Practical Research 2

Practical Research 2
Preface
It has been elaborated in research and literature that the highest
performing education systems are those that combine quality with
equity. Quality education in the Department of Education (DepEd) is
ensured by the learning standards in content and performance laid in
the curriculum guide. Equity in education means that personal or social
circumstances such as gender, ethnic origin or family background, are
not obstacles to achieving educational potential and that inclusively, all
individuals reach at least a basic minimum level of skills.
In these education systems, the vast majority of learners have the
opportunity to attain high-level skills, regardless of their own personal
and socio-economic circumstances. This corresponds to the aim of
DepEd Cagayan de Oro City that no learner is left in the progression of
learning. Through DepEd’s flexible learning options (FLO), learners who
have sought to continue their learning can still pursue in the Open High
School Program (OHSP) or in the Alternative Learning System (ALS).
One of the most efficient educational strategies carried out by DepEd
Cagayan de Oro City at the present is the investment in FLO all the
way up to senior high school. Hence, Senior High School Alternative
Responsive Education Delivery (SHARED) Options.
Two secondary schools, Bulua National High School and Lapasan
National High School, and two government facilities, Bureau of Jail
Management and Penology-Cagayan de Oro City Jail and Department of
Health-Treatment and Rehabilitation Center-Cagayan de Oro City, are
implementing the SHARED Options.

To keep up with the student-centeredness of the K to 12 Basic
Education Curriculum, SHARED Options facilitators are adopting the
tenets of Dynamic Learning Program (DLP) that encourages responsible
and accountable learning.
This compilation of DLP learning activity sheets is an instrument to
achieve quality and equity in educating our learners in the second wind.
This is a green light for SHARED Options and the DLP learning activity
sheets will continually improve over the years.
Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
Acknowledgment
The operation of the Senior High School Alternative Responsive
Education Delivery (SHARED) Options took off with confidence that
learners with limited opportunities to senior high school education can
still pursue and complete it. With a pool of competent, dedicated, and
optimistic Dynamic Learning Program (DLP) writers, validators, and
consultants in Senior High School Technical Vocational Livelihood
Learning activity Sheets , the SHARED Options is in full swing.
Gratitude is due to the following:
 Schools Division Superintendent, Cherry Mae L. Limbaco, PhD,
CESO V, Assistant Schools Division Superintendent Alicia E.
Anghay, PhD, for buoying up this initiative to the fullest;
 CID Chief Lorebina C. Carrasco, and SGOD Chief Rosalio R.
Vitorillo, for the consistent support to all activities in the
SHARED Options;
 School principals and senior high school teachers from Bulua
NHS, Lapasan NHS, Puerto NHS and Lumbia NHS, for the
legwork that SHARED Options is always in vigor;
 Stakeholders who partnered in the launching and operation of
SHARED Options, specifically to the Bureau of Jail
Management and Penology-Cagayan de Oro City Jail and the
Department of Health-Treatment and Rehabilitation Center-
Cagayan de Oro City;
 Writers and validators of the DLP learning activity sheets, to
which this compilation is heavily attributable to, for their
expertise and time spent in the workshops;

 Alternative Learning System implementers namely Willy P. Calo
Ailiene P. Libres, Rubeneth V. Salazar and Metocila O. Agbay,
Puerto National High School, Leneth G. Udarbe, Lapasan
National High School and Pinky B. Dela Calzada, for the
technical assistance given to the sessions;
 Reproduction (LRMDS) Gemma P. Pajayon and Lanie M. Signo
 To all who in one way or another have contributed to the
undertakings of SHARED Options.
Mabuhay ang mga mag-aaral! Ito ay para sa kanila, para sa bayan!
Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
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SHARED OPTIONS
SENIOR HIGH ALTERNATIVE RESPONSIVE EDUCATION DELIVERY
GRADE 12 DLP LEARNING ACTIVITY SHEET
PRACTICAL RESEARCH 2 QUANTITATIVE RESEARCH
ACTIVITY LEARNING ACTIVITY TITLE DATE SCORE ITEM

NUMBER
1 Nature of Quantitative Research
2 Kinds of Quantitative Research
3 Importance of Quantitative Research
Across Fields
4 Kinds of Variables and their Uses
5 Designing Research Useful in Daily Life
6 Research Topic
7 The Background of Research
8 The Research Questions
9 Scope and Delimitation of the Study
10 Benefits and Beneficiaries of the
Research Study
11 The Statement of the Problem
12 The Relevant Literature
13 Citation Guidelines and Styles
14 Citing Related Literature Using Standard
Style
15 Synthesizing Information from Relevant
Literature
16 Writing Coherent Review of Literature
17 Ethical Standards in Writing Related
Literature
18 The Conceptual Framework
19 Defining Terms in the Study
Competence.Dedication.Optimism
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ACTIVITY LEARNING ACTIVITY TITLE DATE SCORE ITEM

NUMBER
20 Research Hypotheses
21 Choosing Appropriate Quantitative
Research Design
22 Sampling Procedure and Sample
23 Sampling Procedure or Technique
24 Designing the Questionnaire and
Establishing Validity and Reliability
25 Data Collection Procedures
26 Planning Data Analyses Using Statistics
27 Research Methodology
28 Creative Research Work
29 Collecting Data Using Appropriate
Instruments
30 Data Presentation and Interpretation
31 Statistical Techniques in Analyzing Data
32 Drawing Conclusions
33 Recommendations of the Study
34 Reference Materials
35 Research Presentation and Reporting
36 Finalizing the Research Report
37 Final Research Workbook
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Subject :PRACTICAL RESEARCH 2 – QUANTITATIVE RESEARCH
Lesson Title : Nature of Quantitative Research
Lesson Competency: Describes characteristics, strengths, weaknesses, and kinds of quantitative research.
(CS_RS12-Ia-c-1)
Enabling Objective: Describes characteristics, strengths, and weaknesses of research.
References: LAS No.: 1
1. Faltado III, R., Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical research 2:
quantitative research. Metro Manila: LORIMAR Publishing, Inc.
2. Prieto, N.G., Naval, V.C, & Carey, T.G. (n.d). Practical research 2 quantitative for senior high
school. Metro Manila: LORIMAR Publishing, Inc.
Concept Notes:
Characteristics of Quantitative Research
1. It is objective, neutral and seeks accurate measurement and analysis.
2. Research questions are carefully designed before data gathering.
3. Using structured research instruments.
4. Using numerical data and statistics.
5. With the large sample size, more reliable data analysis will be arrived.
6. Research studies can be replicated to verify the correctness.
7. Predicting future results are possible with mathematical applications.
Strengths of Quantitative Research Weaknesses of Quantitative Research
1. It is objective. 1. Requires a large number of
2. Quick and easy way to analyze respondents.
numerical data. 2. It is costly and expensive.
3. It generalizes findings. 3. Very limited opportunity to elaborate
the responses.
4. Many information are difficult to
gather.
5. Data from questionnaires may be
incomplete or inaccurate.
EXERCISES: True or False. Write True if the statement is correct and False if
it is not. Write your answer on the space provided before each number.
_____ 1. In quantitative research, it allows the researcher to measure and
analyze the data to arrive at an objective.
_____ 2. Quantitative research is subjective and reliable.
_____ 3. In quantitative research, preset or fixed alternative answers may not
necessarily reflect the true answers of the participants.
_____ 4. Personal biases can be avoided in quantitative research since personal
interactions is not part of the research process.
_____ 5. Quantitative research is costly.
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Subject: PRACTICAL RESEARCH 2 – QUANTITATIVE RESEARCH
Lesson Title :Kinds of Quantitative Research
Lesson Competency: Describes characteristics, strengths, weaknesses, and kinds of quantitative research.
(CS_RS12-Ia-c-1)
Enabling Objective: Describes kinds of quantitative research.
Reference: Faltado III, R., Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical research 2: LAS No.: 2
Concept Notes:
Kinds of Quantitative Research

1. Descriptive Research. Describing the nature, characteristics and
components of the population or a phenomenon and no manipulation of variables.
2. Correlational Research. It is systematic investigation of the nature of
relationships, or associations between and among variables without necessarily
investigating into causal reasons underlying them.
3. Evaluation Research. It aims to assess the effects, impacts or outcomes of
practices, policies or programs.
4. Survey Research. It is used to gather information from groups of people by
selecting and studying samples chosen from a population.
5. Causal-Comparative Research. Known as ex post facto (after the fact)
research. It derives conclusion from observations and manifestations that already
occurred in the past and now compared to some dependent variables.
6. Experimental Research. It utilizes scientific method to test cause-and-
effect relationships under conditions controlled by the researcher.
Exercises: Matching Type: Match item in Column A with those of Column B. Write
your answer on the space provided before each number.
Column A Column B
__1. To observe, describe and document aspects A. Descriptive research
of a situation as it naturally occurs. B. Correlational research
__2. Allows the researcher to identify cause C. Evaluation research
and effect relationships. D. Survey research
__3. To see the general picture of the E. Causal-Comparative
population under investigation in terms of social research
and economic characteristics. F. Experimental research
__4. Derives conclusion from observations and
manifestations that already occurred.
__5. It aims to find out the associations
between and among variables.
__6. To assess the effectiveness of a given
program or activity.
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Subject : PRACTICAL RESEARCH 2 – QUANTITATIVE RESEARCH
Lesson Title : Importance of Quantitative Research Across Fields
Lesson Competency: Illustrates the importance of quantitative research across fields (CS_RS12-Ia-c-2)
1. Mariano, J.M.V. (2019). Nature and inquiry and research. Retrieved August 28, 2019 at
https://www.coursehero.com/file/pdf/.
2. Prieto, N.G., Naval, V.C, & Carey, T.G. ( n.d ). Practical research 2 quantitative for senior
high school. Metro Manila: LORIMAR Publishing, Inc.
Concept Notes:
Quantitative Research across Disciplines
1. Quantitative Research and Anthropology- This is to provide true experiments
in people provided that certain steps are considered. Thus, exploring connections,
cultural differences, alternatives and identity may enhance and provide
intervention to understand the natural world.
2. Quantitative Research and Communication-Researchers are often interested
in how an understanding of a particular communication phenomenon might
generalize to a larger population.
3. Quantitative Research and Sports Medicine-This is to analyze how sports may
be used as an alternative way of medicating illnesses.
4. Quantitative Research and Medical Education-This is to overcome validity
concerns and infer potential cause-effect generalizations to cope with the
emerging trends in recent times.
5. Quantitative Research and the Behavioral Sciences- To explore how one
behaviour exhibited by people is related to other types of behavior.
6. Quantitative Research and Education -To evaluate social problems related to
education thus improving technique and intervention.
7. Quantitative Research and Accounting, Business and Management-To help
design a new product or service, figuring out what is needed and ensure
development and to target high demands.
EXERCISES: Identify what research field the given study is related.
___________________1. A 3-year ethnographic study of a middle school
___________________2. Communicative behaviors study that are associated
with different stages in a romantic relationship
___________________3. Research focused on the children’s physical activity to
the amount of adipose tissue and endurance fitness
___________________4. A study on a person’s high level of verbally aggressive
behavior.
___________________5. Study on student’s disabilities and their parents in
two different class levels.
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Lesson Title: Kinds of Variables and their Uses
Lesson Competency: Differentiates kinds of variables and their uses. (CS_RS12-Ia-c-3)
2. Prieto, N.G., Naval, V.C, & Carey, T.G. (n.d). Practical research 2 quantitative for senior
Concept Notes:
Types of Variables
1. Continuous Variables-can take infinite number on the value and categorized as:
 Interval Variables- Difference between two values are significant:
Temperature in degree Celsius
 Ratio Variables – Absolute zero :height, weight, and distance
2. Discrete Variables-categorical or classificatory variables with distinct value as:
 Nominal Variables – Attributes are only named: eye color, business type
 Ordinal Variables – Attributes can be ordered : grade level; military title
Kinds of Variables
1. Independent Variable - those that cause, influence or affect outcomes.
2. Dependent Variable – effects or outcomes of the influence of the independent
variables
3. Intervening or Mediating – those are in-between the independent and
dependent variables.
4. Control – measured in a study because they are potentially influenced the
dependent variable, using statistical procedures
5. Confounding – those that are not actually measures but they exist.
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EXERCISES 1: Determine if what type of variable are the following. Write I if it
is Interval, N if Nominal, R if Ratio and O if Ordinal.
___1. Military title ___3. Height ___5. Year level
___2.Temperature in oC ___4. Feeling for today
EXERCICES 2: Identify what is being asked in each number.
____6. It is considered as the “cause” variable.
____7. The outcomes or results variables.
____8. Not actually measured variable in the study being conducted.
____9. A special kind of variable which can also influence the dependent variable.
____10. Variables that “stand between” the cause and effect variables.
____11. Generally, this variable can take infinite number on the value.
____12. Variable that has limited number of distinct value.
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Lesson Title : Designing Research Useful in Daily Life
Lesson Competency: Designs a research useful in daily life (CS_RS12-Id-e-1)
References: 1. Faltado III, R.,Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical LAS No.: 5
research 2: quantitative research. Manila: LORIMAR Publishing, Inc.
2. Virtual Knowledge Centre (2010). Designing a Qualitative Research Project or
“situation analysis”. Retrieved July 30, 2019from. Virtual Knowledge
Centre at http://www.endvawnow.org/en/articles.
Concept Notes:
Designing research involves two separate sets of activities. First, the
conceptual design which determines everything you wish to achieve through the
research. Second, the technical research design which concerns how to realize all
this during the implementation stage of the study.
However, even in your own daily life situation, you can apply the systematic
way to solve your problem. Though it is somewhat personal; but still you can apply
the sets of activities to come up with best solution.
Exercises: In designing a research related to your daily life, choose a particular
event that you have experienced which made you stop and reflect. It may be
something that confused you or simply something that made you wonder. To let
you apply the concepts, do the activity using the Problem Solver Organizer
What do I need to find out? What do I need to do?
How I solved it? My answer and how I

PROBLEM
know it’s right?
Fig. 1 Problem Solver Organizer
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Lesson Title : Research Topic
Lesson Competency: Writes a research title (CS_RS12-Id-e-2)
Enabling Objective: Gain an understanding on how to identify research topic.
1. Faltado III, R., Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical
research 2: quantitative research. Metro Manila: LORIMAR Publishing, Inc.
2. Prieto, N.G., Naval, V.C, & Carey, T.G. (n.d ). Practical research 2 quantitative for senior
high school. Metro Manila: LORIMAR Publishing,Inc.
Concept Notes:
What is a research topic? A topic or problem is a general question which a
researcher needs to undertake. In selecting the topic, criteria such as technical
and personal can help you. Sources such as prevailing theories or philosophy,
observations, fields of interest, existing problem and needs of the community are
the best relevant sources of research topic.
Comparing Broad Topic and Specific Topic:
Example of broad topics: Blended learning in English Classes; Presidential
Election Results; Social Networking
Example of specific topics:
 A correlation study on the use of blended learning in freshman English
classes and student achievement
 The cause-effect relationships of social networking and online selling
 Effects of vegetarian on Physical Health
However, a research topic must be specific, measurable, attainable, and
time-bounded. There are guidelines in selecting and narrowing down broad topic to
a manageable or specific topic, to wit:
1. Examine the literature
2. Talk over ideas with others
3. Apply to a specific
4. Define the aim or desired outcome of the study
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Exercises: Narrow down the following broad topics to specific topics:
1. Philippine Architecture
_____________________________________________________________
2. Online selling
_____________________________________________________________
3. Junk Food and its effects on human health
_____________________________________________________________
4. Government support for sports development
_____________________________________________________________
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Lesson Title: The Background of Research
Lesson Competency: Describes background of research. (CS_RS12-Id-e-3)
1. Almeida, A., Gaerlan A. & Manly, N. (2016). Research fundamental from concepts to output.
Manila: Adriana Publishing Co., Inc.
Concept Notes:
Purpose of the Background of the Study
As cited by Almeida, Gaerlan , and Manly (2016), the purpose of a
background of the study is to help you to prove the relevance of your research
question and to further develop your study.
The background of the study is basically:
1. An overview or brief rationale to justify the problem of the research study
2. A discussion of the existing conditions and what is aimed to be in the future
3. An answer why you are doing the study
Tips in Writing the Background of the Study:
1. Read and use relevant information from reliable sources.
2. Discuss the problem in general and the specific situations as observed and
experienced by the researcher.
3. Do not forget to include in-text citation to acknowledge the author of your
references.
Exercises: Answer the question in brief but concise.
Why do a background of the study?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Lesson Title: The Research Questions
Lesson Competency: States research questions. (CS_RS12-Id-e-4)
References : LAS No.: 8
Concept Notes
What is a research question? A
research question or investigative
question is an answerable inquiry into a
specific concern or issue. It is stated in a
question form, meaning expressed in an
interrogative way.
Types of Research Questions
1. Descriptive Question – describes
conditions that happening or
characteristics that exist.
Example: What are the products
created from the digestion of lactose?
2. Observational-Relational Question- examines the question of whether two or
more variables affect, or do not affect, each other under a given set of
circumstances.
Example: Do two similar size samples of sodium react with water in a similar
manner when all other variables are kept consistent?
3. Causal: Cause and Effect- Attempts to determine if changing one variable in a
known and or contained habitat has measurable effect on another variable.
Example: Does the total mass of a sample of sodium effect the speed at
which it completely reacts with water?
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Exercises: Identify the research questions given if it is descriptive,
observational-relational or causal. Write your answer on the space provided
before each number.
___________1. Does the mass of an object orbiting a gravitational center affect
the speed at which the object revolves around it?
___________2. What is the mating territorial range of a pacific gray whale?
___________3. If two cattle are kept under similar conditions and are fed the
same amount of cattle feed, will they reliably and predictably gain the same
amount of weight?
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Lesson Title: Scope and Delimitation of the Study
Lesson Competency: Indicates scope and delimitation of study. (CS_RS12-Id-e-5)
Reference: Faltado III, R.,Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical LAS No.:9
Concept Notes:
Scope and Delimitation of the Study
 Scope describes the coverage of the study in terms of concept, number of
respondents, and the timeline.
 Delimit by citing variables that are not to be included and the boundary in
terms of time frame, respondents, and not deal within the study.
The following are the basic questions that included in this section which
served as the parameters of the Research:
1. What? - The topic and the variables to be included.
2. Where? –The research setting.
3. When? – The time frame of the study.
4. Why? - The general objective of the study.
5. Who? - The research respondents.
6. How? - The Research Methodology
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Exercises: Determine what basic question is being considered by the following
statement. Write your answer on the space provided before each number.
_______________1. The study will focus on developing a web-based help desk
system using a problem tracking technique.
_______________2. The study is limited to 80 male and female grade 12 senior
high school students.
_______________3. Each of the respondents was given a questionnaire to
answer.
_______________4. The present study is aimed to determine the mastery level
in English 10.
_______________5. This study is to be conducted during second semester of
school year 2019-2020.
_______________6. The total respondents are 50; both male and female.
_______________7. Survey questionnaire will be used to gather the data.
_______________8. The present study will be conducted at Technical Institute
Academy.
_______________9. The main objective of this study is to determine the
effectiveness of the Solid Waste Management Program.
_______________10. The conduct of the study will be on first semester 2019.
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Lesson Title: Benefits and Beneficiaries of the Research Study
Lesson Competency: Cites benefits and beneficiaries of study. (CS_RS12-Id-e-6)
References: LAS No.:10
1. Faltado III, R., Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical research 2
Concept Notes:
Researchers are encouraged to consider who will benefit from their
research, especially when the research may involve or affect multiple individuals
or groups. Essentially, this is the part where readers are informed on how the
study will contribute to the well-being of a person or progress of a group or
society in general.
Citing benefits and beneficiaries is also known as the significance of the study.
Tips in Writing the Significance of the Study:
1. Refer to the general objective of your study.
2. Write by looking into the general contribution of your study then to individual
beneficiary.
Exercises: Identify the beneficiaries of the following sample study, write your
answer on the blank space provided.
Title of the Study: Task related Languages Teaching and its Effects on
Second Acquisition on College Freshmen Students (Go, 2010)
______________1. Language teachers will become more aware of task-based
language teaching and they would realize that tasks could be used as pedagogical
tools, as well as methodological procedure.
______________2. Students, the language learners would be made aware of the
usefulness of the English language as tool for communication and understanding
the course content.
______________3. The administration may be encouraged to include in the long
term development plan, a faculty development plan, where faculty could develop
their teaching competence.
______________4.Strong support system and partnership among the

stakeholders to sustain the program.
______________5. The relevant information gathered would benefit the future

researchers.
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Subject : PRACTICAL RESEARCH 2 – QUANTITATIVE RESEARCH 2
Lesson Title: The Statement of the Problem
Lesson Competency: Presents written statement of the problem (CS_RS12-Id-e-7)
References : LAS No.:11
Concept Notes:
What is the Statement of the Problem?
It tells what is done to make the situation that exists more like what is
should be (Almeida, Gaerlan, & Manly 2016). It has two main elements: General
Objective and Research Questions or Specific Questions.
Moreover, a problem is a concise description of an issue to be addressed or
a condition to be improved upon. It identifies the gap between the current
(problem) state and desired (goal) state of a process or product.
Focusing on the facts,

the problem statement
should be designed to
address the Five Ws.
Exercises: Write your

Statement of the Problem based on your research topic.
Statement of the Problem
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Lesson Title: The Relevant Literature
Lesson Competency: Selects relevant literature. (CS_RS12-If-j-1)
Concept Notes:
 Literature may be defined as written works collectively, especially, those
enduring importance, exhibiting creative imagination and artistic skill which
are written in a particular period, language, and subject (Almeida, Gaerlan, &
Manly, 2016).
Sources of the Literature Review:
1. Primary sources: letters, correspondence, diaries, autobiography, research topic
2. Secondary sources: academic journal, conference proceedings
3. Tertiary sources: encyclopedia, dictionaries, handbooks
How to Evaluate Relevant Information from the Articles?
1. Examine the title.
2. Read the abstract and look for the gap.
3. Review the article and must be relevant to the present study.
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Exercises: Answer the following questions. Write the letter on the space provided
which corresponds to the correct.
_____1. Because of the vastness of information available, how will you choose the
pertinent information to your research?
A. Consider the variables, theories posited, good citations and review
materials.
B. Choose the applicable type of related review with available sources.
C. Need to list down all the important materials available.
D. Check and use only the latest information.
______2. Which of the following is NOT a relevant source of information and
literature?
A. books B. journals C. leaflets D. thesis
______3. Why do you need to review the existing literature?
A. Because without it, you could never reach the required word-count.
B. To find out what is already known about your area of interest.
C. You enjoy reading the academic research on your topic.
D. To make sure you have a long list of references.
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Lesson Title: Citation Guidelines and Styles
Lesson Competency: Cites related literature using standard style (APA, MLA, or Chicago Manual of Style).
(CS_RS12-If-j-2)
Enabling Objective: Be familiar with the guidelines and citation style in citing related literature.
References : LAS No.:13
Concept Notes:
General Guidelines in Citing Related Literature and Studies
Materials must be…
1. as recent as possible 3. relevant to the study
2. objective and unbiased 4. not be too few and not too many
Citation Style Guide
1. APA (American Psychological Association) – author/date-based style
2. MLA Modern Language Association)-applied by arts and humanities research
3. Harvard- similar to APA and primarily used in the USA
4. Vancouver- mainly used in medical and scientific papers
5. Chicago and Turabian- widely used for history and economics
However, APA is widely used in doing research just like what you are doing in
your present study. The following shows how to do the APA style/format:
SOURCE EXAMPLE CITATION

Website with author Kraizer, S. (2005). safe child. Retrieved
February 29 from http://www.safechild.org
Book by with two or more Sherman, C. & Price, G. (2011). The invisible web;
author uncovering information sources search engines
can’t see. Medford, NJ: Cyber Age Books.
Article in a daily Dougherty, R. (2006, January 11). Jury convicts man
newspaper in dunk death. Centrex Daily Time, p.1 A.
Book review Rif kind, D. (2005, April 10). Breaking their vows.
review.
Exercises: Explain what is wrong with the following references cited in the text.
1. A heart stable DNA has been isolated from the bacterium Thermoses
aquaticus and is now use (Robbins, Peterson, Lench, White and Rigs 2011)
2. Author. Steven Foster. Year 2006. Information. The possibility of in

breeding is very high when a population of organism.
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Lesson Title: Citing Related Literature Using Standard Style
Lesson Competency: Cites related literature using standard style ( APA, MLA, or Chicago Manual of Style)
(CS_RS12-If-j-2)
References:
1. Faltado III, R., Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical research
LAS No.:14
2: quantitative research. Metro Manila: LORIMAR Publishing, Inc.
2. Prieto, N.G., Naval, V.C, & Carey, T.G. ( n.d ). Practical research 2 quantitative for senior
Concept Notes:
What is an in-text citation? They are used when directly quoting or
paraphrasing a source. They are located in the body of the research containing a
fragment or the full citation.
The following is the presentation of APA format in-text citation:
1. Direct quotation-use quotation marks around the quote and include page
numbers. EXAMPLE: Alternatively, “Language involves attaching meaning to
symbols” (Samovar & Porter, 1997, p. 188)
2. Indirect Quotation/Paraphrasing- no quotation marks.
EXAMPLE: Attaching meaning to symbols is considered to be the origin of written
language (Samovar & Porter, 1997)
3. Citations from a secondary source
EXAMPLE: As Hall (1997) asserts, “culture also defines boundaries of different
group (as cited in Samovar & Porter, 1997, p. 14)
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Exercises: Do the proper APA in-text citation style.
1. A heart stable DNA has been isolated from the bacterium Thermoses
Aquaticus and is now use (Robbins, Peterson, Lench, White and Rigs 2011)
ANSWER:
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Author. Steven Foster. Year 2006. Information. The possibility of in
breeding is very high when a population of organism.
ANSWER:
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Lesson Title: Synthesizing Information from Relevant Literature
Lesson Competency: Synthesizes information from relevant literature. (CS_RS12-If-j-3)
Reference: Prieto, N.G., Naval, V.C, & Carey, T.G. (n.d ). Practical research 2 quantitative for LAS No.:15
senior high school. Metro Manila: LORIMAR Publishing, Inc.
Concept Notes:
A synthesis is a discussion that draws on one or more sources.
Types of Synthesis:
1. Explanatory- it presents the facts, 2. Argument synthesis- it presents own
has very objective manner view with the support of relevant facts
Categories of Sources:
1. Documents – written and printed 3. Numerical Records- test scores,
materials attendance , figures, census
2. Oral statement- stories, myths, 4. Relics -forms types of historical
tales, legends chant songs sources.
How to Write a Synthesis?
1. Consider your purpose in writing 4. Develop an organizational plan
2. Select and read carefully your 5. Write a raft of your synthesis
sources
3. Describe how you will use your 6. Consider revisions
source materials
Exercises: At the back page of this paper, synthesize the short magazine article
written below:
The happiest days of your life?
James Field
School days should be a happy time in a young person’s life. What can make
people’s lives a misery during this time, then? In my opinion, there is one word
which answers this question- bullying. Unfortunately bullying is quite common in
schools where I live. It can affect the students at any age, and both boys and
girls. A friend of mine had a very negative experience at school last year as an
older boy continually called him names and sometimes used to post nasty messages
on Facebook. Obviously, my friend felt very upset, and it affected his self-
confidence. Some days he didn’t want to come to school at all. Bullying can be a
nightmare but there are things we can do to prevent it. Hopefully, one day all
students will be able to go to school without fear being bullied.
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Lesson Title: Writing Coherent Review of Literature
Lesson Competency: Writes coherent review of literature. ( CS_RS12-If-j-4)
Reference: Prieto, N.G., Naval, V.C, & Carey, T.G. (n.d). Practical research 2 quantitative for LAS No.:16
senior high school. Metro Manila: LORIMAR Publishing ,Inc.
Concept Notes:
Sections of Literature Review:

1. Introduction - introduces the general topic and provides an appropriate context.
2. Body- draw together the significance of issues, main themes and knowledge
gaps.
3. Conclusions- provides a summary statement of the overall state of knowledge
---------------------------------------------------------------
Exercises: Rewrite the literature review of the given sample study provided by
your teacher. Apply the principles of coherence, steps, and sections of writing
literature review. Use the back page of this paper.
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Lesson Title: Ethical Standards in Writing Related Literature
Lesson Competency: Follows ethical standards in writing related literature. (CS_RS12-If-j-5)
Reference: Prieto, N.G., Naval, V.C, & Carey, T.G. (n.d ). Practical research 2 quantitative for LAS No.:17
Concept Notes:
5 Principles of Research Ethics:
1. Be conscious of multiple rules. 4. Follow informed consent rules.
2. Respect confidentiality and privacy. 5. Tap into ethics resources.
3. Discuss intellectual property frankly.
Ethical Issues in Research:
 Accurate reporting
 Data retention and sharing
 Duplication and piecemeal publication
 Plagiarism
 Protecting confidentiality
 Conflict of interest
---------------------------------------------------------------------------
Exercises: Write your concise learning about Research Ethics.
ANSWER:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________________________________
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Lesson Title: The Conceptual Framework
Lesson Competency: Illustrates and explains conceptual framework. (CS_RS12-If-j-6)
Concept Notes:
 Conceptual Framework. This framework expresses the researcher’s idea on
how the research problem will have to be explored. In this part, the
variables included in the study will be explained further.
 Conceptual Paradigm. A diagram that visually represents and interprets the
underlying theory, principles and concepts of a research. It is usually
presented in a schematic diagram which shows the interplay of the variables.
Steps in Writing the Conceptual Framework:
1. Choose your topic.
2. Do a literature review. Do not forget your referencing and in-text citation.
3. Isolate the important variables.
4. Generate the conceptual framework.
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Exercises: Choose one of the themes below and make a Conceptual Framework.
1. Adolescent Reproductive Health Welfare Program

2. Senior High School Career Choice
3. Developing Positive Self-esteem
4. Practicing Professional Ethics
5. Effects on Academic Workloads
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Lesson Title: Defining Terms in the Study
Lesson Competency: Defines terms used in the study. ( CS_RS12-If-j-7)
Concept Notes:
 An important part in writing research in an academic discipline is to give
definition of key terms.
 Operational definition must be considered in defining terms in the study.
This means that the variables and terms being used in the study must be
operationally defined. Thus, the universal meaning of the terms can be
understood by many people.
Two Types of Operational Definition:
1. Experimental Operational Definitions - manipulative
2. Measured Operational Definition-measurable and observable
 However, there are terms or variables being used in the study which can be
defined based on the concept or principle.
----------------------------------------------------------------------------------------------------------
Exercises: Tell whether the following definition of terms are operationally
defined or based on the concept or principle. Write OD (Operationally Defined)
and CB (Concept-Based definition). Write your answer on the space provided.
___1. Rate is the ratio between two related quantities in different units.
___2. The term gender refers to male and female.
___3. Hypothesis defines as a supposition or proposed explanation made.
___4. Happiness is defined as positively affects how the respondent’s feel
towards the subject matter.
___5. Academic performance refers to the respondent’s final grade in Practical
Research 2.
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Lesson Title: Research Hypotheses
Lesson Competency: Lists research hypotheses. (CS_RS12-If-j-8)
Concept Notes:
 A hypothesis (in singular) (hypotheses; in plural) is a specific proposition
which is presented for testing through research: The hypotheses are the
declarative sentences stating expected relationships between the
phenomena to which our concepts refer.
Characteristics of Hypothesis:
1. Testable
2. Logical
3. Directly related to the research problem
4. Represents a simple unit or subject of the problem
5. Factually or theoretical based.
6. States relationships between variables.
7. Sets the limit of the study
8. Stated in such a form that it can be accepted or rejected.
Formulation of Hypothesis in Quantitative Research:
1. May be used to compare the variables
2. May be used to relate the variables
3. May be used to describe the variables.
Exercises: Formulate the hypothesis of the following research problems:
Statement/Research Problem Hypothesis
eg: increased sleep may cause higher eg: The grade is higher or increased
grades because enough sleep allow students to be
more alert and focused in class.
1. What effect does studying with
music have on students test scores?
2. Temperature may cause leaves to
change color.
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Lesson Title: Choosing Appropriate Quantitative Research Design
Lesson Competency: Chooses appropriate quantitative research design. CS_RS12-IIa-c-1)
Enabling Objective: Acquire an understanding on how to choose appropriate quantitative research design.
References:
LAS No.:21
Concept Notes:
 Research design is your overall concept or strategy to put together the
components of your study in a logical manner. It constitutes the blueprint
for the collection, measurement, and analysis of data.
Quantitative Research Design:
Non-Experimental Experimental
1. Descriptive Research (Descriptive 1. True Experimental Design. To
Normative Survey). To establish norms establish cause and effect relationship
basin on a wide class of survey data. with at least one experimental and
control group.
2. Longitudinal Research (Descriptive 2. Quasi-Experimental Design. Involves
Evaluative). To judge the “goodness of a the manipulation of an independent
criterion measure” that measures over a variable without the random assignment
long period of time. of participants to conditions or orders
of conditions.
3. Descriptive Comparative. To establish
significant differences between two or
more variables on the basis of criterion.
4. Correlational Research. To determine
whether relationship exists between
two or more variables.
5. Assessment (Evaluation Research). To
determine the effectiveness or
efficiency of certain practices.
Exercises: Answer the question in brief but concise.
QUESTION: Among the quantitative research design, which is more convenient
easy, and applicable to employ in your present study? Why?
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Lesson Title: Sampling Procedure and Sample
Lesson Competency: Describes sampling procedures and the sample. (CS_RS12-IIa-c-2)
Enabling Objective: Computes sample size applying Slovin’s formula.
Concept Notes:
Slovin's Formula is written as: n=N÷ (1+Ne2)

Where n = Number of samples, N = Total population and e = Margin of error
Exercises: Determine the sample size.

Suppose you plan to conduct a study among 1,500 Grade 11 students enrolled in
the TVL Track. How many respondents are needed using a margin of error of 5%?
Given:
N = 1500
e=5%
n=?
Show your solution:
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Lesson Title: Sampling Procedure or Technique
Lesson Competency: Describes sampling procedures and the sample. (CS_RS12-IIa-c-2)
Enabling Objective: Describes sampling technique in quantitative research.
Reference: Faltado III, R., Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical research LAS No.:23
Concept Notes:
 Sampling is a method that allows researchers to infer information about a
population based on results from a subset of the population, without having
to investigate every individual.
 The table below shows the two types of sampling technique
Probability Sampling (The sample from a Non-Probability Sampling
larger population are chosen using a (The samples are gathered in a
method based on the theory process that does not give all the
of probability) individuals in the population equal
chances of being selected.)
Simple Random-each has an even chance Convenience- accessibility and
being selected proximity to the researcher.
Sytematic Random- with starting point Snowball-identify potential subjects
and selecting other members after a because of the location
fixed sampling interval
Stratified - the division of a population Quota- same proportions of
into smaller sub-groups known as strata. individuals as the entire population
with reference
Multi-Stage Cluster- taking of samples in Theoretical-or purposive sampling
stages using smaller and smaller units
Exercises: Answer the following questions in brief but concise:
1. What are the bases of sampling?
_____________________________________________________________
_____________________________________________________________
______________________________________________________
2. Which is more convenient and easy sampling technique to apply in doing
quantitative research? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Lesson Title: Designing the Questionnaire and Establishing Validity and Reliability
Lesson Competency: Constructs an instrument and establishes its validity and reliability. (CS_RS12-IIa-c-3)
senior high school. Metro Manila: LORIMAR Publishing,Inc.
Concept Notes:
Designing the Questionnaire:
A questionnaire is one of the instrumenst for collecting data. It consists of a
series of questions that respondents provide answers to a research study. To
produce valid and reliable instrument in gathering data , here is a step by step
process:
Step 1: Background. Do a basic research on the background of the chosen
variables or construct.
Step 2: Questionnaire Conceptualization. Choose the response scale to use.
Frequency Frequency Sample Likert-Scale Rating:
of of Use
Occurrence Step 3: Establish the validity of the questionnaire.
Very Always (Face Validity, Content Validity, and Criterion-related
frequently Validity)
Frequently Often Step 4: Establish the Reliability of the questionnaire.
Occasionally Sometimes Step 5: Pilot Testing of the Questionnaire.
Rarely Rarely Types of Questions: Closed questions; Open-ended
Very rare Never questions; Rank-order questions, and Rating scales
questions.
Tips in Writing Questionnaire:

1. Avoid leading questions.
2.Be specific with what you like to measure.
3. Avoid unfamiliar words that the respondents might not be familiar.
4. Multiple choice categories should be mutually exclusive to elicit clear choices.
5. Avoid personal questions.
6. Make your question short and easy to answer.
Exercises:
1. Why is it necessary to apply the steps in constructing reliable and valid
instrument?
_____________________________________________________________
_____________________________________________________________
2.Explain briefly but concisely: “Avoid personal questions.”
_____________________________________________________________
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Lesson Title: Data Collection Procedures
Lesson Competency: Plans data collection procedure. (CS_RS12-IIa-c-5)
Concept Notes:
Data collection refers to the process of gathering information. The data that you
will collect should be able to answer the questions you posed in your Statement of
the Problem.
Approaches to Data Gathering:
 Observation – method used to view and record actions and behaviors of
participants. This techniques are sensible and replicable in procedure.
 Survey – research method used in collecting data by sending survey to
respondents. 4 Main Types of Survey: Sample Survey, Administrative
Data ,Census and Tracer Studies.
 Quantitative Interview – researcher prepare an interview guide or schedule in
conducting the research.
 Test- to assess subjects’ knowledge ad capacity to apply knowledge to new
situations. Ex: norm-referenced and crtiterion-referecned assessments
 Questionnaire – using standardized or researcher –made- has gone through the
process of psychometric validation and the advantages when using standardized
questionnaire such as:
Exercises:Tell what best approach to gather data is being implied in the following:
_________ 1. Use of cheklist and rating scale.
_________ 2. One-on-one rapport with potential participants with guide.
_________ 3. Data can be extracted in the standard manner.
_________ 4. To determine whether or not the respondents have attained
mastery level.
_________ 5. Watching behavior, events, even noting physical characterstics in
natural setting.
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Lesson Title: Planning Data Analyses Using Statistics
Lesson Competency: Plans data analysis using statistics and hypothesis testing ( if
appropriate). (CS_RS12-IIa-c-6)
Reference: Prieto, N.G., Naval, V.C, & Carey, T.G. (n.d ). Practical research 2 quantitative LAS No.:26
for senior high school. Metro Manila: LORIMAR Publishing, Inc.
Concept Notes:
Every research methodology requires data analysis plan. The plan includes
specifying the statistical measures to use and to address the research questions.
Data Analysis Strategies
1. Exploratory Data Analysis – uses numerical and visual presentations graphs.
2. Descriptive Data Analysis – used to describe , show or summarize data.
 Measures of central tendency – location
or center, include:
3. Measures of Dispersion- also called measures of variability. Measures the:

Range – difference between the largest and the smallest value in a set data.
Exercises: Solve the mean, median, mode, range, and average deviation. Show
solution at the back space of this paper.
Given: Consider the following scores obtained by ten (10) students participating in
a mathematics contest: 6, 10, 12, 15, 18, 18, 20, 23, 25, 28.
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Lesson Title: Research Methodology
Lesson Competency: Presents written research methodology. (CS_RS12-IIa-c-7)
Enabling Objective: Identifies criterion for writing research methodology
References:
LAS No.:27
2. University of Witwatersrand (2019). Research support: research methodology. Retrieved
September 9, 2019 from the University of Witwatersrand Online
LibGuide at https://libguides.wits.ac.za/c.php?g=693518&p=4914913.
Concept Notes: Research Methodology is the specific procedures used to

identify, select, process, and analyze information about a topic. In a research
paper, the methodology section allows the reader to critically evaluate a study's
overall validity and reliability.
Criterion for Research Methodology:
1. Research Design- Identify the quantitative research design, variables
measurement and statistical technique. CRITERION: purpose, questions and
design are mutually supportive and coherent.
2. Research Respondents and Sampling Technique- who, how many, and how
respondents are selected. CRITERION: meaningful description and reasonable
sampling process of respondents.
3. Research Locale-setting of the study. CRITERION: with clear local map shown
4. Research Instruments-use of questionnaires, self-checklist, flowcharts, etc.
CRITERION: with protocol of using instruments showing validity and reliability.
5. Data Gathering Procedure-approach to gather relevant data. CRITERION:
thorough manageable, coherent, and powerful for generating valid and reliable
data.
6. Data Analysis- statistical techniques. CRITERION: analytical, appropriate,
sufficient, specific, and clear scale of measurement
Exercises: Matching Type: Match item in Column A with those of Column B. Write
your answer on the space provided before each number.
COLUMN A COLUMN B
____1. The setting of the study. A. Research Respondents
____2. May include testing instrument and other and Sampling Technique
materials used in research. B. Data Analysis
____3. The criterion shows analytical and clear C. Research Locale
statistical technique application. D. Research Instruments
____4. Reasonable samples is considered. E. Research Design
____ 5. Its criterion must be coherent in terms of
purpose, questions, and design in conducting
research.
✓
.
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Lesson Title: Creative Research Work
Lesson Competency: Implements design principles to produce creative artwork. (CS_RS12-IIa-c-8)
References:
1. Griffith University (n.d). Creative research output. Retrieved September 9, 2019 from LAS No.:28
Griffith University Research Portal at https://www.griffith.edu.au.
2. Luther, J. (2017). Innovative research and creative output: from ideas to impact. Retrieved
September 9, 2019 from https://scholarlykitchen.sspnet.org.
Concept Notes:
What is Creative Research Work?
 The creation of new knowledge and/or the use of existing knowledge in a new
and creative way so at generate new concepts, methodologies and
understandings.
 Must also have been published or made publicly available.
 Evolving forms of digital scholarship such a 3-D images, multimedia, and
geographic data are relatively new elements in the scholar’s workflow.
 Creative research output in a non-traditional research.
 Creative output comes from creative input.
Exercises: Write your concise answer to the following questions.

1. How would you compare the traditional research work from non-traditional
research work?
Answer:_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Suggest on how to produce more creative and non-traditional research.

Answer:_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Lesson Title: Collecting Data Using Appropriate Instruments
Lesson Competency: Collects data using appropriate instruments. (CS_RS12-IId-g-1)
Reference: Prieto, N.G., Naval, V.C, & Carey, T.G. (n.d ). Practical research 2 quantitative LAS No.:29
for senior high school. Metro Manila: LORIMAR Publishing, Inc.
Concept Notes:
Data collection is very important in the analysis of data. There are two sources of
data: primary and secondary.
 Primary data-data collected from primary sources
 Secondary data- data collected from secondary sources
Primary Sources-can be collected from Secondary Sources- obtained in an
original source in a controlled or an uncontrolled environment
uncontrolled environment
Ex: observation , interview, Ex: Documents (government
questionnaire publications. Earlier research, census,
and personal records
Figure below shows the Primary Data Collection:
EXERCISES: On the lists of data below, identify the appropriate instrument used.
Write PS for primary sources and SS for secondary sources.
______1. Data collected by observation.
______2. Related studies and literature which critically analyses data
______3. Telephone interview about customer satisfaction.
______4. Data collected with a particular research design
______5. Focus group
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Lesson Title: Data Presentation and Interpretation
Lesson Competency: Presents and interprets data in tabular and graphical forms. (CS_RS12-IId-g-2)
References:
1. Faltado III, R., Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical research LAS No.:30
2. Mcleod, Saul (2019). What’s the difference between qualitative and quantitative research?
Retrieved September from https://www.simplypsychology.org.
Concept Notes:
1. Quantitative research gathers data in a numerical form which can be put into
categories, or in rank order, or measured in units of measurement. This type of
data can be used to construct graphs and tables of raw data.
2. Statistics help to summarise our data, describing patterns, relationships, and
connections.
3. Tabulation is summarizing raw data and displaying it in compact form for
further analysis such as in table form.
4. Diagrams are charts and graphs used to present data. Examples: Bar graph,
Column chart, Pie chart, and other charts applicable for quantitative data
presentation and interpretation.
Exercises: Present and interpret the given data in: (Use the back portion of this
paper for your answer.)
A. Tabular form B. Column Chart
Data: Grade Equivalent: 97-100 %; 93-96%; 89-92%; 85-88%

Grade point : 1.0 ; 1.25 ; 1.50 ; 1.75
Interpretation : High Pass; Pass; Low Pass; Deferred
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Lesson Title: Statistical Techniques in Analyzing Data
Lesson Competency: Uses statistical techniques to analyze data—study of differences and relationships limited
for bivariate analysis. (CS_RS12-IId-g-3)
References:
1. Almeida, A., Gaerlan A. & Manly, N. (2016). Research fundamental from concepts to output. LAS No.:31
2. Faltado III, R.,Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical
Concept Notes:
1. Analysis and interpretation become more plausible by submitting organized data
to statistical treatment. Such treatment and techniques have to classes:
descriptive statistics and inferential statistics.
3. Descriptive statistics are used to explore the data collected, summarize, and
describe. Results may be presented in percentages, proportions, ratios and rates.
4. Computing for the mean, median, mode, and standard deviation are basic tools.
5. Inferential statistics are used to determine the t-test of difference, Pearson
(r) correlation, and Chi-square test which involves categorical data.
Exercises: Multiple Choice: Encircle the letter of the correct answer.
1. In which part of the research output are your results presented in statistical
tool?
A. Analysis of Data C. Processing of Data
B. Interpretation of Data D. Presentation of Data
2. It is used to test if the difference of means is statistically significant.
A. Chi-square test B. frequency C. Standard Deviation D. t-test
3. A study is aimed to determine the significant relationship between Parent
Support System and Student’s Achievement, which of the following inferential
statistics is applicable?
A. Chi-square test B. Pearson (r) correlation C. t-test D. None of the given
4. It represents a numerical average for a set of responses.
A. frequency B. mean C. median D. mode
5. The following are the key components of statistical data analysis, EXCEPT:
A. analysing the techniques used C. presenting the data
B. determining the relationship/differences D. drawing conclusion
6. Analysis and interpretation become more plausible by submitting organized data
to statistical treatment.
A. True B. False C. Maybe D. Cannot be determined
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Lesson Title: Drawing Conclusions
Lesson Competency: Draws conclusions from research findings. (CS_RS12-IIh-j-1)
References:
1. Almeida, A., Gaerlan A. & Manly, N. (2016). Research fundamental from concepts to output.
LAS No.:32
2. Latham, J. (2019). Drawing conclusions. Retrieved September 10, 2019 from
https://www.drjohnlatham.com.
3. University of Southern California (2019). The conclusion. Retrieved September 10, 2019
from the USC Libraries Research Guides at https://libguides.usc.edu/writingguide.
Concept Notes:
What is Conclusion? The conclusion is intended to help the reader understand
why your research should matter to them after they have finished reading the
paper. A conclusion is not merely a summary of the main topics covered but a
synthesis of key points.
Drawing Conclusions from Quantitative Research:
1. The approaches to drawing conclusions should provide the new knowledge and
insights needed to help solve the problem.
2. The conclusions should be derived from and consistent with the data analysis
methods.
3. Conclusions should focus on the answers to major problems raised in the study
more particularly on the results of hypothesis testing.
Exercises 1: A sample research article will be provided by your teacher and use
it to answer the checklist below:
What makes for good conclusions? YES NO
1. Did the researcher(s) summarize the results and use them to
support the findings?
2. Did the researcher (s) stick with a basic synthesis of information?
3. Did the conclusions state that the researcher(s) proved or
disproved the hypothesis?
4. If appropriate, did the researcher(s) state the relationship/
differences between the independent and dependent variable?
5. If appropriate, did the researcher (s) make a call to action?
6. Does the tone of the research paper; especially the conclusion,
consistent the entire way through?
Exercises 2: Write a brief reflection on how to make a good conclusion.
Reflection:
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Lesson Title: Recommendations of the Study
Lesson Competency: Formulates recommendations. (CS_RS12-IIh-j-2)
References:
1.Faltado III, R., Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical research
LAS No.:33
2. International Security Sector Advisory Team (2019). Formulate the recommendations and
draft the final report. Retrieved September 10, 2019 from ISAAT Learn at
https://issat.dcaf.ch/Learn.
Concept Notes:
What is Recommendation? Recommendations are linked to the main findings. They
are important in order to point the areas where actions can be taken to address
the challenges highlighted by the findings.
How do we do it? For recommendations to be useful they should be:
1. Specific - it must be clear exactly what is being recommended.
2. Measurable - it should be possible to tell whether the recommendation has been
implemented or not.
3. Accountable - the person or entity responsible for implementing the
recommendation should be identified.
4. Realistic - recommendations need to fall within the range of the possible.
5. Time-bound - the timetable for implementing the recommendation should also
be given
6. Coherent - should neither contradict nor seem to contradict each other.
7. Ordered by priority - which recommendations are of primary concern and which
ones are secondary.
8. Limited in number – not a “cloud” of recommendations and not demanding
9.Economic - the recommended actions should clearly deliver benefits in
proportion to their costs.
Exercises: With your present research study, formulate 2-3 recommendations
based on the objectives or problems, findings and conclusions.
ANSWER:
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Lesson Title: Reference Materials
Lesson Competency: Lists references. (CS_RS12-IIh-j-3)
Enabling Objective: Acquires an understanding on APA references format.
References:
1. Almeida, A., Gaerlan A. & Manly, N. (2016). Research fundamental from concepts to output. LAS No.:34
2. Wagenen, V. (n.d).APA style 6th edition. Retrieved September 10, 2019 from Library Guides
at https://libraryguides.cobleskill.edu/c.php?g=401465&.
Concept Notes: Samples of APA References format are illustrated below:

“References” is the
heading for the lists
of sources of
materials with APA
style format,
presented in
alphabetical listings
and written in the last
page of research
paper.
Exercises: Apply the
APA references
format to the
following sources of
materials. Answer at
the back of this paper.
1. Book: Research
Methods and Methodologies (2012)
SAGE Publications at Los Angeles
Authors: J. Arthur; M. Waring; R. Coe; and L. Hedges
2. Website: at http://www.uniteforsight.org/research_methodology/module
on August 14, 2019 . Topic: The Importance of Research – no date of publication.
3. Book: by S. Terell published at New York by the Gilford Press on 2012 about
Statistics Translated.
4. Online article in magazine: Mosquito trials raise hopes of defeating dengue by
Jenny Vaughan (Agence France-Presse) - September 10, 2019 - 6:45pm
from https://www.philstar.com/
5. eBook: Ebook readers are more than just Kindles by Julian Chokkattu July 25,
2019 12:06PM PST from https://www.digitaltrends.com/mobile/best-e-readers/
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Lesson Title: Research Presentation and Reporting
Lesson Competency: Presents written research report. (CS_RS12-IIh-j-4)
Enabling objective: Acquire an understanding on the tips during the oral presentation of research.
Concept Notes:
Oral presentation of research may be done in a research conference be it local,
national or international. The following are the tips to help you when you
communicate or present your research endeavor to an audience.
1. Timing-Time yourself in giving your talk and make cuts if you need to. Ten-
minute presentation is good and focus on vital points only.
2. Audience- Know you audience and be certain of your terms and be able to
explain the significance of your research.
3. Content- Identify the most interesting things you have learned from your study
in order to convey your audience.
4. Organization- Have a beginning, middle and end of your talk. Introduce yourself,
present the rationale, research problem or objectives, theoretical framework,
methodology, findings, analysis, and conclusion.
5. PowerPoint-Use it to integrate images, emphasize important points, and to help
guide your audience.
6. Tone- Oral presentation is formal so dress neatly, respect, and share your
enthusiasm while reporting.
7. Practice- Practice speaking in a well-modulated voice and have an eye to eye
contact with the audience.
Exercises: Explain in brief but concise: Why is it necessary to prepare everything
before research presentation?
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Lesson Title: Finalizing the Research Report
Lesson Competency: Finalizes and presents best design. (CS_RS12-IIh-j-5).
Reference:Faltado III, R., Bombita, M., Boholano, H. & Pogoy, A. (2016) .Practical research LAS No.:36
Concept Notes:
 Editing is the process of improving words and phrases to perfect your
research paper. It is catching and correcting run-on and incomplete
sentences as well as errors in grammar, punctuation, and spelling.
 A research paper presents the results of your study on a selected topic. It
is based on facts and created uniquely. Your paper should look professional
and distinguishable. In finalizing your output, you must always strive for
clarity, conciseness, and coherence. Below are the tips in finalizing your best
paper:
1. Proofreading- Better to have someone who is expert to do the proofreading for
you to see the mistakes.
2. Formatting- It is essential to check all formatting requirements. This includes
margins, line spacing, page number, and others.
3. Style- It includes complete references and proper citation with a required
format like APA. Organize each section in paragraphs. The use of the correct size
and style of font in your paper is included in style.
4. Time- Ample time is needed for revisions of your paper.
5. Length- A range for the number of words or number of pages must be complied
by the researcher. Follow the required length as instructed by the teacher.
Exercises: Explain the following briefly but concisely:

1. What do you mean by clarity, conciseness, and coherence in finalizing your
research output?
2. Why do you need to edit your written output?
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Lesson Title: Final Research Workbook
Lesson Competency: Presents research workbook. (CS_RS12-IIh-j-6)
Enabling objective: Be familiar with the key components of final research paper or article.
Concept Notes:
Key components of the final research articles includes the following:
1. Title- The most important determinant of how many people will read it.
2. Abstract- A brief description of the overall research, how it was done,
statistical techniques employed, key results, and relevant implications and
recommendations.
3. Introduction- The first paragraph of a written research paper. It includes the
information why you are doing the research paper.
4. Review of Related Literature- To describe past information, synthesized
information from credible sources.
5. Research Methodology- Method and design used to conduct the study.
6. Results and Discussion- Presents the researcher’s data and results of
statistical analyses. Presented in tabular or other graphical and textual discussion.
7. Conclusion and Recommendations- The last paragraph and intended to help the
readers understand why your research paper intended to help them. Syntheses of
key points with conviction.
8. References-The lists of references and arranged in alphabetical order with
required format and style.
Exercises: Write your reflections about the final research article in relation to
the key components.
REFLECTIONS:

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Practical Research 2

It has been elaborated in research and literature that the highest

performing education systems are those that combine quality with

equity. Quality education in the Department of Education (DepEd) is

ensured by the learning standards in content and performance laid in

the curriculum guide. Equity in education means that personal or social

circumstances such as gender, ethnic origin or family background, are

not obstacles to achieving educational potential and that inclusively, all

individuals reach at least a basic minimum level of skills.

In these education systems, the vast majority of learners have the

opportunity to attain high-level skills, regardless of their own personal

and socio-economic circumstances. This corresponds to the aim of

DepEd Cagayan de Oro City that no learner is left in the progression of

learning. Through DepEd’s flexible learning options (FLO), learners who

School Program (OHSP) or in the Alternative Learning System (ALS).

One of the most efficient educational strategies carried out by DepEd

way up to senior high school. Hence, Senior High School Alternative

Responsive Education Delivery (SHARED) Options.

Two secondary schools, Bulua National High School and Lapasan

National High School, and two government facilities, Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and Department of

Health-Treatment and Rehabilitation Center-Cagayan de Oro City, are

implementing the SHARED Options.

Education Curriculum, SHARED Options facilitators are adopting the

tenets of Dynamic Learning Program (DLP) that encourages responsible

and accountable learning.

This compilation of DLP learning activity sheets is an instrument to

sheets will continually improve over the years.

Ray Butch D. Mahinay, PhD

The operation of the Senior High School Alternative Responsive

Education Delivery (SHARED) Options took off with confidence that

learners with limited opportunities to senior high school education can

optimistic Dynamic Learning Program (DLP) writers, validators, and

consultants in Senior High School Technical Vocational Livelihood

Learning activity Sheets , the SHARED Options is in full swing.

Gratitude is due to the following:

 Schools Division Superintendent, Cherry Mae L. Limbaco, PhD,

CESO V, Assistant Schools Division Superintendent Alicia E.

Anghay, PhD, for buoying up this initiative to the fullest;

 CID Chief Lorebina C. Carrasco, and SGOD Chief Rosalio R.

Vitorillo, for the consistent support to all activities in the

 School principals and senior high school teachers from Bulua

legwork that SHARED Options is always in vigor;

 Stakeholders who partnered in the launching and operation of

SHARED Options, specifically to the Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and the

Department of Health-Treatment and Rehabilitation Center-

Cagayan de Oro City;

 Writers and validators of the DLP learning activity sheets, to

which this compilation is heavily attributable to, for their

expertise and time spent in the workshops;

Ailiene P. Libres, Rubeneth V. Salazar and Metocila O. Agbay,

Puerto National High School, Leneth G. Udarbe, Lapasan

National High School and Pinky B. Dela Calzada, for the

technical assistance given to the sessions;

 Reproduction (LRMDS) Gemma P. Pajayon and Lanie M. Signo

 To all who in one way or another have contributed to the

undertakings of SHARED Options.