Senior

High
School

Practical Research 2
Quarter 1  Module 6:
Describing Background of Research
Practical Research 2
Alternative Delivery Mode
Quarter 1 – Module 6: Describing Background of Research
First Edition, 2020

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 Senior High School

Practical Research 2
Quarter 1  Module 6:
Describing Background of Research

iii
Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Modular Distance Learning

(MDL) Module Describing Background of Research!

This module was collaboratively designed, developed, and reviewed by

educators both from public and private institutions to assist you, the
teacher, or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st-century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box
in the body of the module:

Notes to the Teacher

In view to the new normal world we are facing, this module was created to ans
This Practical Research 2 Module for Quarter
1 is all about the Describing Background of Research. With this we are trying t

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

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For the learner:

Welcome to the Practical Research 2 Modular Distance Learning

(MDL) Module Describing Background of Research!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know
competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In
the current lesson with the previous one.

In this portion, the new lesson will be

What’s New
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It
the lesson. This aims to help you discover
and
understand new concepts and skills.
This comprises activities for independent
What’s More
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the
end of the module.
This includes questions or blank
What I Have Learned
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

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 In this portion, another activity will be given
to you to enrich your knowledge or skill of
Additional Activities the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain a deep understanding of the relevant competencies. You
can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to
help you master identifying the inquiry and stating the problem of research.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

The module is on describing background of research.

 After going through this module, you are expected to:

1. Describe background of research.

What I Know

Direction: Read the following questions carefully. Encircle the letter of the
best answer.

1. The following is NOT included in the background of the study?

A. A review of the area being researched
B. Current information surrounding the issue
C. Previous studies on the issue
D. The prediction of the result of the study

2. All are questions to be asked in writing the background of the study

EXCEPT:
A. What are some research results?
B. What is the research question?
C. How would you complete your research?
D. What is the proposed answer to the hypothesis of the study?

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3. The following are true about the background of the study EXCEPT:
A. It is an overview of the research study and explains why the
researcher is doing the study.
B. It provides information that is important to understand the main
body of the research investigation.
C. It presents facts, theories, constructs, concepts, variables, and
measures related to the study.
D. It is to help the researcher to prove the relevance of his or her
research question and to further develop his or her thesis.

4. Which of the statements is true about the background of the study?

A. It identifies and describes the history and nature of a well-defined
research problem.
B. It locates the present study within the context of existing literature.
C. It provides the reader with the essential context needed to
understand the research problem.
D. It expands upon the key points stated in the introduction but is not
the main focus of the paper.

5. In writing the background of the study the following should be done

EXCEPT:
A. Conduct primary research at the beginning stages of formulating a
thesis when many issues are unclear.
B. Formulate the hypotheses for the present study.
C. Read the information and develop a research question of the thesis
statement that will guide your research.
D. Write a thesis statement or your research questions.

6. What is the first thing to do when writing the background of the study?
A. Revising and editing
B. Conducting primary research at the beginning stages of formulating
a thesis statement.
C. Writing a thesis statement or research question
D. Reading information and developing a research question or thesis
statement that will guide in the research

7. The second step in writing the background of the study is

.
A. revising and editing
B. conducting primary research at the beginning stages of formulating a
thesis statement.
C. writing a thesis statement or research question
D. reading information and developing a research question or thesis
statement that will guide in the research

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8. Which of the following is the third step in writing the background of the
study?
a. Revising and editing
b. Conducting primary research at the beginning stages of formulating
a thesis statement.
c. Writing a thesis statement or research question
d. Reading information and developing a research question or thesis
statement that will guide in the research

9. The fourth step in writing the background of the study is

A. Completing the research using the thesis statement and research

questions as a guide.
B. Revising and editing
C. Writing a thesis statement or research question
D. Reading information and developing a research question of thesis
statement that will guide in the research

10. Which of the following is the fifth step in writing the background of the
study?:
A. Completing the research using the thesis statement and research
questions as a guide.
B. Revising and editing
C. Writing a thesis statement or research question
D. Creating five separate sections that cover the key issues, major
findings, and controversies surrounding the thesis as well as sections
that provide an evaluation and conclusion.

11. The sixth step in writing the background of the study is

.
A. completing the research using the thesis statement and
research questions as a guide.
B. revising and editing
C. writing a thesis statement or research question
D. concluding by identifying and further study what needs to be done in
the area or providing possible solutions to the issue that haven’t been
considered before.

12. What is the final step in writing the background of the study?
A. Completing the research using the thesis statement and research
questions as a guide.
B. Revising and editing
C. Writing a thesis statement or research question
D. Reading information and developing a research question of thesis
statement that will guide in the research

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13. Why do you need the background of the study?
A. Conclude through the findings of the study.
B. Determine the current state of knowledge.
C. Make recommendations using the conclusions.
D. Present data in a tabular or graphical presentation.

14. What is the purpose of the background of the study?

A. To help the researcher prove the relevance of his or her research
question and to further develop his or her thesis.
B. To guide the researcher during the research process.
C. To describe briefly the issues that need to be addressed by the
researcher
D. To answer the research questions

15. The background of the study locates or situates the study in the
context of the specific field like accounting, business, science,
technology, and other fields.
A. True C. Sometimes false
B. False D. Sometimes true

Lesson Describing Background of the Stu

1
What’s In

Directions: Complete the table by putting a checkmark (/) opposite the

item with a good characteristic of research, if not leave the
space blank and justify your answers under the remark’s
column.

Characteristics of a Good Remarks

Research Title
It must be specific. -
It must be lengthy. -

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 It must be original. -
It describes what is the study all about. -

It must be within 20 or more substantive

word requirement of the APA. -

What’s New

Activity 1:

Directions: Read the sample background of the study below and answer the
questions below:

Sample 1:
Questions:
1.Students
What is the focus
have of the background
different of the study?
ways in processing information; some may
prefer a-udio-visual presentation; others drama and imitating or
reasoning logically and intuitively, or analyzing and envisioning.
2.Teacher style
Which part alsobackground
of the vary. Some professors
of the usedto traditional
study refers the findingsway of
of other
teaching;
researchers? others used the new trend in technology; some focus on
principles and others on presentations.
When the learning style of professors are incompatible, the
students may become inattentive, distracted, uninterested, their
achievement level goes down, and eventually leads to school dropout.
For intervention used in this study is the student’s devises games-
simulation. Games-simulation is introduced as a method in teaching in
medical fields recently through interactive video games (Rosser, Lynch,
Caddihy, Gentile, Klanssky, & Merill, 2007)

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 What is It

 The purpose of the background of

the study is to help the researcher
to prove the relevance of his or her
research question and to further
develop his or her thesis.
 The background of the study
includes 1. A review of the area
being researched, 2. current
information surrounding the issue,
3. Previous studies on the issue, 4.
relevant
history of the issue, and 5. effectively set forth the history and
background information on the problem.
 In writing a background of the study these are some suggested things to
be done.
1. Conduct a primary research at the beginning stages of formulating
a thesis when many issues are unclear.
2. Read the information and develop a research question of
thesis statement that will guide your research.
3. Write a thesis statement or research question.
4. Complete your research using your thesis statement and
research question as your guide.
5. Create five separate sections that cover the key issues, major
findings and controversies surrounding your thesis as well as
sections that provide an evaluation and conclusion.
6. Conclude by identifying and further study what needs to be done in
the area or provide possible solutions to the issue that haven’t
been considered before.
7. Revise and edit your background of the study.

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 What’s More

Independent Activity 1
Read the following excerpt from a background of the study of a certain
research. Then be able to describe the said background of the study by
completing the unfinished sentences in the independent activity 2.

Sample 2
With diminishing finances, it is rarely possible for a library of information center
to have enough resources to fulfil the needs of its clients…Collaboration is widely
recognized as the best way for libraries to cope with the ever increasing challenges:
volume of information resources, nature and quality of information, user needs and
expectations, information and communication technology competencies and
infrastructure, inflated cost of information resources and staffing needs. However,
although these challenges have continued to prevail, libraries working under
collaborative initiatives like the Consortium of Academic and research Libraries in
Illinois (CARL) have registered tremendous success.
This research reports the findings of a thorough study to establish the factors that
have led to the success of CARLI and how such success factors can be applied in
libraries of developing countries like Uganda. Emphasis is placed on the establishment of
CARLI leadership, the sharing of responsibility and decision making process, as well as
sources of funding for the consortium… Also central to the research study is exploration
of the role and responsibility of participating member libraries and their contributions to
and expectations from the consortium.
This present study has incorporated interviews with CARLI staff and a
questionnaire survey to all the participating CARLI membership.
(https://www.ideals.illinois.edu/bitstreamyhandle/2142/thesis-ch.1-3)

Independent Activity 2
1. are/is involved in the study.
2. The study was conducted at .
3. The study was conducted in .
4. The present study is all about .
5. The study was conducted to .

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 What I Have Learned

Directions: Complete the concept web to summarize the lesson you learned
about the background of the study. Write your answer inside
the circle.

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 What I Can Do

Situation Analysis
Many things around us such as the food we eat are results of
research. So, manufactured food is out in the market for our consumption.
But there is food that is not for everybody. The elderly especially those who
are sick have some restrictions on their food intake.

Question:
How will you check the background information of the commercial
food if they safe for your grandparents?

Assessment

Directions: Read the sample of a short background of the study below.

Then answer the following questions.

Students have different ways in processing information; some

1. Who is involved
may prefer in the study
audio-visual aside from the
presentation; researcher?
others drama and imitating or
a. Studentslogically and intuitively,
reasoning c. Bothora and b
analyzing and envisioning.
b. Professors d. none of the above
Teacher style also vary. Some professors used traditional way of
teaching; others used the new trend in technology; some focus on
principles and others on presentations.
When the learning style of professors are incompatible, the
students may become inattentive, distracted, uninterested, their
achievement level goes down, and eventually leads to school dropout.
For intervention used in this study is the student’s devises games-
simulation. Games-simulation is introduced as a method in teaching
in medical fields recently through interactive video games (Rosser,
Lynch, Caddihy, Gentile, Klanssky, & Merill, 2007)

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2. Where was the research conducted?
a. School c. Professor’s house
b. Students’ house d. Audiovisual room

3. What was the study all about?

a. Games simulation as an innovation tool
b. Learning Style
c. Teaching style
d. Processing information

4. Infer why was the study conducted?

a. To find out the learning styles of students.
b. To find out the teaching styles of the professors.
c. To find out how effective is the games-simulation as an innovation
tool
d. To find out the relationship between the teaching styles of
professors and the learning styles of students.

5. When was the study conducted?

a. 2006 c. 2007
b. Not stated in the article d. both b and c

Directions: Read each item carefully. Then answer the questions that
follow.

6. Editing and revising the background of the study is the last step to be
done in writing a background of the study.
a. True c. Sometimes False
b. False d. sometimes True

7. The researcher should do library and internet readings so that there will
be sources of information for the background of the study.
a. True c. Sometimes False
b. False d. sometimes True

8. A thesis statement or research question is not needed when writing a

background of the study.
a. True c. Sometimes False
b. False d. sometimes True

9. Sources of information should be cited.

a. True c. Sometimes False
b. False d. sometimes True

10. The background of the study could include the possible solutions to the
problems that haven’t been considered in previous studies.
a. True c. Sometimes False
b. False d. sometimes True

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11. The linking up of research study to recent development can make the
readers deduce the originality of the study.
a. True c. Sometimes False
b. False d. sometimes True

12. The information provided by the researcher in the background of the

study of his or her research that is essential to understand the main
body of the research investigation can be an offshoot of developments in
history, culture, academics, etc.
a. True c. Sometimes False
b. False d. sometimes True

13. The following are not true about the background of the study except one.
a. It is an overview of the research study and explains why the
researcher is doing the study.
b. It becomes the central theme, the focus, the main thrust of the
study.
c. It presents facts, theories, constructs, concepts, variables, and
measures related to the study.
d. It is to guide the researcher during the research process.

14. Background of the study is conducted to .

a. Guide the researchers to formulate hypotheses.
b. Determine the current state of knowledge.
c. Present data in a tabular or graphical presentation.
d. Make recommendations using the conclusions.

15. In writing the background of the study the following should not be
done except one.
a. Formulate the hypotheses for the present study.
b. Read the information and develop a research question of thesis
statement that will guide your research.
c. Show a visual presentation of the flow of the research.
d. Illustrate the plan, structure, and strategy of investigation so
conceived as to obtain answer to research questions or problems.

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 Additional Activities

Directions: Read again the two samples of background of the study studied
in the lesson. Between the two samples which satisfies the basic
questions in writing the background of the study? Why?

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Answer Key

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References
Almeida, Adelaida B., Gaerlan, Amelita A., and Manly, Norita E. Research
Fundamentals (Adriana Publishing Co., Inc., 2016) 38, 41-42, 53, 61

Calderon, Jose F. and Gonzales, Expectacion C. Methods of Research and

Thesis Writing, (National Bookstore, Mandaluyong City, 1993) 27

Prieto, Nelia G., Naval, Victoria C. and Carey, Teresita G. Practical Research
2 for Senior High School, (LORIMAR Publishing, Inc. Quezon City,
Metro Manila, 2017) 8-12, 27-28, 29-31, 32-33

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