9

Research III
Quarter 1 – Module 1:
Revisiting and Refining of the
Draft Research Proposal
Research – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Revisiting and Refining of the Draft Research Proposal
First Edition, 2020

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 9

Research III
Quarter 1 – Module 1:
Revisiting and Refining of the
Draft Research Proposal
Introductory Message
For the facilitator:

Welcome to the (Grade 9) Alternative Delivery Mode (ADM) Module on (Research III).

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:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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.
For the learner:

Welcome to the Research Alternative Delivery Mode (ADM) Module on Revisiting and
Refining of the Draft Research Proposal.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

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!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the essential Scientific Attitude that you need to possess. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

This module contains:

 Lesson 1 – Revisiting and Refining of the Draft Research Proposal

After going through this module, you are expected to:

1. Refine the research proposal by incorporating the suggestions /
recommendations given by experts. SSP-RS9-RRP-Ia-1
2. Follow IMRAD writing format SSP-RS9-IM-Ig-h-3
a. write an enhanced research title
b. present a written statement of the problem
c. indicate the scope and delimitation of the study
d. select relevant literatures
e. cite related literature using standard style (APA, 6th edition)
f. choose the appropriate scientific research design
g. describe the sample/sampling procedure
h. write the research methodology
i. organize data collection and data analysis
 What I Know

Activity 1. Pick Me Up!

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Which does not define the word Research?

A. A careful, critical, disciplined inquiry, varying in technique.
B. A refined technique of thinking, employing specialized tools and
procedures.
C. A Scientific investigation of phenomenon which includes collection,
presentation, analysis, and interpretation of facts.
D. None of the above

2. Which of these characteristics of research that are based on direct experience or

observation by the researcher?
A. Logical B. Empirical C. Analytical D. Cyclical

3. The following are the characteristics of research except _________.

A. Logical B. Empirical C. Replication D. Cyclical

4. What type of research that discovers basic principles or truth?

A. Pure B. Applied C. Evaluation D. Action

5. This involves the application of the scientific method in response to immediate

need to improve existing practices.
A. Pure B. Applied C. Evaluation D. Action

6. A good research Title shows possible in the field of study, this describes what
characteristic?
A. SMART B. Realistic C. Measurable D. Time Bound

7. This describes the research process in detail, so that an interested

researcher may be able to replicate the results of the study using the same
process.

A. Review of Related Literature C. Methodology

B. Theoretical Framework D. Definition of Terms

8. The name of the author is one of the elements of the reference entry.
A. True C. Maybe
B. False D. None of these
9. Who is responsible for taking notes in the entire course of research?
A. The researcher himself/herself C. The research adviser
B. The respondents in research D. The sources of research

10. Which of the following is not included in the part of the SIP Proposal?
A. Abstract C. Methodology
B. Acknowledgment D. RRLs

11. This enumerates the major problems and the sub-problems, which are based on
the theoretical framework, in the case of non-basic researches. This is usually
expressed as a list of hypotheses.
A. Background of the study C. Methodology
B. Theoretical Framework D. Statement of the Problem

12. Which does not explain why the review of related literature and studies (RRLS)
is essential in research?
A. It can broaden the researcher’s knowledge base in the research area.
B. It is a means of ensuring originality in the conduct of one’s research.
C. It gives the respondents the chance the chance to question the
researchers in their study.
D. It can provide findings and conclusions of past studies the researcher
can use in his own.

13. It refers to us as a “wise guess” formulated and adopted to explain the observed
facts covered by the study.
A. Null B. Alternative C. Hypothesis D. None of the choices

14. Who does not belong to the group of the beneficiaries of a well-written RRLS?
A. Researcher B. Teacher C. Source D. Respondents

15. It is an act of stealing someone else’s work and attempting it to pass it off as
his/her own.
A. Copying B. Patchwork C. Plagiarism D. Fair use
 Lesson
Revisiting and Refining of
1 the Draft Research Proposal

This lesson is designed to introduce students the important habits of mind

that one must develop in order to solve problems effectively. Students should
have many opportunities to develop and utilize these skills and attitudes in
the context of scientific investigation, as well as within other disciplines.

What’s In

Activity 1. Name it!

Direction: Recall the important lessons learned in the last year. Answer the
blank items below.

A. Write the whole parts of the paper. (IN ORDER)

CRITERIA:
15 POINTS CRITERIA/RATING
15 COMPLETE DATA
13 LACKING ONE DATA & TWO INTERCHANGING DATA
10 LACKING TWO DATA & FOUR INTERCHANGING DATA
9 LACKING THREE DATA & SIX INTERCHANGING DATA
5 LACKING FOUR OR MORE DATA & INTERCHANGING DATA
0 NO DATA
B. Answer the blank items below.

The purpose of a scientific paper is to describe and document an observational

or experimental study. A scientific paper is typically divided into seven
sections: Title Page, Abstract, Introduction, Methods, Results, Discussion,
and Literature Cited.

The________ describes study sites, equipment/materials and field, lab, and

statistical procedures used in the study. The________ elaborates on the
significance of your findings, including supporting or not supporting
hypotheses, and how your findings relate with previous studies. The
________explains the background and significance of the problem being
investigated and states any hypotheses being tested Literature referenced in
the Introduction, Methods, and Discussion is listed in the________.

Tables and figures must be properly captioned and complement, not

duplicate, the text. Both the text and Tables/Figures should stand alone as
independent and complete stories.

The _______a short summary of the paper. More detailed descriptions of each
section of the scientific paper are given below. _______ and_______are used to
illustrate important results and are placed after the literature cited.

Set off the Abstract, Introduction, Methods, Results, Discussion, Literature

Cited, and Tables and Figures sections with the appropriate heading centered
on the sheet. Title pages do not need a section heading. The_______ clearly and
succinctly presents data, observations, and the outcome of any statistical
tests.
 What’s New

What is Research?

It is a scientific investigation of phenomenon which includes collection,

presentation, analysis, and interpretation of facts. - L. P. Calmorin & M. Calmorin

It is also a systematic and refined technique of thinking, employing specialized

tools, instruments,and procedures to obtain anadequate solution to problem.
- F. Zulueta & N. E. Costales Jr.

What are the characteristics of Research?

 Empirical – experience or observation based

 Logical – valid procedures and principles based
 Cyclical – starts w/ a problem and ends w/ a problem
 Analytical – data gathered carefully examined
 Replicability – research findings can further be studied
 Critical – careful and precise judgment and interpretation

What are the types of research?

 Pure research - discovers basic principles or truth

Pure research is also known as basic or fundamental research. It is

undertaken out of intellectual curiosity or inquisitiveness.
It may lead to either discovery of a new theory or refinement of an
existing theory.
Pure research formed the basics for innumerable scientific &
technological inventions like Steam Engine, Machines, Telecommunications,
Electronic Gadgets etc.
Also, pure research offers solutions to many practical problems. It helps
to find the critical factors in a practical problem. It develops many alternative
solutions and does enable us to choose the best solution.
Example of Pure Research:

 Einstein’s Theory of Relativity

 Newton’sContributions

 Applied research - involves seeking new applications to scientific

knowledge to the solution of the problem.
 Applied research is designed to solve practical problems of the modern
world, rather than to acquire knowledge for knowledge's sake. One might say
that the goal of the applied scientist is to improve the human condition.

For example, applied researchers may investigate ways to:

 improve agricultural crop production

 treat or cure a specific disease
 improve the energy efficiency of homes, offices, or modes of
transportation

Some scientists feel that the time has come for a shift in emphasis away
from purely basic research and toward applied science. This trend, they feel,
is necessitated by the problems resulting from global overpopulation,
pollution, and the overuse of the earth's natural resources.

 Action research - involves the application of the scientific method in

response to immediate need to improve existing practices.

In schools, action research refers to a wide variety of evaluative,

investigative, and analytical research methods designed to diagnose problems
or weaknesses—whether organizational, academic, or instructional—and help
educators develop practical solutions to address them quickly and efficiently.
Action research may also be applied to programs or educational techniques
that are not necessarily experiencing any problems, but that educators simply
want to learn more about and improve. The general goal is to create a simple,
practical, repeatable process of iterative learning, evaluation, and
improvement that leads to increasingly better results for schools, teachers, or
programs.

Action research may also be called a cycle of action or cycle of inquiry,

since it typically follows a predefined process that is repeated over time. A
simple illustrative example:
 Identify a problem to be studied
 Collect data on the problem
 Organize, analyze, and interpret the data
 Develop a plan to address the problem
 Implement the plan
 Evaluate the results of the actions taken
 Identify a new problem
 Repeat the process

Unlike more formal research studies, such as those conducted by

universities and published in peer-reviewed scholarly journals, action
research is typically conducted by the educators working in the district or
school being studied—the participants—rather than by independent,
impartial observers from outside organizations. Less formal, prescriptive, or
theory-driven research methods are typically used when conducting action
research, since the goal is to address practical problems in a specific school
or classroom, rather than produce independently validated and reproducible
findings that others, outside of the context being studied, can use to guide
their future actions or inform the design of their academic programs. That
said, while action research is typically focused on solving a specific problem
(high rates of student absenteeism, for example) or answer a specific question
(Why are so many of our ninth graders failing math?), action research can also
make meaningful contributions to the larger body of knowledge and
understanding in the field of education, particularly within a relatively closed
system such as school, district, or network of connected organizations.
 What is It

In writing the research paper, it is important to know and understand its parts
in order for you to be guided in your writing journey.
The parts of a good research paper have eight (8) parts.

I. RESEARCH TITLE
The research title must be specific, measurable, achievable, realistic and time-
bounded. The sources maybe from the problems encountered, specialization,
existing and past researches, theses/dissertation, and/or research journals.
Just make sure the title would be in the following criteria:
 interesting
 relevant
 innovative
 cost effective

Guidelines In Writing the Research Title

 The TITLE is formulated before the research work starts.
 It must contain the subject matter, the locale of the study, and the
population involved. It must be broad enough to include all aspects of
the subject-matter under study.
 It must be brief and concise.
 It must be written in an inverted pyramid form if it contains more than
one line, all in CAPITAL LETTERS.

II. INTRODUCTION
The introduction considers four (4) major parts:

Part 1: What is the study about?

State the main thesis of the investigation. Why do you want to study
the topic?

Part 2: What do other authors say about the topic?

Summarize the major literature/studies conducted on the topic.

Part 3: What are the gaps in knowledge based on the literature reviewed?
Identify what has not been explored by the other authors.

Part 4: How do you intend to address these gaps?

Outline your plan to address these gaps.

It further includes the rationale of the research study, this is a justification

for the choice of the research problem which may be
 gaps in the existing body of knowledge;
 conflicting educational practices;
 the need for data to evaluate alternative policies;
 validation of certain theories or conjectures.
III. STATEMENT OF THE PROBLEM
In writing the statement of the problem, the following guidelines should be
followed:

 The problem should be stated both in general and specific terms (main
problem and specific problems).
 The main problem which is usually a reiteration of the title of the
study is expressed in declarative form, while the specific or sub-
problems, the key points of investigation are written in interrogative
form.
 The main problem should be stated in the infinitive form such as
examine, analyze, determine, measure, assess, evaluate, find
out, etc.
 Specific problems should be stated using the following guide question
words: How, What, Is there…

EXAMPLE :

The main objective of the study is to investigate the potential of P.

florida and B. pinnatum as biosorbents of lead.

In this light, the researcher aims to answer the following questions:

 What is the percentage of decrease in Lead concentration using
Pleurotus florida?
 What is the percentage of decrease in Lead concentration using
Bryophyllum pinnatum?
 Is there any significant difference in the Lead absorption
between Pleurotus florida and Bryophyllum pinnatum?

IV. HYPOTHESIS MAKING

Hypothesis is a wise guess formulated and adopted to explain the observed
facts covered by the study.

Two forms of hypothesis:

Null Hypothesis

The independent variable does not affect the dependent variable.

“There is no significant relationship…”

“There is no difference…”

Alternative Hypothesis

The independent variable affects the dependent variable.

“There is a difference…”
“There is a significant relationship…”

V. SCOPE AND LIMITATIONS OF THE STUDY

 Scope – defines the coverage or boundaries

 Limitations – alerts the reader of the research report to certain
constraints over which the researcher has no control.
 VI. SIGNIFICANCE OF THE STUDY
This means values and essence of the study, its significant contributions
of the results of the study.

Target beneficiaries are:

 researcher himself
 teachers/ service providers
 clients/students
 society
 administrators/planners
 decision makers
 the community
 the practitioners

VII. REVIEW OF RELATED LITERATURE

Related Literature is composed of discussions of facts and principles to
which the present study is related. It has two classifications namely
Local and Foreign.

Related Studies on the other hand, are studies, inquiries or

investigations already conducted to which the present proposed study is
related or has some bearing or similarity.

Importance, Purposes and Functions of Related Literature and Studies

 They help the researcher understand the topic.
 They ensure that there will be no duplication of other studies.
 They help and guide the researcher in the following:
 making his research design
 locating more sources of related information
 making comparison between his findings with the findings of
other researchers on similar studies
 searching a better research problem or topic. A replication of a
similar maybe found.

Criteria for Problem Selection

To help us in our selection of an appropriate research problem, Best and Kahn
(1998) proposed these guide questions:
 Can the problem be effectively resolved through the process of
research?
 Is the problem significant? Will it be a contribution to organized
knowledge? Will it open avenues for further study?
 Is the problem new or was it already answered before? If already
answered, are there some aspects which need to be clarified further?
Or is there need for some extensive documentation?
 Is the research problem feasible, that is,
 Is it suitable to the researcher’s ability? Does it deal with an area
of interest for the researcher?
 Are pertinent data available?
  Can the researcher afford to conduct the study? If not, are there
available funding agencies?
 Can a researcher allot the time required for the research?
 Does the researcher possess the courage and determination to
pursue the study until its completion?

For the beginners, some specific criteria to consider are:

 Staff: How many persons are needed to accomplish the study?
 Budget: How much will it take to complete the research? Can the
researcher afford it?
 Time: How long will take to finish the investigation? Can the
researcher allot the time needed?
 What’s More

Activity 2.1 Identify me!

Direction: Identification. Read each item and choose its corresponding answer
from the choices in the box.
A. Library E. Plagiarism I. Bibliography
B. Project Data Log Book F. Review J. Researcher
C. Outline G. Documentation K. Recorder
D. Literature H. Pseudonym

________1. It is the use of another person’s language or ideas without

acknowledgment.

________2. It refers to the well-known fictitious name used by a writer.

________3. This basic facility in school is a rich source of information any student
researcher can run to.

________4. This is a list of writings with time and place of publication, such as the
writings of a single author or the works referred to in preparing a document.

________5. It refers to the written critical examination or evaluation of existing

literature related to the researcher’s problem.

________6. This refers to the published writings on a particular subject.

________7. This means a sketch yet highly organized summary of the main points of
an argument or theory.

________8. This process refers to the act of gathering evidences to confirm or validate
the truthfulness of some statements or claims.

________9. This is a common equipment used in documentations and other related

purposes.

________10. This refers to the informal diary recording the researchers progress on
his/her study.
Activity 2.2 Fix Me, I’m Broken!
Directions: Read each item carefully and identify the correct answer by forming
the jumbled words. Write your answer on the space provided before
each number.

____________1. I AM formulated before the research work starts. (ELLITT)

____________2. I AM a wise guess formulated and adopted to explain the observed
facts covered by the study (SYETHOPISH)
____________3. I AM defined as the coverage or boundaries of your study. (POCES)
____________4. I AM the value and essence of your study. (FO YSDUT HET
FIGNISNACCE)
___________ 5. I alert the reader of the research report to certain constraints over
which the researcher has no control (MITALITION)
___________6. I AM composed of discussions of facts and principles to which the
present study is related. (DETALER ARELURITTE)
___________7. I AM a study, inquiry or investigation already conducted to which the
present proposed study is related or has some bearing or similarity. (TALERED
DUTYS)
__________8. I AM a reiteration of the title of the study which is expressed in
declarative form. (MINA MEPBLOR)
__________9. I MUST be specific, measurable, achievable, realistic and time-
bounded. (LITTE)
_________10. I AM a kind of hypothesis where independent variable does not
affect the dependent variable. (LULN SYETHOPISH)
 What I Have Learned

Complete your Journal by answering the questions below:

 What I did or what I learned?

 What are the things I need to do or to learn more?
 What are my feelings? What I enjoyed, found good, or didn’t enjoy?
 What are the useful or interesting things about the lesson?
 Is there easy thing I already know about the topic?
 What I Can Do

Group Activity

Directions: Brainstorm with your groupmates using your research proposal, refining
the Research Proposal by following the previous corrections,
suggestions and recommendations of the previous panelists.
ACTIVITY 1: Identify what type of research you are using in your research proposal.

ACTIVITY 2: What is your research proposal title?

ACTIVITY 3: Write the refined introduction of your research proposal according to
the corrections, suggestions and recommendations of the previous
panelists.

ACTIVITY 4: Write the refined statement of the problem of your research proposal
according to the corrections, suggestions and recommendations of the
previous panelists.

ACTIVITY 5: What is the refined hypothesis formulated in your research proposal?

ACTIVITY 6: What is the refined Scope of Limitations in your research proposal?

ACTIVITY 7: What is the refined significance of the study in your research proposal?

ACTIVITY 8: Write your refined RRL with integration of local and foreign literatures.
(According to the corrections, suggestions and recommendations of the
previous panelists)

Rubric

100 points 80 points 60 points 40 points 20 point

The answer is The answer is The answer is The answer to Question is not
complete. All missing 1 missing 2 the question is answered. A
information detail. All details. Almost lacking any small amount
provided is information all information detail. Some to none of the
correct and the provided is provided is information information
step of the correct and the correct and the provided is provided is
scientific step of the step of the correct and the correct and the
method is scientific scientific step of the step of the
clearly method is method is scientific scientific
interpreted clearly clearly method is NOT method is NOT
interpreted interpreted clearly clearly
interpreted interpreted
 Assessment

Direction: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What part/section of the research paper which consist of short, concise

description of the problem and its solution. It has a maximum of 250 words.
A. Abstract C. Bibliography
B. Introduction D. Acknowledgment

2. Another section which shows the student’s comprehensive understanding of

the problem, current developments, results of other researches in related
investigations, divergent thoughts or conjectures, if any, and includes
references of relevant and significant publications and research articles.
What section/part is this?
A. Result C. Introduction
. B. Methodology D. Related Literature & Studies

3. This enumerates the major problems and the sub-problems, which are based
on the theoretical framework, in the case of non-basic researches. This is
usually expressed as a list of hypotheses. What section is this?
A. Theoretical Framework C. Methodology
B. Statement of the Problem D. Review of Related Literature

4. A good research title shows possible in the field of study, this describes what
characteristic?
A. Smart C. measurable
B. Realistic D. time-bounded

5. Which of the following is not included in the part of the SIP Proposal?
A. RRLS C. Methodology
B. Abstract D. Acknowledgment

6. These are studies, inquiries, or investigations already conducted to which

the present. Proposed study is related or has some bearing or similarity.
What section of the paper is this?
A. Result C. Introduction
B. Methodology D. Related Literature & Studies

7. It contains findings and analysis of data. What section/part of the research

paper is this?
A. Abstract B. Acknowledgment
B. Bibliography D. Result & Discussion

8. What section/ part of the research paper where the evidence based on the
results should be summarized for each statement?
A. Title C. Conclusion
B. Abstract D. Result & Discussion
9. It consists of the lists of the different parts of the whole report with the
corresponding page number of each part. What section of the research
paper?
A. Title C. Table of Contents
B. Abstract D. Result & Discussion

10. This consists of suggestions on future actions such as new direction of

research or further experiments to be performed, practices that might be
adapted in order to attain certain goals or objectives. What section of the
research paper is this?
A. Abstract C. Recommendations
B. Table of Contents D. Result & Discussion

11. What section/part of the paper where it provides enough details so that a
competent researcher can repeat the experiments.
A. Abstract C. Table of Contents
B. Methodology D. Recommendations

12. Documentation comes in print, audio and video formats.

A. True C. Maybe
B. False D. None of these

13. Which of the following is not included in the parts of the research proposal?
A. RRLS C. Methodology
B. Abstract D. Acknowledgment

14. “There is no difference.” meaning the independent variable does not affect the
dependent variable. What form of hypothesis is this?

A. Alternative hypothesis C. Null hypothesis

B. Hypothesis D. No hypothesis

15. This describes the relevance of the study to resolve divergent views, improve
current practices, or contribute to the body of knowledge in specific areas.

A. Review of Related Literature C. Methodology

B. Significance of the Study D. Definition of Terms
 Additional Activities

WORD SEARCH

Directions: Locate the given words in the grid, running in horizontal, vertical, or
diagonal positions by highlighting the box with any color. Write a short description of
each word in a separate sheet of paper.

M A I L E S P I O N

E W R A D I A P A O

T S T L U S E R S I

H I I R R E F O F S

O Q T E O H Z P G S

D F G L P T X O J U

O U H O E O C S K C

L E I M L P M A L S

O U P L K Y A L N I

G R A R P H Q G R D

Y V A R I A B L E Y
 What's In
What’s More I. What I Know
Title Page
Activity 2.1 Abstract 1. D
Approval Sheet 2. B
1. E Acknowledgment 3. C
2. H Table of Contents 4. A
3. A List of Tables
4. I
5. D
List of Figures
5. F Chapter 1 Introduction
6. A
6. D Statement of the Problem 7. C
Hypothesis 8. A
7. C Significance of the Study
8. G Scope and Limitation 9. A
9. K Review Related Literature 10.A
10. B Chapter 2 Methodology 11.D
Activity 2.2 Chapter 3 Results and
Discussion
12.C
1. Title Chapter 4 Summary, 13.C
2.Hypothesis Conclusion and 14.C
3.Scope Recommendation 15.C
4.Significance of The Study Bibliography
5.Limitation Appendices
6. Related Literature Curriculum Vitae Assessment
7.Related Study
8.Main Problem II. 1. A
9.Title 2. D
10. Null Hypothesis 1. Methods
2. Discussion 3. B
3. Introduction 4. B
4. Literature Cited
5. Abstract 5. B
6. Table 6. D
7. Figure
8. Result
7. D
8. C
9. C
10. C
11. B
12. A
13. B
14. C
15. B
Answer Key
Additional Activities
M A I L E S P I O N
E W R A D I A P A O
T S T L U S E R S I
H I I R R E F O F S
O Q T E O H Z P G S
D F G L P T X O J U
O U H O E O C S K C
L E I M L P M A L S
O U P L K Y A L N I
G R A R P H Q G R D
Y V A R I A B L E Y
References

Book Sources

Ariola, Mariano M. Principles and Methods of Research. 1 st ed. Sampaloc manila:

RBSI Publishing, Inc. 2006

Costales Edilberto B. and Zulueta Francisco M. Methods of Research and Thesis-

Writing and Applied Statistics. Quezon City: Rex Printing Company, Inc.

2001.

Costales Edilberto B. and Zulueta Francisco M. Methods of Research and Thesis-

Writing and Applied Statistics. Quezon City: Rex Printing Company, Inc.

2003.
Herrera, Fernando T. Advanced Research Methods and Statistics.
Padua, Roberto N. Elements of Research and Statistical Models. 1st ed. Cagayan

de Oro City: MPSC Publishing House. 2000.

Reyes, Milagros Z. Social Research : A Deductive Approach. 1 st ed. Sampaloc Manila:

Rex Printing Co., Inc. 2004

Most Essential Learning Competencies(MELC)

Online sources
www.amazon.co.uk/Research-Methods-Education

www.bristol.ac.uk/education/programmes/masters/med/pathways/research

allpsych.com/researchmethods
www.education.umd.edu/EDPL/courses/EDPL700Finkelstein.pdf

www.edu.yorku.ca/~rowston/qual.html

www.researchgate.net/publication/277889435_How_to_Write_a_Good_Scientific_P
aper_a_Reviewer%27s_Checklist
https://www.sjsu.edu/people/fred.prochaska/courses/ScWk170/s0/Basic-vs.-
Applied-Research.pdf
https://www.edglossary.org/action-research/
http://www.authorstream.com/Presentation/gv90a-996693-pure-research-and-
applied/
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