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Research 4 Activity Sheet

Quarter 3 - MELC 1
Week 1-2
Presentation of Research Project

REGION VI – WESTERN VISAYAS

Research 4
Activity Sheet No. 1- Presentation of Research Paper
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Research Activity Sheet

Writer: Maria Fatima S. Bolido

Layout Artist: Caren Parohinog
Schools Division of Capiz Management Team:
Salvador O. Ochavo, Jr.
Nicasio S. Frio
Dr. Segundina F. Dollete
Shirley A. De Juan
Andres D. Quiachon
Glenn Dollete
Judy B. Dunton
Regional Management Team:
Ramir Barberan Uytico
Pedro T. Escobarte, Jr.
Elena P. Gonzaga
Donald T. Genine
Rovel R. Salcedo
Moonyeen C. Rivera
Anita S. Gubalane
Minda L. Soldevilla
Daisy L. Lopez
Joseph M. Pagalaran

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Introductory Message
Welcome to STE Research Grade 10!

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

Schools Division of Capiz 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 the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Research 4 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 learner. This will be made available to
the learners with the references/links to ease the independent learning.

For the learner:

The Research 4 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.

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Name of Learner: ________________________________________________________
Grade and Section: _____________________________________Date: _____________

RESEARCH 4 ACTIVITY SHEET No. 1

Presentation of Research Paper

I. Learning Competency

Presents the research paper (SSP-RS10-RF-IV-s-t-6)

II. Background Information for Learners

Presenting your study is equally important as when you are conducting it, since
it allows people to better understand your procedures and results. It also offers a venue
for feedback and positive criticism to further improve your work.

Once you have completed your experiment, analyzed your results and drawn
your conclusions, there is still more to do: You must communicate your findings. You
should also be prepared to discuss your project, answering any questions that
evaluators, teachers or others might have about how and why you tested or developed
something the way you did and how to interpret your findings.

There are many different ways to present the results of your research. Remember
that presenting results doesn’t mean performing, demonstrating or repeating your
experiment. Instead, you should prepare:

• A research paper. This gathers in one document all the work you have done
on your project. The contents will vary, but should include a title, table of
contents, hypothesis, background research, materials, procedures, data
analysis, conclusions and a bibliography. You might also include ideas for
future research and acknowledgements.
• An abstract, or brief summary of your research paper. An abstract typically
includes the purpose of the experiment, procedures used, results and
conclusion.
• A project or display board. The board includes much of the same
information as in your research paper. However, it is designed for display and
brevity. That means it must be organized and laid out in a way that makes it
easy to read — even by someone standing a short distance away.

When presenting your work, focus on the criteria which includes originality and
creativity, design and methodology, knowledge achieved, and clarity of expression.

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III. Activity Proper

Research Presentation Guidelines

Presentation in brief: The presentation should include: a short intro, your

hypotheses, a brief description of the methods, tables and/or graphs related to your
findings, and an interpretation of your data. The presentations should be no more than
10 minutes long. That’s not much time. Plan on needing about 1 minute per slide. The
trick to giving good presentations is distilling your information down into a few bulleted
lists, diagrams, tables and graphs. You don’t want to be rushed while presenting.

Title slide (1 slide). Title of the research study, the name of the presenter and the
school (optional).

Introduction (typically 3-4 slides). Explain why your work is interesting. Place the
study in context – how does it relate to / follow from the scientific literature on this
subject. If it relates to any applied issues (e.g., environmental problems), mention this
here. Use some pretty visuals (photographs, drawings, etc.) to get the audience
excited about the issue and questions you are addressing. Clearly state your
hypotheses.

Materials and Methods (typically 2-3 slides). Clearly summarize the design. Show a
picture of your organisms and justify why they are appropriate for addressing the
questions mentioned above. Show a picture of your lab setup and/or of a person doing
some of the lab work. Show a diorama of your experimental design (with sample sizes,
number of replicates, sampling frequency, etc.). Mention what parameters you
measured but do not go into detail on exact procedures used. Do state what statistical
tests you used to analyze your data.

Results (typically 2-4 slides). First show a photograph (or sketch) that shows an
interesting qualitative result (e.g., trays of plants in which one set is noticeably bigger
than the other) and state that result. Then display the results in graphical form,
reminding the audience of your hypothesis and stating whether it was supported as
you do so. Use simple, clean, clearly labeled graphs with proper axis labels (no
extraneous 3-D effects please). Do not use light colors (yellow, light green, or pink) in
your figures, they do not show up well when projected. Indicate the results of the
statistical tests on the slides by including p values (or asterisks/letters that indicate the
significance level) on the same slides with the graphs. If you have multiple results,
state them in a logical order.

Implications and Conclusions (typically 2-3 slides). Correctly interpret your results.
Constructively address sources of error and methodological difficulties. Place your
results in context and draw implications from them.

Acknowledgments (1 slide). Thank anyone who provided advice or assistance.

Verbally thank your audience for their attention and tell them you would be happy to
answer any questions.

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Activity 1. Let’s Do it!
Direction: Given is an excerpt from an unpublished undergraduate paper.

Effect of Different Levels of Sargassum crassifolium and

Molasses on the Germination of Inbred (NSIC Rc222)
Variety of Rice (Oryza sativa)

Correct selection of seed and treatment during the

germination stage is important since non sprouting seeds would
mean early capital loss to small time farmers. Generally, this
study aims to find out the effect of different levels of
Sargassum crassifolium and Molasses on the germination of Inbred
(NSIC Rc222) variety of rice (Oryza sativa).
There were five treatments done in three replications:
Treatment A – 100 mL Sargassum crassifolium extract in 900 mL
distilled water; Treatment B – 100 mL Molasses in 900 mL
distilled ;Treatment C – 100 mL Sargassum crassifolium extract
and 100 mL Molasses in 800 mL distilled water; Treatment D – 50
mL Sargassum crassifolium extract and 50 mL Molasses in 900 mL
distilled water; Treatment E – 25 mL Sargassum crassifolium
extract and 25 mL Molasses in 950 mL distilled water and Control
– 1000 mL Distilled water. The height of the seedlings was
measured in centimeter, number of roots and number of leaves
were counted manually after 14 days of exposure to the different
treatment.

Inbred (NSIC222 Rice Sargassum crassifolium Molasses Preparing the Diff.

Treatments

Soaking the seeds Applying the Treatments Measuring the height and counting the
leaves and roots

ANOVA results revealed that Treatment D got the highest mean

in terms of height of the seedling (8.5 cm) with a p-value of
1.33E-06 and number of roots (11.7) with a p-value of 6.01E-06
while Treatment E got the highest result in terms of number of
leaves (3.7)having a p-value of 3.63E-06. Since all the p-values
were less than 5% level of significance, the Null hypotheses
were rejected and that Sargassum crassifolium extract and
Molasses in different concentrations can be used as seed
germinating enhancer for Inbrid (NSIC Rc222)variety of rice
(Oryza sativa).

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Table 1. Height of Seedling (cm) Table 2. Number of Roots after
after 14 Days of Exposure to 14 Days of Exposure to the
the Different Treatments Different Treatments
Treatments Replicates Mean Treatments Replicates Mean
1 2 3 1 2 3
A 3.4 2.3 1.68 2.46b A 7.2 6.6 6.6 6.8bc
B 0.76 4 0.7 1.82b B 1.8 2.6 2.4 2.3d
C 7.32 6.14 7.9 7.12a C 9 12.2 7.4 9.5a
D 9.4 6.88 9.16 8.5a D 10.6 12.8 11.6 11.7a
E 8.26 8.72 8.34 8.44a E 6.8 8.6 8.8 8.1ab
Control 0.18 0.52 0.62 0.44c Control 1.6 2.2 4 2.6d

Table 3. Number of Leaves after

14 Days of Exposure to the
Different Treatments

Treatments Replicates Mean

1 2 3
A 2.6 2.4 2 2.3b

B 2 2 2 2b

C 3.6 3.6 3 3.4a

D 3.8 3.6 3.4 3.6a

E 3.2 3.8 4 3.7a

Control 2 2 2 2b

Based from the data information, fill in the following slides to present the research
paper given (Making a Powerpoint presentation is highly encouraged)

Title Introduction

Introduction Introduction

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Materials and Methods Materials and Methods

Materials and Methods Result

Result Result

Implications and Conclusions

Acknowledgement

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IV Reflection

Directions: Complete the statements below

I understand _________________________________________________________
___________________________________________________________________
I don’t understand ____________________________________________________
___________________________________________________________________
I need more information about ___________________________________________
___________________________________________________________________

V Answer Key

Answers may vary.

VI Links / Other References

Bolido, V.M. (2015). Effect of different levels of Sargassum crassifolium and molasses
on the germination of inbred (NSIC Rc222) variety of rice (Oryza sativa).
(Unpublished undergraduate research study).Capiz National High School,
Roxas City.

Google. “societyforscience.org” Accessed February 25, 2021

https://www.societyforscience.org/isef/the-basics/

Google. “cbs.umn.edu/sites” Accessed February 25, 2021

https://cbs.umn.edu/sites/cbs.umn.edu/files/public/downloads/Research_Pres
entation_Guidelines_EEB3407.pdf