Inquiries,
Investigations, and
Immersion
Quarter 3 – Module 1:
Brainstorming for Research Topics
What I Need to Know
You have learned the step-by-step procedure in writing a qualitative and
quantitative research in your previous subjects – Practical Research 1 and 2,
respectively. As a culminating activity, Inquiries, Investigations, and
Immersion is designed to heighten your critical thinking and problemsolving skills through conducting another meaningful study. This module is
designed to assist you in choosing a significant topic that will benefit your
area of interest.
After this module, you are expected to:
1. identify issues and ideas in respective track or strand;
2. formulate a suitable research topic related to a track or strand; and
3. write a research plan about the selected research topic.
1
What I Know
DIRECTIONS: There are 15 words that are possible sources for a research
topic hidden in the word square below. Words appear vertically, horizontally,
diagonally, backwards, and forwards. Search for these words and write your
answers on your answer sheet.
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Lesson
1
Brainstorming for
Research Topics
One of the most important considerations for every research is selecting a
research topic. A research topic serves as the basis of each research
undertaking. It directs how the research will be carried out.
A good researcher must carefully choose a topic that is doable and
significant to a certain discipline or field. Many researchers find selecting a
research topic a difficult task. Some do it through brainstorming or by
observing their surroundings.
In this module, you will be guided on how to easily choose a research topic
from your area of interest.
What’s In
DIRECTIONS: Taking into consideration your experiences from your
previous research subjects, decide whether each sentence must be a
criterion in choosing a good research problem. On your answer sheet, write
YES if the statement can be considered as a criterion and NO if otherwise.
A research topic should…
1. be original.
2. be ambiguous.
3. fill in a research gap.
4. be costly and ambitious.
5. be general and not specific.
6. arouse intellectual curiosity.
7. be within the researcher’s interest.
8. make use of ineffective research instrument.
9. be completed beyond the given period.
10. be insignificant to the field of study or discipline.
What’s New
A common challenge when beginning to write a research paper is
determining how to narrow down your topic. To assist you in the selection
process, here are some guidelines given by Baraceros (2016:38-39):
use of its familiarity to you. Curiosity about an issue/topic is one of the factors that motivate a person to unravel the unkno
d support your topic. You must ensure that your sources come from a wide variety of literature such as books, journal, perio
PIC
topic is relevant if it serves as an instrument in improving the society or if it answers or solves current issues which are som
4. LIMITATIONS OF THE SUBJECT
Aside from your interest, you must also consider the significance of the topic in your track and strand
apability, health condition, personal qualifications and trainings as a researcher, needed facilities and time allotment into ac
What is It
Now that you have learned the considerations in formulating a research
problem, here are the steps that will guide you trim down your area of interest.
1. Focus on your track, strand or area of specialization.
For example: HUMSS
. Recall the specific area, lesson or issue in your respective field or strand that has piqued or aroused your interest the most
ublic Speaking
3. Generate an unanswered question or an unresolved
problem from your chosen area or lesson.
Why do people feel anxious when speaking in public?
4. Assess the question or problem based on the five guidelines stated above.
I am interested in the topic.
There are available sources of data.
It is timely and relevant.
It will contribute to my strand.
It is doable considering my personal resources.
5. Write your research problem.
Factors Affecting the Speaking Anxiety of Students
When formulating an effective research title, take the following guidelines into
consideration:
1. Indicate accurately the subject and scope of the study.
2. The title must be limited to 10 to 15 substantive words. Conjunctions
(and, but, because), prepositions (in, on, at) and articles (the, a, an) are
not counted.
3. Do not include analysis of, study of, an investigation of and the like.
4. The title must be in the phrase form.
5. Avoid title that gives too much information.
What’s More
A. DIRECTIONS: Match the following descriptions in column A to their
respective guidelines in choosing a research topic in column B. Write the
letter of the correct answer on your answer sheet.
A
1. This refers to the
researcher’s abilities,
financial capacity,
resources in terms of
instruments, facilities, and
time frame.
2. This refers to the social
applicability and
appropriateness of the
topic to the current
situation.
3. This refers to an
individual’s interest in a
topic driven by his or her
schema about it.
4. This refers to the
availability of needed
resources as evidence for
the topic.
5. This refers to the topic’s
contribution to a particular
B
a. limitations of the subject
b. personal resources
c. interest in the subject matter
d. timeliness and relevance
e. richness of available resources or
supporting evidence of
appropriateness
f. intellectual ability
field or discipline.
B. DIRECTIONS: Arrange the following steps in correct sequence using
numbers 1-5. Write your answers on your answer sheet.
6. Write your research problem.
7. Generate an unanswered question or an unresolved problem from your
chosen area or lesson.
8. Recall the specific area, lesson or issue in your respective field that has
piqued your interest the most.
9. Assess the question or problem based on the five guidelines stated
above.
10. Focus on your track, strand, or area of specialization.
C. DIRECTIONS: Read each statement below carefully. On your answers sheet ,
put a √ if the statement is correct and X if otherwise.
11. The title must include the accurate scope of the study.
12. Choose a title that is a sentence than a phrase.
13. Very long titles are preferable than short ones.
14. If possible, titles must not exceed 15 substantive words.
15. Analysis of, A Study of, An Investigation and the like are not encouraged.
What I Have Learned
DIRECTIONS: Test your wits and complete the paragraphs below by sharing
your learnings from the previous discussions. Write your answers on your
answer sheet. See attached Rubric for your guide. (15 points)
c, there are guidelines that we must follow. These are , , ,
considered because .
and specific enough for us to accomplish it with consideration of our limitations and within the given period of time. To a
ed by . To complete the procedure, we can now
What I Can Do
DIRECTIONS: Think of at least two specific research topics from the broad
topics listed below following the guidelines explained above. Write your
answers on your answer sheet. See attached Rubric for your guide. (5 points
each)


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Fingerprinting
Ethics and Genetics
Humans and Wildlife
Malnutrition
Psychology of Plastic Surgery
Vaccines
Violence
Racism
Sex Education
Social Media
Terrorism
Online Learning
Gender Roles
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DNA
Insecticides
Export and Import
Intermittent Fasting
Food Nutrition
Privacy Issues
Mobile Games
Computer Literacy
Online Selling
Accounting System
Marketing Strategies
Technology and Business
Thermal Insulation
For example:
Broad Topic: Online Selling
Specific Topic: Influence of Internet Based Marketing Activities on
Digital Consumer’s Mind
1. Broad Topic:
Specific Topic:
2. Broad Topic:
Specific Topic:
Assessment
A. DIRECTIONS: Let us apply the five steps mentioned previously for you to
arrive on your specific research topic. Answer the following questions
briefly on your answer sheet. (2 points each)
STEPS IN SPECIFYING THE
RESEARCH TOPIC
ANSWER
1. What is your track and strand?
2. What is the specific lesson or issue
in your track and strand that has
piqued your interest the most?
3. What is the unanswered question or
unresolved problem, or issue involved
in the lesson or issue?

4. Assess the question or problem
based on the five guidelines.




5. If all your answers are yes, then
write down your specific research
problem. If no, reevaluate your research
question or problem.
13
Is
it
within
your
interest? Yes No
Are there available data,
resources and evidence that
will support the topic?
Yes No
Is it timely and
relevant? Yes No
Will it contribute to your track
and strand?
Yes No
Is it within your personal
resources?
Yes No
B. DIRECTIONS: Based on the research problem that you have written
above, write your research plan by answering the following questions on
the table below. Answer briefly on your answer sheet. (2 points each)
RESEARCH PLAN
1. Research Problem:
(What is your research problem?)
2. Rationale:
(Why do you want to conduct this study?)
3. Significance:
(Why is it important to be conducted?)
4. Objective:
(What is your goal to achieve in this study?)
5. Method and Design:
(Is it a quantitative or a
qualitative study?)
Respondents:
(Who or what will be the source of your
data?)
Sample Size:
(How many respondents does your study
need?)
Sampling Technique:
(How will you choose your respondents or
source of data?)
Additional Activities
DIRECTIONS: Using the guidelines stated above, formulate a tentative
research title based on your chosen research problem in Assessment. Write
your title on your answer sheet. See attached Rubric for your guide. (15
points)
Research Problem:
Tentative Title:
The checklist below will guide you in assessing the tentative title you have
written. However, the research title may still be changed along the course of
the study.
Self-Assessment Checklist
1. Is it original?
2. Is it concise?
3. Is it clear?
4. Is it specific?
5. Does it reflect the topic to be explored?
YES
NO
Rubric for What I Have Learned
5
Criteria/
Excellent/
Indicators
Outstandin
g
Completeness of All the
answers
sections were
answered
Quality of answers All the
responses were
discussed
substantially
and
comprehensively
Appropriateness
All the
of answers
responses
correspond to
the needed
information in
all the
sections
3
Satisfactory
Two sections
were
unanswered
Some of the
responses were
discussed
substantially
and
comprehensively
Some of the
responses
correspond to
the needed
information in
some of the
sections
1
Needs
Improvemen
t
None of the
sections were
answered
None of the
responses were
discussed
substantially
and
comprehensively
None of the
responses
corresponds to
the needed
information in
all the
sections
Rubric for What I Can Do
5
Criteria/Indicators
Excellent/
Outstandin
g
Feasibility of
The research
Research Problem problem is
practical and
doable
Specificity of
Research Problem
The research
problem
uniquely
belongs to a
specific area of
the topic
3
Satisfactory
The research
problem is
slightly practical
and may be
doable
The research
problem is
slightly
ambiguous
1
Needs
Improvemen
t
The research
problem is
completely
impractical and
undoable
The research
problem is still
broad
Timeliness
Relevance of
Research Problem
The research
problem is
highly
significant at
the time being
The research
problem is
slightly
significant at the
time being
The research
problem is
insignificant at
the time being
Rubric for Additional Activity
Criteria/
Indicators
Specificity
The
title
demonstrates
elements that
point out the
angle
of
inquiry.
(3 points)
SCORE
TOTAL
15 POINTS
Originality
Clarity
Conciseness
The title is The title is
The title is not
new
and clear
and stuffy and dull
different
straightbut gives readers
from what forward.
some idea at the
has already
outset of
(4 points)
been
what
the
written
research
will
about.
contain.
(4 points)
(4 points)
Answer Key
References
Avilla, Ruel A. Practical Research 1. Makati City: Diwa Learning Systems Inc., 2016,
3-7.
Baraceros, Esther L. Practical Research 1. Manila, Philippines: Rex Book Store, 2016.
Prieto, Nelia G, Naval, Victoria C., and Carey, Teresita G. Practical Research 2 for
Senior High School. Metro Manila, Philippines: Lorimar Publishing, Inc.,
2017, 29-31.
Slideshare.net. “Identifying and Stating the Problem.” Last modified July 6, 2020.
http://www.slideshare.net/mobile/CarlaKristinaCruz/chapter-2-identifyingand stating-the-problem
Tomar, Malvika. “Influence of Internet Based Marketing Activities on Digital
Consumer’s Mind.” International Journal of Management 11 2020: 1.
Accessed January 24, 2020. doi: 10.34218/IJM.11.6.2020.111