Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Passi City
PASSI NATIONAL HIGH SCHOOL
Passi City, Iloilo

Self - Learning
Module for Senior
High School
Learners
Grade Levels: Grade 11
Applied Subject: Practical Research 1
Semester: Second

LEARNING COMPETENCIES:

Provides the justifications/reasons for conducting the research

(CS_RS11-IIIc-e-3)
States research questions
(CS_RS11-IIIc-e-4)
Indicates scope and delimitation of research
(CS_RS11-IIIc-e-5)
Cites benefits and beneficiaries of research
(CS_RS11-IIIc-e-6)
Presents written statement of the problem
(CS_RS11-IIIc-e-7)

Republic of the Philippines

Department of Education
Region VI- Western Visayas
Schools Division of Passi City
 PRACTICAL RESEARCH 1
(Qualitative Research)
Quarter 3, Weeks 4 & 5

Learning Competencies:
Provides the justifications/reasons for conducting the research
(CS_RS11-IIIc-e-3)
States research questions (CS_RS11-IIIc-e-4)
Indicates scope and delimitation of research (CS_RS11-IIIc-e-5)
Cites benefits and beneficiaries of research (CS_RS11-IIIc-e-6)
Presents written statement of the problem (CS_RS11-IIIc-e-7)

Introduction

The introduction is important in establishing the cognitive

setting of the research. It has the following elements:

1. Rationalization of the need to research on the problem

2. Clarification of the important terminologies for the reader to
easily understand what the research is about
3. Establishment of the degree of seriousness of the problem
which prompted the researcher to look for solutions.
Beginning of Research

The following questions can aid the researcher in formulating

the introduction:
1. What is the rationale of the problem? This question is
answered by sharing the reasons why the researcher decided to
look for solutions to the problem. A rationale may include the
narration of personal experiences, a description of an article read,
a scene witnessed, news heard, or a theory that needs to be
clarified. The researcher should describe the existing and
prevailing problem based on his or her experience. The scope
may be local, national, or international. Ideally, the rationale can
start from a global perspective to a more personal one.
2. What is the setting of the problem? The setting forms part of
the delimitation of the study. It defines the geographic boundaries
and certain demographic characteristics of the research. This
describes the place where the research was conducted, since the
setting has a significant bearing on the variables being studied. In
the description of the setting, its distinctive characteristics must be
highlighted.
3. What is the basic literature foundation of the study? This is
different from the review of related theories, conceptual literature,
and research literature. This part seeks to provide the researcher
clarity on the terms or variables used in the study. The terms and
variables must be clear to the researcher for an easy
understanding of the readers.
4. How serious is the chosen research problem? The
researcher is tasked to identify the intensity and magnitude of the
problem. When the gravity of the problem has already been
described, he or she may then gauge the kind of action to be
used to identify the problem. In most cases, the researcher at this
point looks for statistical or quantitative evidence to assess the
significance of the problem at hand.
5. What is the general objective of the problem? This is the
general statement of the problem or the major tasks of the
researcher to discharge and should also be the basis of the
enumerated statements of specific problems.
6. What is the overall purpose of the problem? It is important
to note that the researcher must be totally aware of the purpose of
the research problem. He or she must be fully understand the
implications of the resulting findings of the study.

Introduction Sample:

Predictors of Students’ Performance in Chemistry Laboratory

of Selected Private Schools (Estrella, 2009)

Rationale

Experimenting is one of the tasks in a science class. No

science course is ever complete unless each student has been
given the opportunity to conduct an experiment. It opens
opportunities to students to be exposed to hands-on activities
where they discover the answers to their scientific queries.
Laboratory activity requires students to use many of the other
scientific process skills like observation, measurements,
inference, prediction, and generalization.

All levels of students from primary, secondary, and

tertiary levels conduct laboratory activities. It is a well-known fact
that college students taking up professional courses cannot do
away with science as one of their basic subjects. However, it has
been observed that students still find difficulties even in identifying
common laboratory apparatus and following simple procedures.
This is despite the fact that they have already been exposed to
scientific activities during their high school years.

Setting of the problem

To cite, they have Integrated Science in their first year,

Biology in their second year, Chemistry in third year, and Physics
in their fourth year. It is therefore, expected that they are already
familiar with the basics in science experiment. However, this is
not the case. Most of the time, the teacher repeats simple
laboratory procedures, whereby, it must be explained properly “to
the letter,” and all the observations would lead the teacher to
teach the “ABCs” of doing a laboratory activity so that they can
perform it correctly. In addition, the teacher would have to orient
the students on the basic and the most commonly used laboratory
apparatus.

Literature foundation

However, as cited by Cuyegkeng (2008), in the

Philippine educational system, one of the most disturbing
problems is the poor achievement of Filipino students in the areas
of science and technology. Educators agree that one of the major
causes of this problem has to do with the method of facilitating the
learning of science concepts, processes, and poor laboratory
practices inside the classroom. Somehow, this indicates that the
current methods do not fully develop the skills of both students
and teachers. Also, Puno (2005), citing specific issues concerning
higher education, mentioned that academic excellence must be
viewed in terms of excellence in practical or applied learning
theories. Application of these theories and concepts will make the
learner a productive member of society. It is not the quantity of
knowledge but more importantly how much of these knowledge
can be put to good use. We need graduates whose lives will be
full of action and not merely have heads which are just full of
facts.

Seriousness of the problem

Earlier studies show that one of the problems of

students, in general, is the failure to connect the chemistry
principles they have learned in class with the problems in the real
world. They fail to appreciate chemistry concepts and draw
connections between them, because chemistry is usually
presented as a very theoretical, abstract body of knowledge. This
is especially true if the teacher is not properly trained, which is
often the sad plight of Philippine secondary schools. Coupled with
poor learning facilities and materials, the result is a failure in
science education.

All these ideas point to the significance of learning by

doing. For this reason, it is viewed that in studying science,
students may not only be more on theories but application as well.
There are many experiments that may be conducted and
performed in any science unit of study, and yet conducting them
may not be that effective and the mark of knowledge is absent.

General objective

At present, the researcher, as a college instructor, is

experiencing the abovementioned scenario in science education.
If not dealt with properly, it might result to poor performance in
science laboratory activities. It is in this light that this research
was conducted to determine the factor affecting the student‘s
performance in Chemistry laboratory.

General purpose

To improve the performance f science instruction, which

will result to improved student performance in achievement
examinations and a positive impact on school effectiveness.
 RESEARCH QUESTIONS

The general problem is followed by an enumeration of the

specific problems. These problems are usually stated as
questions that the researcher seeks to answer. Therefore, the
specific problems must meet the following criteria.
1. They must be in question form.
2. They must define the population and the samples of the study
(respondents).
3. They must identify the variables being studied.

There are 2 types of research questions.

1. Central questions – There are the most general questions that

can be asked.
2. Sub-questions – These questions subdivide the central
question into more specific topical questions and are only limited
in number.

Creswell and Clark (2014) also provide some guidelines in

formulating the research question:

1. The question should begin with words such as “how” or “what”.

2. The readers should be informed of the information that will be
discovered, generated, explored, identified, or described in the
study.
3. The question “What happened?” should be asked to help craft
the description.
4. The question “What was the meaning to people of what
happened?” should be asked to understand the results.
5. The question “What happened over time?” should be asked to
explore the process.

Types of Research Questions

In general, there are 2 types of research questions.

1. Non-researchable questions – These are questions of value

and are answerable by yes or no.
Examples:
 a. Should all mothers breastfeed their babies?

b. Are family members helping their children in reviewing their

lessons?
2. Researchable questions – These are questions of opinions,
perceptions, or policy that are raised to accumulate data.
Examples:
a. How do senior high school students respond to their Math
teacher?
b. What are the study habits of students who are poorly
performing.

Further classifications of research questions:

1. Factor-isolating questions – These ask the question “What is

this?” These questions are sometimes called factor-naming
questions because they isolate, categorize, describe, or name
factors and situations.
Example:
a. What is the profile of school principals in terms of the
following?
i. Age
ii. Management experience
iii. Civil status
2. Factor-relating questions – These ask the question “What is
happening here?” The goal of these questions is to determine the
relationship among factors that have been identified.
Example:
a. How does the performance level of volleyball teams of boys
differ to that of the girls?
3. Situation-relating questions – These questions ask the question
“What will happen if...?” These questions usually yield hypotheses
testing or experimental study designs in which the researcher
manipulates the variables to see what will happen.
Example:
a. What are the effects of computer-learning assisted methods of
teaching to the interest level of the sophomores to their history
subjects?
b. How significantly different is the performance of the call center
agents who are well-rested than those who are not?
3. Situation-producing questions – These ask the question “How
can I make it happen?” These questions establish explicit goals
for actions, develop plans or prescriptions to achieve goals, and
specify the conditions under which these goals will be
accomplished.
Example:
a. Based on the findings, what human relation intervention
program can be adopted to enhance or improve effectiveness of
existing teaching methods?
b. What faculty development activities can be sponsored by the
PTCA to improve the performance of graduating students in the
UP College Admission Test (UPCAT)?

Setting the Scope of the Study

The scope of the study is determined primarily by the

selection of variables that the research will focus on.
A variable refers to any characteristic that can have different
values or traits that may vary across research participants.
Variables are measured, controlled, and manipulated by the
researcher.
Attributes are elements of a variable. It refers to the value
assigned to a specific variable.
Example: Variable – Gender
Attributes - Male, Female

Variables have the following important characteristics:

1. Dependence – this refers to how the variable is considered in a
cause-and-effect relationship. Independent variables are those
characteristics that are changed, manipulated, or selected by the
researcher. Dependent variables are those that change because
of changes to the independent variable.
2. Mutually exclusive – this means that a participant or
respondent cannot possess two attributes of a variable. For
instance, a person cannot be both male and female.
3. Exhaustive – This means that the researcher should consider
all possible attributes of a certain variable. In identifying the
possible responses of the participants to survey questions, the
researcher must identify all possible answers or reactions. In
reality, considering all possible attributes and including them in
the research study is a difficult and almost impossible task.
Therefore, selecting the most relevant attributes for each variable
is part of setting the scope of the study.
Kinds of Variables

1. Continuous variables – may have an infinite number of values

and may vary widely among the research participants.
Examples: age, weight
2. Discrete variables – have specific limits to their value.
Examples: income, number of children, years of employment
3. Categorical variables – these cannot be expressed in numbers
but are given in non-quantitative, descriptive terms.
Examples: civil status (single, married, widowed) and educational
achievement (high school graduate, college graduate, post-
graduate)
Delimitation of the Study

The following may be the possible limitations that may arise

from the research design and methodology.
1. Sample size – It will determine the quality of data and the
relationships that will be identified among the variables.
The limitations of the study are defined primarily by the
scope of the study. While the scope of the study defines the
variables that are the focus of the research, the delimitation of the
study identifies the other variables that were not considered for
the study.
2. Lack of available and/or reliable data – Missing and
unreliable data will limit the scope of analysis and the ability of the
researcher to determine meaningful trends and relationships
among the data.
3. Lack of prior studies – This will limit the effectiveness of the
literature review and may limit the initial understanding of the
research problem. This, however, can be a basis for identifying
avenues for further research.
4. Chosen data collection method – Limitations in the data
collection instrument may affect the quality of data collected.
Unclear or vague questions in a questionnaire will result to
unclear or erroneous answers from the respondents. The method
employed in data collection may also affect the quality of the data.
5. Nature of the information collected – Relying on pre-existing
data may impose limits on the researcher as he or she can no
longer clarify certain data. Self-reported data have the risk of
being false and cannot be easily verified.

Apart from the design and methodology, the characteristics

of the researcher and the limits that he or she experiences in the
conduct of the study will also give rise to limitations. These are as
follows:
1. Access – The amount and quality of data will depend on the
ability of the researcher to access people, organizations, libraries,
and documents that can provide him or her the best available
data.
2. Time period – The length of time devoted to the study will
affect almost all aspects of the research. It is advisable to select a
research problem and design that gives way to a more
manageable time period.
3. Bias – This refers to a way of viewing a certain thing, issue, or
idea, and may be influenced by the researcher’s background. The
researcher, therefore, should be aware of his or her personal
biases and how these affect the conduct of the research.
4. Language – This may have an effect on data collection,
especially of the researcher is involved with respondents that
speak a variety of languages. This is especially a challenge in
studies that involve documents that are written in different
languages.

Example of Scope and Delimitation

Predictors of Students’ Performance in Chemistry Laboratory
of Selected Private Schools (Estrella, 2009)
 This study was focused on the factors affecting students’
performance in chemistry laboratory in selected schools in
Balanga City for the school year 2008-2009.
In this study, the student’s performance refers to the average
grade of the students in their chemistry laboratory from first to
third grading period. Chemistry, the chosen field for the study, is
the science with more abstract theories which must be proven
with actual events through experiments by the students.
The grade point average (GPA) were gathered and tabulated
to measure their performance in the chemistry laboratory.
The study considered the following schools in Balanga City
Schools as the research locale of the investigation: Tomas del
Rosario College, Asia pacific College of advanced Studies, and
Bataan Christian School. This is because these schools belong to
the same category as private institutions.
Specifically, the factors in this research were student-related
ones which pertain to the attitude of students in the chemistry
laboratory. Teacher-related factors pertain to the teaching
strategies, competencies, and teacher’s attitude in conducting
experiments in the chemistry laboratory. Lastly, laboratory-related
factors pertain to the adequacy, availability, and usability of the
laboratory equipment and the laboratory manual and facilities.

Significance of the Study

The significance of the study should clearly discuss the

purpose that the research will serve to society, the country, the
government, the institution or agency concerned, the curriculum
planners and developers, and the research community.
This section describes the contribution of the study to
the existing body of knowledge. It could be in the form of new
knowledge in the field, a confirmation of the major findings of
other studies, verification of the validity of findings in a different
population, analysis of trends over time, and validation of other
findings using different methodologies.
The researcher also has to identify the beneficiaries who will
directly gain from the results of the study. In identifying the
beneficiaries, the researcher should be specific in mentioning
them in the paper. The specific benefits must also be enumerated
and explained if necessary. It is also important that the
beneficiaries should be listed according to the significance of the
study’s results to them.

Example of Significance of the Study

The Effects of Computer-assisted instruction in the

performance of Students
in Asian History and Civilization (Cuenca, 2008)

The findings of the study may provide deeper insights on

how teaching can be made easier and more meaningful by the
use of computer-aided instruction. The study determined the
significant effects of slide presentation in instruction, a form of
computer instruction on the performance of the students in the
subjects Asian History and Civilization.
To the students. The results may serve as an inspiration for
them to continuously improve their skills in using computers
because they will realize the comfort that computer skills offer in
complying with the requirements of major subjects in the coming
years.
To the administrators. The resu6lts may serve as a guide
in the program-planning and implementation of the IT department
so tat they can be of great help to the teachers of the university.
To the teachers. The results may serve as an eye opener
for those who are not comfortable on the use of computers in their
class lesson presentations. The findings of this study may
encourage more of them to apply computer-aided instruction in
teaching.
Other researchers. This research can be a source of
another study or can be replicated by using additional variables in
another locale or setting pr with different respondents. The results
will be a possible literature for their own study. Enrichment or
validation of the study of the same variables is recommended for
them to be able to reinforce the results of this study. The findings
of this study can also serve as a conceptual framework of another
research.

Statement of the Problem

Writing the General Problem in a Qualitative Study

1. It should use single and not compound sentences.
2. It should clearly express the purpose of the study.
3. It should include the central phenomenon.
4. It should use qualitative works, e.g., explore, discover, and
explain.
5. It should identify the participants in the study.
6. It should state the research site.

Examples:
The purpose of this (narrative, phenomenological, grounded
theory, ethnographic, case) is to (understand, describe, develop,
discover) the (central phenomenon of the study) for (the
participants) at (the site). At this stage in the research, the
(central phenomenon) will be generally defined as (a general
definition of the central concept).

The objective of this ethnographic study is to differentiate the

customs and traditions of the Aetas and the locals of Zambales
enrolled in Olongapo National City High School for the school
year 2014-2015. In this research, the customs and traditions are
defined as their practices in the celebration of feasts.

The objective of this grounded theory study is to

characterize the general study habits of the high school students
that belong to the top ten of the class. The study habits are
concentrated on the student’s preparation before attending
classes daily.

TASK 1: THOUGHT EXERCISE

Directions: At this point, you are heading your way on writing
the content of your research paper. Remember to use the
same research topic and title based on your previous
research tasks. Start drafting your introduction. You may
refer to the sample introduction provided in this module.
Computerize your output on short bond papers with the
following format:

Font style and size: Times New Roman 12

Margin: 1.5 inches (left) 1 inch top, right and bottom
Spacing: Double Space

To help you formulate the introduction of your study, answer

the following:

Proposed Study:
________________________________________________
1. What is the rationale of your chosen problem?
2. Describe the setting where your study is to be conducted.
3. What are the terms, variables, or concepts that need to be
defined, clarified, or described to you and to your reader?
4. Look for related literatures that define the main concepts of
your study. Provide at least three (3) references per concept.
Provide a brief description of each.
Reference 1: (Copy and paste URL here)
Description: ______________________________________
Reference 1: (Copy and paste URL here)
Description: ______________________________________
5. Determine the significance of your chosen problem.
Research contextual evidence of its “gravity.” Provide the
details (and references) below.
6. What is the general objective or overall purpose of the
study?
7. After the problem had been solved or the research was
conducted, who will be the main beneficiaries of the
research? What direct benefits will they receive from it?

TASK 2: SCRIBBLING STATEMENT OF THE PROBLEM

Directions: State your own research problem based on your
proposed qualitative research title from the previous module.
Write your output on a one whole sheet of pad paper.
 Statement of the Problem:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________________________________________
Research Questions:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
TASK 3: DRAFTING SCOPE AND DELIMITATION
Directions: Write the “Scope and Delimitation” of your
research. Write it on a one whole sheet of pad paper.
Rubrics on how you write your Scope and Delimitation
Criteria 25 20 15 10 5
ContentThe scope The scope The scope The scope The scope
and and and and and
delimitation delimitation delimitation delimitation delimitation
contains substantiall contains contains contains no
complete y contains some of the limited information.
information. information. information. information.
Gramma The The The The The
r compositio composition compositio compositio compositio
n does not has 1 to 3 n has 4 to 5 n has 6 to 7 n has more
have any grammatica grammatica grammatica than 8
grammatica l errors. l errors. l errors. grammatica
l error. l errors.

TASK 4: CITING BENEFICIARIES AND BENEFITS

I. Remember that you have to use your chosen research
topic based on your previous research topic. Who are the
beneficiaries of your study and what benefits will they
receive from the results of your study? Cite at least two
benefits for each beneficiary. Write your answers on a one
whole sheet of pad paper.
Proposed Study/Research Title:
General Significance:
Beneficiaries Benefits Received from the
Results of the Study
1.
2.
1.
2.
1.
2.

II. Write the “Significance of your Study.” Write it on a one

whole sheet of pad paper.
The following are guide questions to help you craft the
Significance of the Study.
1: When considering the significance of your research, what is the
general contribution you make?
a: What is the specific significance of your research to
yourself or other individuals?
2: Why is it important to communicate the value of your research?

TASK 5: LET’S SUM THEM UP

Directions: Write your answers on a one whole sheet of pad
paper.
I. Write T if the statement is True and change the underlined word
if it is False.

1. The scope and delimitation of the study describes the

contribution of the study to the existing body of knowledge.
2. It is a challenge in studies that involve documents that are
written in different languages.
3. The exhaustive characteristic of a variable means that the
researcher should consider all possible attributes of a certain
variable.
4. The statement of the problem is determined primarily by the
selection of variables that the research will focus on.
5. In writing the general problem of the study, the participants
should be identified in the study.
6. The specific question should begin with words such as “when”
or “what”.
7. The contribution of the study could be in the form of new
knowledge, a confirmation of the major findings, verification of the
validity of findings using different methodologies

II. Identify which of the following questions are referred to in the

given descriptions. Write only the letter of your answer.

A. What is the rationale of the problem?

B. What is the basic literature foundation of the study?
C. What is the setting of the problem?
D. How serious is the chosen research problem?
E. What is the overall purpose of the problem?
F. What is the general objective of the problem?

8. It defines the geographic boundaries and certain demographic

characteristics of the research.
9. It is asked to make the readers fully understand the
implications of the resulting findings of the study.
10. This is the general statement of the problem.
11. The researcher is tasked to identify the intensity and
magnitude of the problem.
12. This part seeks to provide the researcher clarity on the terms
or variables used in the study.
13. This question is answered by sharing the reasons why the
researcher decided to look for solutions to the problem.

III. Write the letter of your answer.

14. These are the most general questions that can be asked.
A. Central C. Sub-question
B. C. Researchable D. Non—researchable

15. These require explanations in collecting data.

A. Central C. Non—researchable
B. Researchable D. Sub-question
16. Do all teachers have a master’s degree?
A. Central C. Sub-question
B. Researchable D. Non—researchable

17. What are the insights of the people on the Oplan Tokhang of
the PNP when grouped according to age, socio economic status,
and educational background?
A. Factor-isolating C. Factor-relating
B. Situation-relating D. Situation-producing

18. What is the level of self-esteem of students who are involved

in extra-curricular activities and those who are not?
A. Situation-relating C. Factor-isolating
B. Factor-relating D. Situation-producing

19. What are the effects of differentiated instruction to the

performance of students in school?
A. Factor-isolating C. Factor-relating
B. Situation-relating D. Situation-producing

20. It refers to any characteristic that can have different values or

traits.
A. Attributes C. Variable
B. Scope D. Delimitation

21. It refers to the value assigned to a specific variable.

A. Scope C. Delimitation
B. Attributes D. Variable

22. Characteristics that are changed, manipulated, or selected by

the researcher.
A. Dependent C. Continuous
B. Independent D. Discrete

23. This means that the researcher should consider all possible
attributes of a certain variable.
A. Mutually exclusive C. Dependence
B. Exhaustive D. Elements

24. These cannot be expressed in numbers but are given in non-

quantitative, descriptive terms.
 A. Categorical C. Continuous
B. Dependent D. Discrete

25. This refers to a way of viewing a certain thing, issue, or idea,

and may be influenced by the
researcher’s background.
A. Access C. Time period
B. Language D. Bias

References:
 Cristobal, A. P. & De la Cruz - Cristobal, M. C. (2017).
Practical Research 1 for Senior High School. C & E
Publishing, Inc.
 Retrieved from: https://study.com/academy/practice/quiz-
worksheet-purpose-of-writing-research-questions.html on
August 11, 2020
 Schools Division of Bataan. (2020).Practical research 1,
Quarter 3 – Module 4. Department of Education. Balanga
City, Bataan

Prepared by:

MARY FAITH M. LIDAWAN

MILES P. GERAUD
DARYL P. VILLANUEVA JR.
JANETTE R. PANES
IRVIN KIT G. PABULAYAN
MARY ANN S. LALANTACON