Research Report Learners’ Packet
kinds of reports (lectures about APA Formatting and (Survey/ Field/ Week 3
Laboratory/
Parts)
Scientific/
F. Writes various reports (*major final output for the Technical) Learners’ Packet
content) Week 7-8
*Minimum Compliance is the Revised and Validated (Pilot Tested) Research Instrument in preparation for PR1 Subject.
Week 1 Day 2 (In-Person)
Quarter 2 Guide
Content MELCs Week Output Reference

Material
II. Writing the A. Analysis of arguments used by the writer/s in 7 *Position Paper Learners’ Packet
Position Paper manifestoes (could be integrated in the Literature Week 1-A
Synthesis to be reflected in Position Paper)
B. Defending a stand on an issue by presenting 8 Learners’ Packet
reasonable arguments supported by properly cited Week 1-B
factual evidence (could be an improvement for literature
review section in preparation for the MFO)
C. Writing the Position Paper (major final output for the Learners’ Packet
content) Week 2
*Position Paper shall be anchored on either the (a) Research Report, if completed, or (b) Stand on Research Topic, if not conducted.

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Department of Education

Region IV-A CALABARZON

English for Academic and Professional Purposes

English for Academic and

1. Clarify the process of 2. Create a plan in designing,

Safety Guidelines Rules of Participation Learner’s Conduct

Introduction Significance Literature Method

Think about it!

a. Letter for Validator b. Letter for Pilot Testing c. Consent Form

_________1. A document containing essential information about the research

a. Letter for Validator b. Letter for Pilot Testing c. Consent Form

____C____1. A document containing essential information about the research

Designing, Testing, and Revising

1. Prepare your research instrument.

1. Prepare your research instrument

Sample Research Instrument Content Validation Tool

Sample Research Instrument Face Validation Tool

Sample Research Instrument Validation Computation Sheet

I have learned that communication letters in research are…

Research instruments must undergo…

It is important to follow the process in designing, testing and

Research Instruments (Home Based)

*You may add more rows.

DepEd CALABARZON. (2020). Learners’ packets. Author.

English for Academic and

1. Recognize various forms 2. Design, test, and revise

Safety Guidelines Rules of Participation Learner’s Conduct

Identify whether the statement is true or false.

__________1. A letter for validator is written communication that seeks

How will you go about reaching a choice?

Think about it!

Can your method in reaching a decision in the

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Annum, 2017; Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Creswell, 2008,Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Creswell, 2008,Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

Sample Codebook (Bogdan & Bilden,1992)

(Creswell, 2008,Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

Major Types of Research Instruments

(Wilkinson & Birmingham, 2003)

The major types if research instruments are…

The type of research instrument that is most appropriate to

C1. A document containing essential information about the research