Inquiries, Investigations and Immersion Quarter 3 – Module 2: Identifying the Problem and Asking the Questions Inquiries, Investigations and Immersion Alternative Delivery Mode Quarter 3 – Module 2: Identifying the Problem and Asking the Questions First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio SENIOR HS MODULE DEVELOPMENT TEAM Author Co-Author – Language Editor Co-Author – Content Evaluator Co-Author – Illustrator Co-Author – Layout Artist Team Leaders: School Head LRMDS Coordinator : Marilou A. Bugtong : Samantha F. Batalla : May S. Flores : Marilou A. Bugtong : Marilou A. Bugtong : Marlene G. Lulu : Jaycee B. Barcelona SDO-BATAAN MANAGEMENT TEAM: Schools Division Superintendent OIC- Asst. Schools Division Superintendent Chief Education Supervisor, CID Education Program Supervisor, LRMDS Education Program Supervisor, AP/ADM Education Program Supervisor, Senior HS Project Development Officer II, LRMDS Division Librarian II, LRMDS : Romeo M. Alip, PhD, CESO V : William Roderick R. Fallorin, CESE : Milagros M. Peñaflor, PhD : Edgar E. Garcia, MITE : Romeo M. Layug : Danilo S. Caysido : Joan T. Briz : Rosita P. Serrano REGIONAL OFFICE 3 MANAGEMENT TEAM: Regional Director Chief Education Supervisor, CLMD Education Program Supervisor, LRMS Education Program Supervisor, ADM : May B. Eclar, PhD, CESO III : Librada M. Rubio, PhD : Ma. Editha R. Caparas, EdD : Nestor P. Nuesca, EdD Printed in the Philippines by the Department of Education – Schools Division of Bataan Office Address: Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 E-mail Address: bataan@deped.gov.ph Inquiries, Investigations and Immersion Quarter 3 – Module 2: Identifying the Problem and Asking the Questions Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. What I Need to Know In the previous module, you have learned that choosing a research topic needs a lot of consideration and thinking. Not only that research should be focused and well-defined, but it should also be well-timed and contributive to a field or discipline. In accordance to the guidelines and steps discussed, you were able to determine your topic to be investigated. Now that you have a research problem in mind, this module will harness you on how to write the basic parts of a research paper. After this module, you are expected to: 1. identify the following parts of a research paper: a. background of the study b. statement of the problem c. research hypothesis (for quantitative research) d. significance of the study e. scope and delimitation of the study f. conceptual framework g. definition of terms 2. describe the importance of each part of the research paper; and 3. formulate clearly the statement of the problem. 1 What I Know Identify the basic parts of a research paper described in each statement. Choose your answers from the word bank below and write them on your notebook. Introduction Notes in Chapter 1 Scope and Delimitation Definition of Terms Statement of the Problem Significance of the Study Conceptual Framework Hypothesis This part… 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. serves as the plan or the blueprint of the study. includes definitions of words operationally used in the study. serves as an overview of the research topic under investigation. sets the parameters of the study which narrow down the scope of inquiry. states the concrete terms that a researcher expects to happen in the study. cites the benefits certain groups of persons will get from the outcome of the study. clearly expresses the specific direction or focus of the research problem or inquiry. elaborates the origin of the research problem which led to the conduct of the study. covers the general statement of the problem as well as the specific research questions to be answered in the study. gives the concepts to be covered in the study as well as its boundaries in terms of the respondents/participants, sampling technique, locale and the research methods to be used. 2 Lesson Identifying the Problem and Asking the Questions 1 Starting a research investigation is similar to embarking on a journey. First, you have to project a clear picture of your destination. You have already accomplished this initial step as you have trimmed down your area of interest into a specific research problem in the previous module. The next step is to strategize how to arrive at the destination. One way to strategize is to pinpoint all the factors and considerations that may affect the route towards your goal. This module discusses these contributing elements which will also serve as the bedrock of your study. What’s In One of the purposes of research is to address the pressing issues in the society. As a student who is a keen observer and is aware of the local, national or international affairs, list down three crucial concerns and propose a solution for each. Write your answers on your notebook. (5 points each) For example: Problem 1 (Local): Diesel price hike Proposed Solution: Used Cooking Oil as a Substitute for Diesel Problem 1: Local Issue 2: National Issue Proposed Solution 3 3. International Issue Notes to the Teacher This module will help the learners to understand the initial parts of a research paper. For a better understanding of each part, research samples are given which will also enable them to write the parts accordingly. What’s New Read the given research scenario carefully and answer the questions that follow. Choose the letter of the best answer. Write your answers on your notebook. A group of student-researchers from Jose C. Payumo Jr. Memorial High School intends to conduct a study on the effectiveness of the Tobacco Free Generation (TFG) program in Dinalupihan, Bataan. Medical doctors, nurses and volunteers in Singapore started the said program in 2016 and was adopted by Bataan in the same year. TFG founder, Dr. Koong Heng Nung, considered Bataan as the first province in the Philippines to adopt this campaign. According to Koong (2018), TFG aims to educate and encourage the youths to be part of the tobacco free generation. 1. Where is the locale of the study? A. Bataan B. Dinalupihan C. Philippines D. Singapore 4 2. What is the objective of the study in the given selection? A. to uncover the history of the TFG program B. to measure the effectiveness of the TFG policies C. to identify the effects of the TFG to the community D. to solicit the experiences of smokers and non-smokers 3. Who do you think should be the respondents of the study? A. residents of Dinalupihan B. medical doctors and nurses C. founder of the TFG program D. All of the above. 4. Who do you think will benefit from this study? A. community B. local government C. future researchers D. All of the above. 5. Why do you think there is a need to conduct this study? A. to gauge the status of the program B. to see whether the program needs revision C. to measure the compliance level of the residents D. All of the above. What is It Now that you have clearly formulated a research problem, the next step is to accomplish the baseline of your research paper. You must explain the context of your study by giving its background. This may aid you in identifying your specific questions for your statement of the problem as well as your hypothesis. There is also a need to list down the beneficiaries of your research which will be presented in the significance of the study. You must also set the boundaries of your study by writing your scope and delimitation. A definition of terms must also be furnished to facilitate understanding of your study. These parts are discussed as follows: A. The background of the study is an explanation of the context of study which involves the current data or status of the problem, existing studies about it and its history that paved way to the development of the research problem. It explicates the rationale why you, as a researcher, are conducting the study. Writing this particular part of the paper may lead you to your research questions. 5 As you write the background of the study or introduction, take into consideration the following guidelines: 1. It should clearly state the reason for conducting the study. 2. It should move from broad to specific. 3. It should state the current condition of the research problem. Prior to writing and reading various literature and studies, making an outline is a helpful tip to facilitate the process. Here is an example of an outline of the background of the study: Discuss the topic in general. Start from a holistic or world perspective. Insert a condition that is directly related to the topic and to the focus of your study. Identify the factors contributing to the focus of your study. State the current condition of the topic in your school or locale. State the reason why you chose to study the topic. Reading Skills and Its Importance Poor Reading Skills Factors Affecting Poor Reading Skills in General School’s Philippine Informal Reading Inventory (Phil-IRI) result Reason of the researcher Source: Jerry C. Perello, presented at Learning and Development Activity for Schools Research Committee Cum Crafting Research Write Ups, 2019. 6 Example of a Background of the Study 7 Factors contributing to the focus of the study According to Eiseman (2010) in his article which focused on termites, termites cause less than 75-80% of damage economically due to home, wood and crop infestation in North America. He stated that the reason is that termites are drawn to their food source and that makes them drawn to any type of wood like timber, logs, firewood and other wood made structures. He also added that termites can be harmful to humans due to its bites that may cause any allergic reaction. Vulcan (2017) enumerated different tips that can help in preventing termites from eating wood and one of it is using a treatment like Rust Oleum, a named product used to paint wood to prevent termite’s infestation. This has been proven effective; however, the price is relatively expensive. On the other hand, Onwueme (2016) published an article about an intoxicating yam named Dioscorea hispida. Yam is a root crop which contains poisonous alkanes that are harmful to human’s health. It can cause nausea and vomiting if its ripe fruit is ingested in the body. Although it has toxic content; it can be a source of food. Due to food scarcity and famine in some parts of the Philippines, this can be an alternative to rice given its abundance. Its toxicity can be removed once boiled. As described by Dukar (2012), intoxicating yam is a twining vine, arising from tuberous roots, and reaching a length of several meters. Juice of underground stems reported to possess narcotic properties. It is found in the Himalayas, from Nepal to Sikkim, at altitudes up to 1500m, and also in the tropics of Asia from South India to Taiwan, Philippines, New Guinea. Mat (2013) conducted a study regarding Dioscorea hispida Dennst which is the Malaysian term for “yam.” In their previous ethnobotanical survey carried out on the Malay villagers in Pulau Redang, Kuala Terengganu district of Terengganu, it was found out that Dioscorea hispida tuber is used as food, traditional medicines to treat diabetes and shingle infestation, for de-worming as well as fish poison. On the other hand, the villagers of Sainnamari and Thanarbaid, Tangail, Bangladesh had used the poisonous tuber paste of Dioscorea as poison in hunting. Discussion from a holistic or world perspective. A condition related to the topic or focus of the study Title of the Study: Nami Plant Extract as Termite Repellent Current condition in the research locale Source: Ceejay S. Mallari, et al, “Nami Plant Extract as Termite Repellent” paper presented at Jose C. Payumo Jr. Memorial High School, 2020. Reason of the conduct of the study Dioscorea as poison in hunting. While in the Philippines, Nami or intoxicating yam was investigated to have some insecticidal properties. In the late research of the Department of Science and Technology (DOST), they had proven that this species of yam has various chemical compositions that may negatively affect some various insects. Moreover, the seed also has some poison mimicking cyanide intoxication. With this being said, the researchers aim to formulate a product with this intoxicating yam by disregarding its toxicity and instead using it as an advantage. The researchers intend to make a cheap, inorganic termite wood repellent. B. The next part to be accomplished is the statement of the problem. Aside from being a tool in solving dilemmas in the society, another purpose of research is to guide people towards a better understanding of phenomena, human behavior, human interactions and other events in daily life. This premise indicates the importance of meticulously crafting of the research questions as it sets the focus and drives the course of the study. The statement of the problem has two parts: 1. General statement of the problem/Objective 2. Specific research questions ➢ How to formulate general statement of the problem The purpose of this ethnographic study (type of study) is to describe (exploratory and non- directional verb) the training (central phenomenon of the study) of Aeta teachers from Castillejos, Zambales (participants) for the past ten years (when) to provide insights into the formulation of a continuing education model for indigenous teachers (purpose). (Creswell and Clark, 2014) 8 ➢ Guidelines in formulating specific question or sub-questions: 1. Begin the research questions with the “WHAT?” or “HOW” explanation of the research design. (Qualitative) 2. “WHY?” implies an explanation of an occurrence and suggests a cause- and-effect type of thinking. (Quantitative) 3. Focus on a single phenomenon or concept. 4. Qualitative research uses exploratory and non-directional verbs. The study will: discover (grounded theory); seek to understand (ethnography); explore the process of (case study); describe the experiences of (phenomenology); report the stories (narrative research). 5. Quantitative research uses directional verbs such as: affect; effect; influence; impact; cause; relation; relate; and determine. 6. Expect research questions to evolve and change during the study in a manner consistent with the assumptions of the emerging design. 7. Use open-ended questions without reference to the literature or theory unless otherwise indicated by a qualitative strategy of inquiry. 8. Specify the participants and the research site of the study, if the information is not yet given. 9 Example of Specific Research Questions Title of the Study: Perpetuity of Family-owned Business in the Philippines: A Causal Model This study seeks answers to the following questions: 1. What external factors in the enabling environment influence the family business perpetuity in terms of political, economic, social, technological, environmental and legal? 2. What internal factors in the enabling environment influence the family business perpetuity in terms of succession, planning, family stability, stewardship, family constitution, innovation, flexibility, philosophy of commitment, productivity-based management, governance power, and professional education? 3. What causal model best explains the perpetuity of family-owned business using the interplay and external factors? Source: Alaine Marc Goles, “Perpetuity of family-owned business in the Philippines: A causal model” Unpublished Doctoral Dissertation, University of Sto. Tomas, 2016. C. A hypothesis is a preconceived idea, assumed to be true and is tested for its truth or falsity. It has two types: the null hypothesis and alternative hypothesis. The null hypothesis indicates that there is no significant difference or relationship between specified populations or variables. Significant difference is used when testing whether there is difference between the means of two or more populations or variables while significant relationship is used in situations where one is examining the association between any two sets of variables (King’oriah, 2004). Null hypothesis is the hypothesis the researcher will try to disprove or discredit. An alternative hypothesis, on the other hand, is one that states that there is a significant difference or relationship between specified populations or variables. 10 Example of a Null Hypothesis: Example of Hypothesis: There is no significant difference between the reading comprehension skills of controlled group and experimental group before and after the differentiated instruction. an Alternative There is a significant difference between the reading comprehension skills of controlled group and experimental group before and after the intervention differentiated instruction. Note that not all studies test hypothesis. Sometimes a study is designed to be exploratory. Exploratory research intends to investigate a problem that is not clearly defined; hence will not provide conclusive results. D. The significance of the study pinpoints the benefits certain groups of people will gain from the findings of the study. It must start from the most to the least benefitted ones. Example of Significance of the Study Title of the Study: Effects of Verbal Bullying to the Academic Performance of Grade 9 Students in Jose C. Payumo Jr. Memorial High School Significance of the Study Verbal bullying is one of the leading causes of mental illnesses such as depression, anxiety disorder and mood disorder. School, as studies reported, is one of the places this type of bullying perpetuates in. Despite the many policies implemented to reduce the cases of verbal bullying, still the problem continuously takes place. This study focuses on the effects of verbal bullying to the academic performance of grade 9 students in Jose C Payumo Jr. Memorial High School S. Y. 2019-2020. The result of this study will be valuable to the following: To the students, this will provide them knowledge about the forms of bullying and how to deal with it once encountered. 11 To the school administrators, the result of this study may provide information and may serve as a basis to encourage them to make regulations about the problem. In addition, this may lead them to assuring the full and strong implementation of the existing policies on bullying. To the teachers, the findings of this study may help them to spread awareness on how destructive verbal bullying can be. Constant guidance from the teachers can also be an upshot of this study. Moreover, teachers may conceptualize activities or other solutions to create a positive and friendly atmosphere inside their classrooms. To the parents, this study may inform them on the possible negative circumstances like bullying that may happen to their children. As an effect, this may encourage them to guide their children properly. To the future researchers, this study will serve as a basis for related topics. A continuation of this study may be done to fill in the gaps of this research that may result to proactive solutions to counter any form of bullying. Source: Jocelyn C. Gambas, et. al, “Effects of Verbal Bullying to the Academic Performance of Grade 9 Students in Jose C. Payumo Jr. Memorial High School, School Year 2019 – 2020” paper presented at Jose C. Payumo Jr. Memorial High School, 2020. E. Scope and Delimitations of the Study states the coverage of the study. It must answer the following parameters as much as possible: What Why • the topic and the variables to be included • the general objectives Where • the specific locale When • the time frame How • research design,instrument and methodology 12 Example of Scope and Delimitation of the Study Title of the Study: An Assessment on the Impact of Farm-to-Market Road Projects in Pola, Oriental Mindoro WHERE This study was conducted in six Barangays of Pola, Oriental Mindoro, namely: Barangay Calubasanhon, Barangay Malibago, Barangay Maluanlaun, Barangay Pahilahan, and Barangay Pula. WHO The population considered was limited to those households who were directly affected by the constructed INFRES farm-to-market Road Project. WHAT AND WHY The study was concerned with (1) the impact of the constructed INFRES Farm-to-Market Road Project on the respondents; and (2) the relationship between construction of roads and its impact, only in terms of the answered Household Survey Questionnaire and perception of respondents and key officials. The condition of the respondents was to be described also in terms of their demographic profile and other indicators included in the Impact Assessment Household Survey Questionnaire. HOW The study included an evaluation of the economic and social aspect of the beneficiaries before and after the INFRES farm-to-market road project, as well as of the respondents’ demographic profile, income and employment, improved access, and perceived benefits after the INFRES road was constructed. Key Informant Interview was also used to gather data, especially unanswered items in the survey. Source: Raynaldo Quitos, “An Assessment of Farm-to-Market Road Projects in Pola, Oriental Mindoro” Unpublished Master’s Thesis, University of Sto. Tomas, 2013. F. A conceptual framework serves as an outline or a blueprint that you can follow in doing your research. It is presented in a flow chart, map, diagram or narrative form. When using a diagram, it is still a must to include narrative to explain the details. Here you show the variables that influence your research. Variable is anything that has quantity or quality that varies in a research. For example, if you are studying the COVID-19 outcomes, you might study home life, school and community. For school, your variables might be learning process and quality of learning. To make your conceptual framework thorough, it is encouraged to make it more detailed. 13 Step by Step Guide on How to Write the Conceptual Framework 1. Choose your topic. It should be within the field of your specialization. 2. Do a literature review. Go over relevant and updated studies related to your own research. Use reliable sources of information and use appropriate documentation. 3. Isolate the important variables. Identify the specific variables mentioned in the literature and show their interrelationships. 4. Generate the conceptual framework. Build your conceptual framework using the variables studied in the scientific articles you have read. Your problem serves as a reference in constructing the conceptual framework. In effect, your study will attempt to answer a question that other researchers have not explained yet. Example of a Conceptual Framework Home Life Outcomes of COVID-19 School Community 14 • relationship • finance • learning process • quality of learning • economic aspect • social interaction G. Definition of Terms lists down and defines the key terms as used in the study in alphabetical order. An operational definition refers to a specific definition of concept in a research study. This is necessary because it will clarify the purpose and direction of the study. Example of Definition of Terms In order to enable better understanding of the study, the following terminologies were operationally or conceptually defined: Affixation. It is a morphological method whereby a bound morpheme, an affix, is attached to a morphological base in order to create either a different form of the morphological base or a new word with a different definition. Coinage. It refers to the invention or creation of a new word or phrase. In this paper, this word may refer to any process that involves making up of new terms, phrases and expressions that are not usually found in the dictionary. Contrastive Analysis. Conceptually, it is the systematic investigation of a pair of languages with the purpose of identifying differences and similarities in their structure. Conversion. It is the process wherein the word’s function has been transformed into another but with no overt change in form. Facebook. It is an online social media or social networking service that makes easy for people to connect and share with other people. Source: Jan Adams D. Magtanong, “Morphological Analysis of the Language of the Netizens in Social Media” Unpublished Master’s Thesis, Bataan Peninsula State University – Main Campus, 2018. 15 What’s More Formulate a null and an alternative hypothesis for each of the following. Write your answers on your notebook. (5 points each) For example: Taking of aspirins daily and heart attack risk Null: Taking aspirins daily does not affect heart attack risk. or There is no significant relationship between taking aspirins daily and heart attack risk. Alternative: Taking aspirins does affect heart attack risk. or There is a significant relationship between taking aspirins daily and heart attack risk. 1. Effect of temperature on plant pigmentation Null: Alternative: 2. Effects of fertilizer on plant growth Null: Alternative: 3. Salary and job satisfaction among the factory workers in Mariveles, Bataan Null: Alternative: 16 What I Have Learned Based on the lessons discussed, answer each question in three or more sentences. Write your answer on your notebook. (10 points each) 1. Why do we have to write the background of the study? 2. Why should we include the list of defined terms in our study? 3. Why do we have to set the limitations in our study? 17 What I Can Do Accomplish the tasks below by following the instructions carefully. Base your answers on your chosen research problem in the previous module. Write your answers on your notebook. A. Background of the Study (5 points) Outline your background of the study by answering the following question below. Answer in a complete sentence. ___________________________________ ___________________________________ ___________________________________ ___________________________ ___________________________ ___________________________ ____________________ ____________________ __________________ _____________ _____________ __________ 1. What is the status of your research problem on a holistic, national or world perspective? 2. What is the condition that is directly related to the focus of your study? 3. What are the factors contributing to the focus of your study? 4. What is the current status of your research problem in your research locale? __ __ _ 5. Why did you choose to study the research problem? 18 B. Significance of the Study (5 points) Write the title of your chosen study from the previous module. Afterwards, identify at least four beneficiaries of your research and specify the benefits they can get. Write your answers on your notebook. Title of the Study: __________________________________________________ BENEFITS Beneficiary 1: __________________ Beneficiary 2: __________________ Beneficiary 3: __________________ Beneficiary 4: __________________ C. Scope and Delimitation (10 points) Answer the following questions below to set the parameters of your study. Write your answers on your notebook. 1. What is the topic of your study and the variables to be included? 19 2. Why should your study be conducted? State the objective. 3. Where will your study be conducted? State the locale. 4. When will your study be conducted? State the time frame. 5. How will your study be conducted? State the research design, instrument and methodology. Assessment A. Read the statements carefully and choose the letter of the best answer. Write your answers on your notebook. 1. This refers to a proposed explanation for a phenomenon. a. conceptual framework c. statement of the problem b. significance of the study d. hypothesis 2. This is a structure that best explains the development of a study. a. background of the study c. statement of the problem b. conceptual framework d. hypothesis 3. This is an important part of a research paper where the key or important terms in the study are clearly defined. a. conceptual framework c. statement of the problem b. significance of the study d. definition of terms 4. This provides context to the information that you are discussing in your paper. It introduces your readers to the topic of your research. a. background of the study c. statement of the problem b. definition of terms d. hypothesis 20 5. This part explains the extent to which the research area will be explored in the work and specifies the parameters within which the study will be operating. a. significance of the study c. statement of the problem b. definition of terms d. scope and delimitation B. With your chosen research problem, formulate the general objective consistent with the pattern given by Creswell and Clark (2014). Write your answers on your notebook. (10 points) Research Title: ______________________________ The purpose of this ____________ (type of study) is to __________ (exploratory and non-directional verb) the ____________ (central phenomenon of the study) of ___________ from ____________ (participants) for the ____________ (when) to _______________________________ (purpose). C. Develop at least two specific research questions that correspond to your general statement of the problem. Write your answers on your notebook. (10 points each) Research Question 1:____________________________________________________ 2: ____________________________________________________ 21 Additional Activities Choose only one from the local, national and international issue that you have written in What’s In. Using this, formulate a statement of the problem. Write your answers on your notebook. (15 points) Issue General Statement of the Problem Specific Research Questions 1. 2. 22 Rubric for What’s In 3 Satisfactory 1 Needs Improvement The problem is very timely and relevant The problem is timely and relevant The problem is untimely and irrelevant Significance of the The problem is Problem highly significant at this point in time Specificity and The solution is Feasibility of the specific, clear Solution and doable The problem is significant at this point in time The problem is insignificant at this point in time The solution is slightly specific, clear and doable The solution is broad, unclear and unattainable Criteria/ Indicators Relevance and Timeliness of the Problem 5 Excellent/ Outstanding Rubric for What I Have Learned 5 Criteria/ Excellent/ Indicators Outstanding Quality of answer The answer demonstrates full understanding of the concept Sentence fluency Sentences are complete and they connect to one another easily 23 3 Satisfactory 1 Needs Improvement The answer shows adequate knowledge of concept with few details or elaboration Sentences are complete and able to be understood The answer shows little knowledge of the concept with no detail or elaboration Sentences are incomplete or too long and not easily understood Rubric for Assessment (B) Criteria/ Indicators Appropriateness of elements Specificity of elements 5 Excellent/ Outstanding 3 Satisfactory 1 Needs Improvement The elements are exactly appropriate to what is being asked The elements clarify the point of the inquiry of the research The elements are appropriate to what is being asked with few misplaced details The elements slightly clarify the point of the inquiry of the research The elements are inappropriate to what is being asked with many misplaced details The elements make the point of the inquiry of the research vague and broad 3 Satisfactory 1 Needs Improvement The research question is relevant to the research problem The research question is irrelevant to the research problem The research question is clear and specific with few confusing terms The research question is unclear and broad with many confusing terms Rubric for Assessment (C) Criteria/ Indicators Relevance research question Specificity of research question 5 Excellent/ Outstanding of The research question is directly relevant to the research problem The research question is clear and specific 24 Additional Activity: 25 Assessment: What I Can Do: A. This section will be checked by the teacher. 1. 2. 3. 4. 5. This section will be checked by the teacher. D B D A D What I Have Learned: This section will be checked by the teacher. B–C This section will be checked by the teacher. What’s More: 1. 2. 3. Null: There is no significant relationship between temperature and plant pigmentation. Alternative: There is a significant relationship between temperature and plant pigmentation. Null: There is no significant relationship between fertilizer and plant growth. Alternative: There is a significant relationship between fertilizer and plant plant growth. Null: There is no significant relationship between the salary of factory workers in Mariveles and their job satisfaction. Alternative: There is a significant relationship between the salary of factory workers in Mariveles and their job satisfaction. What’s New: 1. 2. 3. 4. 5. What’s In: B B A A D What I Know: This section will be checked by the teacher. 1. Conceptual Framework 2. Definition of Terms 3. Introduction 4. Scope and Delimitation 5. Hypothesis 6. Significance of the Study 7. Statement of the Problem 8. Introduction 9. Statement of the Problem 10. Scope and Delimitation Answer Key References Baraceo, Esther L. Practical Research 1. Manila, Philippines: Rex Book Store, 2016. Cristobal, Amadeo P. and Maura C. Dela Cruz. Practical Research 1 for Senior High School. Quezon City: C& E Publishing, Inc., 2017. Gamba, Jocelyn C. et. al. “Effects of Verbal Bullying to the Academic Performance of Grade 9 Students in Jose C. Payumo Jr. Memorial High School, School Year 2019 – 2020” Paper presented at Jose C. Payumo Jr. Memorial High School, March 17, 2020. Goles, Alaine Marc. “Perpetuity of family-owned business in the Philippines: A causal model.” Unpublished Doctoral Dissertation, University of Sto. Thomas, 2016. Jargnagin, Maria Dolores D. “The Specificity and Feasibility of Problem Posed.” Unpublished Learner’s Module, 2017. Kenpro.org. “Fundamentals of applied statistics.” Last modified January 27, 2020. https://www.kenpro.org/significant-relationship-versussignificant- difference LinkedIn Corporation. “Identifying and Stating the Problem.” Last modified July 5, 2020. http://www.slideshare.net/mobile/CarlaKristinaCruz/chapter-2identifying-and-stating-the-problem. Magtanong, Jan Adams D. “Morphological Analysis of the Language of the Netizens in Social Media.” Unpublished Master’s Thesis, Bataan Peninsula State University – Main Campus, 2018. Matir, Myna. Qualitative Research. 2014 Perello, Jerry C. “The Qualitative Research.” Presented at Learning and Development Activity for Schools Research Committee Cum Crafting Research Write Ups, Dinalupihan, Bataan, November 25, 2020. 26 Prieto, Nelia F., Naval, Victoria C., and Carey, Teresita G. Practical Research 2 for Senior High School. Metro Manila, Philippines: Lorimar Publishing, Inc, 2017. Quintos, Reyna Carolyn. “An assessment of farm-to-market road projects in Pola, Oriental Mindoro.” Unpublished Master’s Thesis, University of Sto. Tomas, 2013. Salcedo, Raynaldo. “Conditional Cash Transfer: An Assessment of Pantawid Pamilyang Pilipino Program’s Human Capital Investment Toward Alleviating Poverty.” 2013. 27 For inquiries or feedback, please write or call: Department of Education – Region III, Schools Division of Bataan - Curriculum Implementation Division Learning Resources Management and Development Section (LRMDS) Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 Email Address: bataan@deped.gov.ph