Module-2-Las Research 1 Grade 7 Melc 3 q2 Week 3 Word

Research 1 Activity Sheet
Quarter 2 – MELC 3
Week 3
Developing Research Problem
Welcome to Research II!
The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Cadiz City and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to guide
the learning facilitators (teachers, parents, and responsible adults) in helping the learners
meet the standards set by the K to 12 Basic Education Curriculum.
The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in acquiring
lifelong learning skills, knowledge, and attitudes for productivity and employment.
For learning facilitator:

The Research 1 Activity Sheet will help you facilitate the leaching-learning activities
specified in each Most Essential Learning Competency (MELC) with minimal or no face-
to-face encounter between you and the learner. This will be made available to the
learners with the references/links to ease independent learning.
For the learner:
The Research 1 Activity Sheet is developed to help you continue learning even if
you are not in school. This learning material provides you with meaningful and engaging
activities for independent learning. Being an active learner, carefully read and understand
the instructions then perform the activities and answer the assessments. This will be
returned to your facilitator on the agreed schedule
Name of Learner:
Grade and Section: Date:
RESEARCH 1 ACTIVITY SHEET No. 3

Developing Research Problem
I. Learning Competency with Code

Develop a research problem/question. (SSP_RS7-IPS-II-i-j-11)
II. Background Information for Learners
Constructing and formulating research questions is one of the most critical

aspects of all research. A carefully grounded research question is a fundamental step
in the theory development (Alvesson & Sandberg, 2013).
It is not possible to develop your knowledge about a particular subject if you fail to
formulate a research question. Good questions might be as valuable and sometimes
even more valuable than answers. However, good questions do not just exist, they
also need to be created and formulated. Many research enthusiasts pointed out the
importance in formulating innovative questions which will led to new research
problems, and resolve long-standing controversies. Formulating innovative questions
could also provide an integration of different approaches, and might even turn
conventional wisdom and assumptions upside-down by challenging old beliefs.
(Campbell, et al, 1982; Abbott, 2004; Astley, 1985; Bruner, 1996; Davis, 1971, 1986).
It means that if you do not pose innovative research questions it is less likely that
your research efforts will generate interesting and influential results. It also defines
what the study is all about and reflect the curiosity of the researcher. An innovative
research question may be what distinguishes an excellent research from an average
one.
In this learning activity, you will learn how to develop good research questions.
III. Activity Proper
Steps to developing a Research question:
1. Choose an interesting general topic.

• Most professional researchers focus on topics they are genuinely interested in
studying.
• Writers should choose a broad topic about which they genuinely would like to
know more.
2. Do some preliminary research on your general topic.
• Do a few quick searches in current periodicals and journals on your topic
• After searching see what’s already been done and to help you narrow your
focus.
• What questions occur to you as you read these articles?
➢ For example: What herbal plant can be used to cure patients afflicted by
COVID-19?
3. Consider your audience.

• Would that particular audience be interested in the question you are
developing?
4. Start asking questions.

• Taking into consideration items 1-3, start asking yourself open-ended “how”
and “why” questions about your general topic.
5. Evaluate your question.

• After you’ve put a question or even a couple of questions down on paper:
➢ evaluate these questions to determine whether they would be effective
research questions or whether they need more revising and refining.
• Is your research question clear?
• With so much research available on any given topic;
➢ research questions must be as clear as possible in order to be effective
in helping the writer direct his or her research
• Is your research question focused?
➢ Research questions must be specific enough to be well covered in the
space available.
• Is your research question complex?
➢ Research questions should not be answerable with a simple “yes” or
“no” or by easily-found facts.
➢ They should, instead, require both research and analysis on the part of
the writer.
➢ They often begin with “How” or “Why.”
6. Begin your research.

• After you’ve come up with a question, think about the possible paths your
research could take.
➢ What sources should you consult as you seek answers to your
question?
➢ What research process will ensure that you find a variety of
perspectives and responses to your question?
IV. Activity Proper
Activity 1: Mind Map
Directions: List down the environmental problems found on the drawing inside the six
circles. Answer the questions that follow.
Illustrated by: Yelaena S. Macasling
ENVIRONMENT
Guide Questions:
1. What is your topic?
2. What interests you about this topic?
3. List three questions you have about this topic:
4. From among the three questions you’ve listed, change it to a more complex
question by using the words like cause, effect, compare, impact, change, and
influence to make it a good research question.
5. Evaluate your question. Is it clear? Is it focused? Is it arguable? Reword and

rewrite your questions in number 4.
6. Based on your main research question, list three sub-questions. These should be
questions that will help you find the answer to your research question in number 5.
Activity 2: EVALUATING RESEARCH QUESTIONS

Below are poorly written research questions. Practice writing strong research
questions by making them clear, focused, and arguable. Use strong words to make
your questions more complex: cause, effect, compare, impact, change, influence.
1. How do artificial sweeteners affect people?
2. What are the advantages and disadvantages of cell phone use in schools?
3. Does owning a pet improve quality of life for older people?
4. Has the population of the world increased in the past century?

I. RESEARCH QUESTION – KW CHART
II. Reflection
Complete the statements below ............................................................................
I understand
I don’t understand
I need more information about

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Research 1 Activity Sheet

The Learning Activity Sheet is a product of the collaborative efforts of the

The Learning Activity Sheet is self-directed instructional materials aimed to

For learning facilitator:

For the learner:

RESEARCH 1 ACTIVITY SHEET No. 3

I. Learning Competency with Code

II. Background Information for Learners

Constructing and formulating research questions is one of the most critical

III. Activity Proper

Steps to developing a Research question:

1. Choose an interesting general topic.

3. Consider your audience.

4. Start asking questions.

5. Evaluate your question.

6. Begin your research.

Illustrated by: Yelaena S. Macasling

1. What is your topic?

2. What interests you about this topic?

3. List three questions you have about this topic:

5. Evaluate your question. Is it clear? Is it focused? Is it arguable? Reword and

Activity 2: EVALUATING RESEARCH QUESTIONS

1. How do artificial sweeteners affect people?

3. Does owning a pet improve quality of life for older people?

4. Has the population of the world increased in the past century?

I need more information about

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