Module 1
Nature of Inquiry and Research
NATURE OF INQUIRY AND RESEARCH
CONTENT
Nature of
Inquiry and
Research
CONTENT
STANDARD
The learner
demonstrates
understanding of:
1. the importance of
research in daily
life.
PERFORMANCE
STANDARD
The learner is able
to use appropriate
kinds of research in
making decisions.
LEARNING
COMPETENCIES
The learner
1. shares research
experiences and
knowledge;
2. explains the importance
of research in daily life;
CODE
CS_RS11IIIa-1
CS_RS11IIIa-2
STARTER
Look at the picture on the right, and answer the
following questions. Be ready to share your
answer/s in class.
1. What is the role of research in the
development of cellular phones or
cellphones?
2. What other inventions, procedures and
practices, facilities, etc. that are products
research can you name? Explain your
answer.
ACTIVITY
Complete the Venn Diagram below. Discuss the content of your output with a classmate.
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GLENDA R. PEREY
Module 1
Nature of Inquiry and Research
INPUT 1
Definition of Research
The authors cited below give noteworthy definition of research.
•
•
•
•
Research is the systematic investigation and study of materials and sources establish
facts and reach new conclusions (Prieto, Naval & Carey, 2017, p. 5).
Research is a method of acquiring knowledge based on the scientific method of
inquiry to enrich the system of objective knowledge in the fields of natural and social
sciences (Almeida, Gaerlan & Norita, 2016, p. 2).
Research is a process of posing a research problem, gathering information, and
determining relationships, and writing up the paper (Plata, Genuino, Madrunio,
Montenegro & Calero, 2007).
Research may be defined as a purposive, systematic and scientific process of
gathering, analyzing, classifying, organizing, presenting, and interpreting data for the
solution of a problem, for prediction, for invention, for the discovery of truth, or for
the expansion or verification of existing knowledge, all for the preservation and
improvement of the quality of human life (Calderon & Gonzales, 1993).
Think and Introspect!!
➢ What are the commonalities among the given definitions of research? What are
your thoughts about these common concepts?
➢ How relevant is research to people from all walks of life in the 21st century?
➢ As a senior high school student, what do you think are the challenges that you
will face in conducting a research? How do you plan to overcome these
challenges?
Terms to Remember
Inquiry – the “seeking for truth, information or knowledge” through questioning. The process
of inquiry begins with gathering information and data through applying the various
human senses. (Prieto, Naval & Carey, 2017, p. 3).
Introspect – a reflective looking inward: an examination of one's own thoughts and feelings
(https://www.merriam-webster.com/dictionary/introspection)
Research – “the scientific investigation of phenomena which includes collection,
presentation, analysis and interpretation of facts that lines an individual‘s
speculation with reality” (Practical Research 1 Teacher’s Guide, 2016, p. 10).
 Challenge!!!
Construct grammatically and logically correct sentences using the terms listed above.
1. ________________________________________________________________.
2. ________________________________________________________________.
3. ________________________________________________________________.
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GLENDA R. PEREY
Module 1
Nature of Inquiry and Research
Name: ________________________________________
Section: _______________________________________
Date: ________
Score: _______
Parent’s Signature
Worksheet 1:
Definition of Research
Write your OWN definition of research by completing the sentence below:
For me, as a Senior High School student, research is…
_______________________________________________________________________
______________________________________________________________________.
ACTIVITY
Study the concept map below. Write a short paragraph explaining the relationship of the
ideas in the illustration.
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GLENDA R. PEREY
Module 1
Nature of Inquiry and Research
INPUT 2
Types of Research
A. Based on location
• Library Research – this type is done in the library where answers to specific
questions or problems are available.
• Field Research – the research is done in the natural setting such as barangay,
school, or factory.
• Laboratory Research – this type is conducted in an artificial or controlled
condition by doing the study in a thoroughly specified and equipped area.
B. Based on application of research method
• Pure research – deals with concepts, principles and abstract things
• Applied research – applies the chosen research to societal problems or issues
C. Based on the purpose of research
• Descriptive research – aims at defining or giving a verbal portrayal or picture of a
person, thing, event, group, situation, etc.
• Correlational research – shows relationship or connectedness of two factors,
circumstances, or agents called variables that affect the research.
• Explanatory research – elaborates or explains not just the reasons behind the
relationship of two factors, but also the ways by which relationship such
relationship exists.
• Exploratory research – its purpose is to find out how reasonable or possible it is to
conduct a research study on a certain topic.
• Action research – this type of research studies an ongoing practice of a school,
organization, community, or institution for the purpose of obtaining results that
will bring improvements in the system.
D. Based on time element
• Historical Research – it describes what was
• Descriptive Research – it describes what is.
• Experimental Research – it describes what will be.
E. Based on the type of data needed
• Qualitative research – requires non-numerical data, which means that the research
uses words rather than numbers to express the results about people’s thoughts,
beliefs, feelings, views and lifestyles regarding the object of the study.
• Quantitative research – involves measurement of data; it presents research
findings referring to the number or frequency of something in numerical forms.
Think and Introspect!!
➢ How does your knowledge about the types of research help you appreciate the
importance of research in decision-making?
➢ What specific situations in your daily life show the importance of research?
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Prepared by:
GLENDA R. PEREY
Module 1
Nature of Inquiry and Research
Name: ________________________________________
Section: _______________________________________
Date: ________
Score: _______
Parent’s Signature
Worksheet 2:
Types of Research
Identify the specific type of research for each given topic by placing them in the proper
cell in the matrix. Be ready to explain your answer.
1. Theory of Relativity
2. University Belt Street Food
3. Landline vs. Cellphone
4. Reasons Behind Tuition Fee Increase
5. Manila Flash Flood Solutions
6. College Assessment Practices
7. Critical Thinking and Creative Thinking in Learning-Teaching Situations
8. The Why and How of Internet Use
9. Digital Age
10. Teaching Through PowerPoint Presentations
Pure
Applied
Action
Descriptive
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GLENDA R. PEREY
Explanatory Correlational
Module 1
Nature of Inquiry and Research
CONTENT
Nature of
Inquiry and
Research
CONTENT
STANDARD
The learner
demonstrates
understanding of:
2. the characteristics,
processes, and ethics
of research.
PERFORMANCE
STANDARD
The learner is able
to use appropriate
kinds of research in
making decisions.
LEARNING
COMPETENCIES
The learner
3. describes the
characteristics, processes,
and ethics of research.
CODE
CS_RS11IIIa-3
INPUT 3
Characteristics of Research
• Empirical. Research is based on direct experience or observation by the researcher.
• Logical. Research is based on valid procedures and principles.
• Cyclical. Research is a cyclical process because it starts with a problem and ends with
a problem.
• Analytical. Research utilizes proven analytical procedures in gathering the data,
whether historical, descriptive, and experimental and case study.
• Critical. Research exhibits careful and precise judgment.
• Methodical. Research is conducted in a methodical manner without bias using
systematic method and procedures.
• Replicability. The research design and procedures are replicated or repeated to enable
the researcher to arrive at valid and conclusive results.
 Challenge!!!
Aside from those listed above, enumerate three (3) other characteristics of research and
explain briefly each. Write your responses in the blanks provided.
o ________________________________________________________________.
o ________________________________________________________________.
o ________________________________________________________________.
ACTIVITY
Complete the graphic organizer below.
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GLENDA R. PEREY
Module 1
Nature of Inquiry and Research
INPUT 4
Processes of Research
Research is systematic; therefore, it follows a process or sequential steps. Below are the steps
in conducting the scientific method of research.
1. Determining (recognizing) the problem;
2. Forming a hypothesis;
3. Doing the library search;
4. Designing the study;
5. Developing the instruments for collecting data;
6. Collecting the data;
7. Analyzing the data;
8. Determining implications and conclusions form the findings; and,
9. Making recommendations for further research.
Name: ________________________________________
Section: _______________________________________
Date: ________
Score: _______
Parent’s Signature
Worksheet 3:
The Research Process
Forced Analogies
A. Complete the sentence below by comparing an object/event to the research process.
“I believe that _______________________________ is like a research process
because ________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________.”
B. In a sheet of short bond paper, draw the sequential steps or process of an everyday
activity or phenomenon. Write the specific step in the process. Use the illustration below
as guide. (You may add boxes and arrows to indicate more steps until the whole process
is done.)
1. Step 1:
1. Step 3:
1. Step 2:
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GLENDA R. PEREY
Module 1
Nature of Inquiry and Research
ACTIVITY
Watch the video on the internet using the link below. Then, in your journal, write your
responses to the guide questions.
Principles and Guidelines for Ethical Research and Evaluation in Development
https://www.youtube.com/watch?v=ylkKCgEIMws
Guide Questions:
1. What four principles of ethical research are discussed in the video presentation?
What ethical considerations are involved in each principle?
2. How important is the application of these principles in conducting research?
3. How would you assess yourself in terms of applying ethical considerations in
conducting your own research in the future?
INPUT 5
Ethics of Research
Ethics generally is considered to deal with beliefs about what is right or wrong, proper
or improper, good or bad. According to a dictionary definition (Webster ‘s 1968), to be
ethical is to conform to accepted professional practice.
Ethical considerations in conducting research
1. Objectivity and integrity
2. Respect of the research subjects ‘right to privacy and dignity and protection of subjects
from personal harm
3. Presentation of research findings
4. Misuse of research role
5. Acknowledgement of research collaboration and assistance
6. Distortions of findings by sponsor
Unethical practices in conducting research
1. Deceiving a respondent about the true purpose of a study
2. Asking a respondent questions that cause him or her extreme embarrassment; guilt
emotional turmoil by remaining him or her of an unpleasant experience
3. Invading the privacy of a respondent
4. Studying the respondents or research subjects without their knowledge
5. When analyzing the data—revealing only part of the facts, presenting facts out of
context, falsifying findings or offering misleading presentation such as lying with
statistics
Some ethical principles include:
Honesty
Objectivity
Integrity
Carefulness
Openness
Respect for intellectual property
Confidentiality
Responsible publication
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Respect for colleagues
Social responsibility
Non-discrimination
Competence
Legality
Module 1
Nature of Inquiry and Research
Name: ________________________________________
Section: _______________________________________
Date: ________
Score: _______
Parent’s Signature
Worksheet 4:
Ethics in Research
Case Analysis
Read and understand each case carefully. Then, form a small group (3-5 members) with
your classmates to discuss the answers to the questions below. Have one representative
from your group present the results of your analysis of the case.
Questions for discussion
1. What ethical principles/considerations may have been or will be violated in each of
the case?
2. How can the violations be prevented?
3. What advice can you give to those involved to prevent unethical practices in
conducting the research?
Case 1
The research protocol for a study of a drug on hypertension requires the
administration of the drug at different doses to 50 laboratory mice, with chemical and
behavioral tests to determine toxic effects. Tom has almost finished the experiment for
Dr. Q. He has only 5 mice left to test. However, he really wants to finish his work in
time to go to Florida on spring break with his friends, who are leaving tonight. He has
injected the drug in all 50 mice but has not completed all of the tests. He therefore
decides to extrapolate from the 45 completed results to produce the 5 additional results.
Case 2
Dr. Wexford is the principal investigator of a large, epidemiological study on the
health of 10,000 agricultural workers. She has an impressive dataset that includes
information on demographics, environmental exposures, diet, genetics, and various
disease outcomes such as cancer, Parkinson’s disease (PD), and ALS. She has just
published a paper on the relationship between pesticide exposure and PD in a prestigious
journal. She is planning to publish many other papers from her dataset. She receives a
request from another research team that wants access to her complete dataset. They are
interested in examining the relationship between pesticide exposures and skin cancer.
Dr. Wexford was planning to conduct a study on this topic.
Dr. Wexford faces a difficult choice. On the one hand, the ethical norm of
openness obliges her to share data with the other research team. Her funding agency
may also have rules that obligate her to share data. On the other hand, if she shares data
with the other team, they may publish results that she was planning to publish, thus
depriving her (and her team) of recognition and priority.
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GLENDA R. PEREY
Module 1
Nature of Inquiry and Research
CONTENT
Nature of
Inquiry and
Research
CONTENT
STANDARD
The learner
demonstrates
understanding of:
3. quantitative and
qualitative research.
PERFORMANCE
STANDARD
The learner is able
to use appropriate
kinds of research in
making decisions.
LEARNING
COMPETENCIES
The learner
4. differentiates
quantitative from
qualitative research.
CODE
CS_RS11IIIa-4
ACTIVITY
A. With a partner, take turns in listing words associated with the terms “qualitative” and
“quantitative”. Do the activity for 90 seconds.
B. Answer the crossword puzzle below.
ACROSS
1. Qualitative research methods involving
interview and observation aimed at describing
the culture of a group
4. of, relating to, based on, or employing the
principles of statistics; usually used in
quantitative research
5. This is a kind of research in which the purpose
is to gain an initial understanding of the
general nature of an area; to identify relevant
variables. This is needed when little is known
about an area in research
2
1
4
DOWN
2. an abstract or general idea; a symbol for some
observable attribute or phenomenon
3. a tentative answer to a research question
written as a statement and used as a basis for
further investigation
4. a systematic way of collecting data from a
number of respondents; may be used as selfadministered questionnaire
5
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3
Module 1
Nature of Inquiry and Research
INPUT 5
Qualitative vs. Quantitative Research
Qualitative Research
Objective Purpose
Sample
Methodology
Data Collection
Data Analysis
Reporting Outcome
• Exploratory research to
establish a base of insights on
a key topic area
• Understand underlying
motivations, attitudes, and
perceptions
• Provide insight into problem
definition, providing
hypotheses and language for
subsequent quantitative
evaluation
• Small and narrow
• Not statistically projectable
• Focus groups, in-depth
interviews, ethnographies,
shop-alongs, etc.
• Can be in-person, by phone, or
online
• Semi-structured, using
discussion guides
• Can evolve over the course of
the study
• Non-statistical, generally nonnumeric
• Focusing on concepts and
images
• Includes content analysis,
observations
• Directional in nature
• Not projectable to the total
target audience
• Often used to develop a sound
understanding as a basis for
future research
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Quantitative Research
• Quantify data and generalize
results to the target audience
• Measure the incidence of
motivations, attitudes, and
perceptions
• Benchmark and track data
over time
• Predict future behaviors (with
caution)
• Understand differences
between target audience
segments
• Large and broad
• Usually statistically
projectable
• Highly structure
questionnaires
• Few changes (if any) over the
course of the study
• Wide variety of question
types, both close and openended
• Surveys conducted by phone,
online/mobile, or mail
• Numeric and statistical
• May include advanced
analytic techniques
• Reports are graphical
• Representative of the target
audience
• Provides guidance for
business decisions and course
of action
Module 1
Nature of Inquiry and Research
Name: ________________________________________
Section: _______________________________________
Date: ________
Score: _______
Parent’s Signature
Worksheet 5:
Qualitative vs. Quantitative Research
Identify the following actual research titles as quantitative or qualitative. Write your
answer in the blank provided before each number.
______________1. Experiences of Reaction and Coping of Filipino Fathers and
Mothers: During and After a Natural Disaster
______________2. A PWD’s Battles: A Study on the Reactions and Experiences of
Persons with Disabilities
______________3. The Potential of Pseudonomias Aeruginsoa in Reducing Phosphate
in Polluted Waters.
______________4. Am Your Father: Perspective of a Father on a Homosexual Son
______________5. A Computer-Aided Seismic Hazard Risk Assessment Tool to
Promote Safety in School Communities
______________6. Establishing of Dog Mobile Grooming Service in Village East and
Vista Verde, Cainta Rizal
______________7. The Lived Experiences of Trauma and Post-traumatic Growth of
Women with History of Social Abuse
______________8. An Integrating Marketing Campaign for the Merato Centrale Group
______________9. Determinants of Probability of Creative Arts and Entertainment
Companies in Metro Manila
______________10. Establishing Hydrophonics Farming in Pasig City
CONTENT
Nature of
Inquiry and
Research
CONTENT
STANDARD
The learner
demonstrates
understanding of:
4. the kinds of
research across
fields.
PERFORMANCE
STANDARD
The learner is able
to use appropriate
kinds of research in
making decisions.
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LEARNING
COMPETENCIES
The learner
5. provide examples of
research in areas of interest
(arts, humanities, sports,
science, business,
agriculture, information and
communication technology,
and social inquiry).
CODE
CS_RS11IIIa-5
Module 1
Nature of Inquiry and Research
ACTIVITY
Read a sample of an actual research paper; then, analyze the research by answering the
questions below. Write your analysis in paragraph form.
• What is the title of the research? When was it published? What is its country of
origin? Who are the researchers/writers of the research report? In what field of
knowledge can the research be included? (Is it in the arts, humanities, sports, science,
business, agriculture, information and communication technology, and social
inquiry?) What type of research is the study? (Justify your classification for the type
of research.)
• What problems were investigated? What is/are the purpose(s)/objective(s) of the
research study?
• What are the processes used in the research study?
• What ethical principles do you think were considered in the study?
• What were the findings in the research? What are the answers to the problems
investigated? What conclusion can you get from the results of the research? What are
the recommendations of the researcher/s?
• How does the research study help you in your daily life as a member of your family,
your school, and your community?
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GLENDA R. PEREY
Module 1
Nature of Inquiry and Research
Name: ________________________________________
Section: _______________________________________
Date: ________
Score: _______
Parent’s Signature
UNIT TEST
Nature of Inquiry and Research
I. In the blank provided, write TRUE if the statement is correct; otherwise, write FALSE.
_______________1. Research requires one to use higher-order thinking skills.
_______________2. Inquiry is exactly the same as research.
_______________3. Inquiry is the beginning of research.
_______________4. Research is the same as problem-solving.
_______________5. Research promotes scientific method of thinking, independent and
constructive learning.
II. Multiple Choice: Encircle the letter of the best answer among the options.
1. What characteristics of research is based on valid procedures or principles?
a. cyclical
b. logical
c. analytical d. critical
2. Which type of research is conducted in artificial or controlled conditions?
a. field research
c. laboratory research
b. library research
d. pure research
3. Archimedes’ law of buoyancy is an example of _____.
a. action research
c. field research
b. pure research
d. applied research
4. What characteristic of research shows that it is observable, verifiable, and can be
experienced?
a. logical
b. cyclical
c. empirical d. analytical
5. What term refers to a careful, critical, disciplined inquiry varying in technique and
method according to the nature and conditions of the problem identified, directed toward
the clarification or resolution (or both) of a problem?
a. inquiry
b. problem-solving c. research
d. decision-making
6. Which of the following statement is true about descriptive research?
a. It aims at giving a verbal portrayal of a person, event or phenomena.
b. With regard to time, it answers the question “what is”.
c. It shows the connectedness of two variable.
d. a and b only
7. What characteristic of research shows that it can solve problem, but it can also create
other problems?
a. cyclical
b. critical
c. methodical
d. replicability
8.
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Module 1
Nature of Inquiry and Research
UNIT TEST
Nature of Inquiry and Research
continued …
ESSAY: Write a 200 word essay on the importance of research in your daily life.
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GLENDA R. PEREY
Module 1
Nature of Inquiry and Research
RUBRICS/SCORING GUIDES
Reflection Journal Rubric
CRITERIA
Structure Ideas
(x2)
Feelings and
Thoughts (x2)
Format
Mechanics
Completion
5
All or almost all of
the entries have a
connection to
structure.
Feelings and
thoughts are
revealed in all or
almost of the
entries.
The proper format
has been followed
for all of the
entries.
3
Most entries have a
connection to
structure
1
Few entries have a
connection to
structure
0
None of the entries
have a connection
to structure
Feelings and
thoughts are
revealed in most
entries.
Feelings and
thoughts are
revealed in few of
the entries.
Feelings and
thoughts are
revealed in most
entries.
Feelings and
thoughts are
revealed in few of
the entries.
All or almost all of
my entries use
correct spelling and
grammar
All entries are
present, in order,
and together.
Most of my entries
use correct spelling
and grammar
Few of my entries
use correct spelling
and grammar.
None of your
feelings and
thoughts are
revealed in any of
the entries.
None of your
feelings and
thoughts are
revealed in any of
the entries.
None of my entries
use correct spelling
and grammar.
All entries are
present, but are
either not together
or in order
All entries are not
present, but they
are together or in
order.
All entries are not
present, nor are
they together or in
order.
4
Student
demonstrates full
knowledge by
answering all
class questions with
explanations and
elaboration.
Student presents
information in
logical, interesting
sequence which
audience can follow.
3
Student is at ease
with expected
answers to all
questions, without
elaboration.
1
Student does not
have grasp of
information; student
cannot answer
questions
about subject.
Student presents
information in
logical sequence
which audience can
follow.
2
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Audience has
difficulty following
presentation because
student jumps
around.
Student uses a clear
voice and correct,
precise
pronunciation of
terms so that all
audience members
can hear
presentation.
Holds attention of
entire audience with
the use of direct eye
contact, seldom
looking at notes.
Movements seem
fluid and help the
audience visualize.
Student’s voice is
clear.
Student pronounces
most words
correctly.
Most audience
members can hear
presentation.
Consistent use of
direct eye contact
with audience, but
still returns to notes.
Made movements or
gestures
that
enhances
articulation.
Student’s voice is
low.
Student incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Displayed minimal
eye contact with
audience, while
reading mostly from
the notes.
Very little
movement or
descriptive gestures.
Oral Presentation Rubric
Criteria
Subject Knowledge
Organization
Elocution
Eye contact and
Body Language
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Audience cannot
understand
presentation because
there is
no sequence of
information.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for a
majority of students
to hear.
No eye contact with
audience, as entire
report is read from
notes.
No movement or
descriptive gestures
Module 1
Nature of Inquiry and Research
Research Paper Analysis Rubric (for Enrichment Activity)
Criteria
Depth of Reflection
(25% of TTL Points)
___/15
Required
Components
(25% of TTL Points)
___/15
Structure
(25% of TTL Points)
___/15
Evidence and
Practice
(25% of TTL Points)
___/15
Superior
(54-60 points)
Response
demonstrates an indepth reflection on,
and personalization
of the theories,
concepts, and/or
strategies presented
in the course
materials to date.
Viewpoints and
interpretations are
insightful and well
supported. Clear,
detailed examples are
provided, as
applicable.
Sufficient
(48-53 points)
Response
demonstrates a
general reflection on,
and personalization
of the theories,
concepts, and/or
strategies presented
in the course
materials to date.
Viewpoints and
interpretations are
supported.
Appropriate
examples are
provided, as
applicable.
Response includes all
components and
meets or exceeds all
requirements
indicated in the
instructions. Each
question or part of
the assignment is
addressed
thoroughly. All
attachments and/or
additional documents
are included, as
required.
Response includes all
components and
meets all
requirements
indicated in the
instructions. Each
question or part of
the assignment is
addressed. All
attachments and/or
additional documents
are included as
required.
Writing is clear,
concise, and wellorganized with
excellent
sentence/paragraph
construction.
Thoughts are
expressed in a
coherent and logical
manner. There are no
more than three
spelling, grammar, or
syntax errors per
page of writing.
Response shows
strong evidence of
synthesis of ideas
presented and
insights gained
throughout the entire
course. The
implications of these
insights for the
respondent's overall
teaching practice are
thoroughly detailed,
as applicable.
Writing is mostly
clear, concise, and
well organized with
good sentence/para
graph construction.
Thoughts are
expressed in a
coherent and logical
manner. There are no
more than five
spelling, grammar, or
syntax errors per
page of writing.
Response shows
evidence of synthesis
of ideas presented
and insights gained
throughout the entire
course. The
implications of these
insights for the
respondent's overall
teaching practice are
presented as
applicable.
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Minimal
(1-47 points)
Response
demonstrates a
minimal reflection
on, and
personalization of the
theories, concepts,
and/or strategies
presented in the
course materials to
date. Viewpoints and
interpretations are
unsupported or
supported with
flawed arguments.
Examples, when
applicable, are not
provided or are
irrelevant to the
assignment.
Response is missing
some components
and/or does not fully
meet the
requirements
indicated in the
instructions. Some
questions or parts of
the assignment are
not addressed. Some
attachments and
additional
documents, if
required, are missing
or unsuitable for the
purpose of the
assignment.
Writing is unclear
and/or disorganized.
Thoughts are not
expressed in a logical
manner. There are
more than five
spelling, grammar, or
syntax errors per
page of writing.
Unacceptable
(0 point)
Response
demonstrates a lack
of reflection on, or
personalization of the
theories, concepts,
and/or strategies
presented in the
course materials to
date. Viewpoints and
interpretations are
missing,
inappropriate, and/or
unsupported.
Examples, when
applicable, are not
provided
Response shows little
evidence of synthesis
of ideas presented
and insights gained
throughout the entire
course. Few
implications of these
insights for the
respondent’s overall
teaching practice are
presented as
applicable.
Response shows no
evidence of synthesis
of ideas presented
and insights gained
throughout the entire
course. No
implications for the
respondent's overall
teaching practice are
presented, as
applicable.
Response excludes
essential components
and/or does not
address the
requirements
indicated in the
instructions. Many
parts of the
assignment are
addressed minimally,
inadequately, and/or
not at all.
Writing is unclear
and disorganized.
Thoughts ramble and
make little sense.
There are numerous
spelling, grammar, or
syntax errors
throughout the
response.
Module 1
Nature of Inquiry and Research
REFERENCES
Almeida, A.B., Gaerlan, A.A. & Manly, N.E. (2016). Fundamentals of research. Quezon City:
Adriana Publishing Co. Inc.
Baraceros, E. L (2016). Practical research 1. Manila: Rex Book Store.
Calderon, J. F. & Gonzales, E. C. (1993). Methods of research and thesis writing. Mandaluyong City:
National Book Store.
Calmorin, L.P. (1995). Methods of research and thesis writing. Manila: Rex Book Store.
Prieto, N. G., Naval, V. C., Carey, T. G. (2017). Practical research for senior high school 1. Quezon
City: Lorimar Publishing.
Resnik, D. B. (2015, December 1). What is ethics in research & why is it important? Retrieved from
https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm
_______. (2016). Practical research I Teacher’s guide. Department of Education (Central Office).
pdf. Retrieved from https://lrmds.deped.gov.ph/detail/13028.
_______. (no date). Which methodology is right for you? Qualitative? Quantitative? Or Both?
Retrieved on April 23, 2020 from https://www.thedrg.com/qual-vs-quant/
______. (n.d.). Oral presentation rubric. Retrieved on April 23, 2020 from
http://www.readwritethink.org/files/resources/lesson_images/lesson416/OralRubric.pdf
18
Prepared by:
GLENDA R. PEREY