PRACTICAL RESEARCH 1

(STEM)
Level: SENIOR HIGH SCHOOL Semester: SECOND
Subject Group: APPLIED SUBJECT (STEM) Quarter: THIRD

Course Description: This course develops critical thinking and problem-solving skills through qualitative
research.

Course Outline:

Week
1-2 Lesson 1 Enabling Assessment Activity 1
Quiz No 1.
3 Lesson 2 Enabling Assessment Activity 2
4 Lesson 3 Enabling Assessment Activity 3
Quiz No 2.
5-6 Lesson 4 Quiz No 3.
PT: Chapter I
Enabling Assessment Activity 4
7-8 Lesson 5 Quiz No 4
PT: Chapter II
PT: References Cited

Quarterly Performance Task

1. Goal: To conduct a research about microgreens.

2. Role: You are a STEM researcher who will conduct a research about microgreens.
3. Audience: The audience will be STEM students and JHS students of CDLB
4. Situation: All STEM Gr11 students will showcase their microgreens. This is in collaboration
with their General Biology 2 and General Chemistry 1.
5. Product: A research paper will be written to document the research conducted.
6. Standards: Rubrics or success criteria.

Quarter 1 Chapter I – Introduction 40%

Chapter II – Review of Related 50%
Literature
References Cited 10%
 Prerequisite Assessment
In your understanding, what is research?
Is it important?

Learning Materials: Module, pen, paper, internet (if applicable)

Prerequisite Content-knowledge: Definition of research
Prerequisite Skill: Basic knowledge about what is research
INTRODUCTION
A. TIME ALLOTMENT: 4 hours
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the
assigned schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:
• share research experiences and knowledge
• explain the importance of research in daily life
• describe characteristics, processes, and ethics of research
• differentiate quantitative from qualitative research
• provide examples of research in areas of interest
D. INSTITUTIONAL VALUES:
21st Century Skills: Basic, scientific and technological literacies & Effective
Communication Skills
CDLB Values: Integrity, Excellence and Social Responsibility C. Vision of the K
to 12 graduate: Mastery of competencies
E. OVERVIEW OF THE LESSON
This lesson tackles the importance of research in our daily lives.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1. Importance of Research
• Research is significant in our everyday activities. It is the result of a thinking process that involves
students in questioning techniques or models. In order for students to have a grasp of the
techniques/models of inquiry, you have to discuss with them the processes involved in inquiry and
research. Discuss the concepts in the box regarding inquiry-based learning.

• According to Drayton & Falk (2001), the following are the characteristics of classrooms where teachers
emphasized inquiry-based learning:
 Inquiry is in the form of authentic (real-life) problems within the context of the curriculum and/or
community.
 The inquiry capitalizes on student curiosity.
 Data and information are actively used, interpreted, refined, digested and discussed.
 Teachers, students and teacher-librarian collaborate.
 Community and society are connected with the inquiry.
 The teacher models the behaviors of inquirer.
 The teacher uses the language of inquiry on an ongoing basis.
 Students take ownership of their learning.
 The teacher facilitates the process of gathering and presenting information.
 The teacher and students use technology to advance inquiry.
  The teacher embraces inquiry as both content and pedagogy.
 The teacher and students interact more frequently and more actively than during traditional
teaching.
 There is an identifiable time for inquiry-based learning. Source: Focus on Inquiry: A Teacher’s Guide to
Implementing Inquiry-based Learning.

Focus on Inquiry: A Teacher’s Guide to

Implementing Inquiry-based Learning.

Inquiry Model

 Research is important when we know how to make sense of it.

 As you go through this lesson, you have to think of this important question: How do inquiry and
research facilitate in finding solutions to real-life problems and develop critical thinking skills and
lifelong learning?
 Chunk 2. Characteristics of Research
Definition of Research:
Research is the scientific investigation of phenomena which includes the collection, presentation, analysis, and
interpretation of facts that line an individual’s speculation with reality.

Characteristics of Research
1. Empirical. Research is based on direct experience or observation by the researcher.
2. Logical. Research is based on valid procedures and principles.
3. Cyclical. Research is a cyclical process because it starts with a problem and ends with a problem.
4. Analytical. Research utilizes proven analytical procedures in gathering the data, whether historical,
descriptive and experimental or case study.
5. Critical. Research exhibits careful and precise judgment.
6. Methodical. Research is conducted in a methodical manner without bias using systematic methods and
procedures.
7. Replicability. The research design and procedures are replicated or repeated to enable the researcher to
arrive at valid and conclusive results.
Source: Calmorin and Calmorin, Research Methods and Thesis Writing.

Ethics in 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 the 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
Source: Biglete, ―Ethical Considerations in Conducting Research‖.

Chunk 3. Definition of Quantitative and Qualitative Research

• Qualitative research is a type of educational research in which the researcher relies on the
views of participants; asks broad, general questions; collects data consisting largely words
(text) from participants; describes and analyzes these words for themes; and conducts the
inquiry in a subjective, biased manner.
 • Quantitative research is a type of educational research in which the researcher decides what to study;
asks specific, narrow questions; collects quantifiable data from participants; analyzes these numbers
using statistics; and conducts the inquiry in an unbiased, objective manner.

Qualitative Quantitative

Objectives • In-depth understanding of • Quantification of data

underlying reasons and • Measurement of incidence, etc.
motivations

Data Analysis • Non-statistical • Statistical

• Contextual
• Thematic

Outcomes • Not conclusive nor generalizable • Broad-based insights

• Population-based understanding

Differences between Quantitative and Qualitative Research

Qualitative Methodologies Quantitative Methodologies

Preference for hypotheses that emerge as the Preference for precise hypothesis stated at the
study develops outset
Preference for definitions in context or as the Data reduced for precise definitions stated as
study progresses the outlet

Preference for narrative description Data reduced to numerical scores

Preference for assuming that the reliability of Much attention is to assessing and improving
inferences is adequate the reliability of scores obtained from
instruments

Assessment of validity through crosschecking Assessment of validity through a variety of

sources of information (triangulation) procedures with reliance on statistical indices

Preference for expert information Preference for random techniques for

(purposive) samples. obtaining meaningful samples.
Preference for logical analysis in controlling or Preference for precisely
accounting for extraneous variables. describing procedures

Primary reliance on researcher to deal with Preferences for design control for procedural
procedural bias. bias

Preferences for narrative summary results Preferences for statistical summary results
Preference for holistic description of complex Preference for breaking down complex
phenomena. phenomena into specific parts for analysis.

Unwillingness to tamper with naturally Willingness to manipulate aspects, situations,

occurring phenomena. or conditions in studying complex phenomena.

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education
Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENGAGEMENT
Enabling Assessment Activity No. 1:
Qualitative and Quantitative Observations

A. Observations VS Inferences
Observations Senses to be used Inference
The powder is white and sweet. Seeing, feeling, tasting The powder is sugar
The animal has four legs and
barks.
There is a smoky delicious
aroma outside.
Pedro’s body temp is 37.5oC and
he has coughs and colds.

B. Make observations using the picture below. Check qualitative or quantitative next to the observations.

83cm
Qualitative Quantitative

C. Look around the classroom. Write

1. Qualitative Observation

2. Quantitative Observation