Академический Документы
Профессиональный Документы
Культура Документы
At the end of this activity, the learners are expected to share confidently
ideas on a given topic or issue related in their respective field.
Technical Vocational/
Livelihood Track
Automotive Servicing
Computer Servicing System
Home Economics
Horticulture
Knowledge on Tools
Exploration on Fertilizers
Bread & Pastry-Discoveries
Habit/Vice/Addiction
Teacher’s Role:
1. Facilitates the shopping/picking of issue/s in the basket.
2. Monitors the sharing of ideas within the group activity.
3. Explains the given rubric for the group activity.
4. Processes the activity result.
5. Provides feedback about the activity.
Learner’s Role:
1. Shops an issue or issues from the given basket
2. Discusses within the group the topic or issue and share their thoughts in the class.
3. Rubrics for the 3 minute activity:
Relevance to the topic/issue – 30
Confidence of the speaker/presenter – 30
Time-Bounded Sharing -20
Group Participation – 20
Total Points (Performance Task) – 100 pts
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected to identify possible
sub-topics or supporting details on a given topic or issue related in their respective field.
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3i MODULE- Inquiries Investigations and Immersion
Teacher’s Role:
1. Provides a clear direction in the performance of the complete details of the table
activity for the group.
2. Gives an exact table presentation of the possible ideas to be shared by the learners
during the group activity.
3. Provides a rubric as basis of the monitoring during and after the conduct of the
activity.
4. Checks the details during the group presentation/sharing of details.
5. Processes the ideas shared by the learners.
Learner’s Role:
1. Uses the crafted table with topics and issues with details.
2. Consolidates ideas and write on the given table as a means of sharing ideas for the
given topic/issue.
3. Rubrics for the activity:
Relevance to the topic/issue – 30
Ability of the Presenter – 40
Group Participation & Cooperation – 30
Total Points (Performance Task) – 100 pts.
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected to share ideas
on the given quotes related in their respective field.
PREPARATION LIFE
STRENGTH HARDSHIP
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3i MODULE- Inquiries Investigations and Immersion
RESULTS LOVE
OCCUPATION GARDENER
PLANT CARS
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3i MODULE- Inquiries Investigations and Immersion
Teacher’s Role:
1. Presents the quotes intended for the group to ponder in a time-bounded activity.
2. Guides the learners on looking for the key words on the stated quotes related to
research and to their field.
3. Monitors the sharing of ideas among the group members on the given quotes.
4. Provides the rubric for the learners to monitor their performance in the activity.
5. Listens to the ideas presented by the learners after the activity.
6. Processes the ideas given by the learners especially on the stated key words.
Learner’s Role:
1. Uses the quotes that may give idea about the chosen track.
2. Shares ideas about the quote and the key words related to research. (Academic
and TVL tracks)
3. Chooses a member to share ideas about the given quote and key words.
4. Rubrics for the 3 minute activity:
Relevance to the quote/key words – 40
Confidence of the speaker/presenter – 30
Time-Bounded Sharing-15
Group Cooperation & Participation – 15
Total Points (Performance Task) – 100 pts.
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected to share ideas on the
given card about the word research and images related in their respective field.
Note: The tree of research flashcards may be shown on screen or posted/ drawn
on a manila paper.
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3i MODULE- Inquiries Investigations and Immersion
Solutions Strategies
Effects
Causes
Perceptions
Difficulties
Knowledge Population
Process Theories
Design Paradigm
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3i MODULE- Inquiries Investigations and Immersion
Teacher’s Role:
Learner’s Role:
1. Observes the image of the tree of research flashcards with various words
related to research both qualitative and quantitative.
2. Shares ideas about the words related to research.
3. Identifies the relation of the given words to research and describe each word
as used in research.
4. Rubrics for the 3-minute activity:
Relevance to the key words – 50
Confidence of the speaker/presenter – 30
Time-Bounded Sharing- 10
Group Cooperation & Participation – 10
Total Points (Performance Task) – 100 pts.
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3i MODULE- Inquiries Investigations and Immersion
(Note: Learners may choose from the given topics above. Learners are given 15 minutes to collaborate on
writing the research title. Thereafter, every group will be given 5 minutes to present the title. After the
presentation, the teacher shall conduct constructive critiquing together with the students. During the
presentation, students must be guided in narrowing the title.)
Criteria Percentage
50
Content
30
Format/Presentation
20
Teamwork
100
Total
Subject: Inquiries, Investigations and Immersion
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected to recall and
master the construction of the statement of the problem, scope and delimitation of the
study in the respective fields.
(Note: Every group shall present their statement of the problem and scope and delimitation. Thereafter,
every group will be given 5 minutes to present the statement of the problem and scope and delimitation.
After the presentation, the teacher shall conduct constructive critiquing together with the students.)
Rubrics in Statement of the Problem & Scope and Delimitation of the Study
Criteria Percentage
Content 50
Format/Presentation 30
Teamwork 20
Total 100
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3i MODULE- Inquiries Investigations and Immersion
This study is limited to 10 Senior High School teachers, 12 students from Grade
11 and 12, and also to the 20 residents of Poblacion, Pamplona, Camarines Sur as the
respondents of the survey and questionnaires prepared by the researchers. The focus of
this study is to enumerate the problems encountered under the K to 12 Curriculum, the
developments to the students during the implementation and reasons why the community
approved and disapproved the implementation of K to 12 program.
1. What are the reasons for having Employment Mismatch in Pamplona, Camarines
Sur?
2. What are the probable means to avoid the conflict of having Employment
Mismatch?
3. What are the essences of understanding the Employment Mismatch?
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3i MODULE- Inquiries Investigations and Immersion
This study aims to produce spicy cakes and cookies with Siling Labuyo as main
ingredient.
This study focuses on the formulation of Siling Labuyo as the main ingredient of
cakes and cookies. It is limited to the following:
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3i MODULE- Inquiries Investigations and Immersion
study are from different places of Second and Third districts of Camarines Sur. The
study includes the health benefits that are found in Siling Labuyo. Other varieties are not
used in this study.
Teacher’s Role:
1. Presents the sample statement of the problem, scope and delimitation of the
study.
2. Facilitates the class discussion through the utilization of technology-assisted
learning process for the learners to better understand each concept.
3. Monitors the learners during the presentation and discussion of examples in
terms of the group decision of the respective statement of the problem and
scope and delimitation of the study.
4. Processes the ideas on inquiries both in qualitative and quantitative research.
5. Guides the learners as a group in the construction/creation of respective
research study including the statement of the problem and scope and
delimitation of the study.
6. Monitors consistently the group work/output for guidance on the appropriate
path of the research study.
Learner’s Role:
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected to recall and master
the identity of the conceptual framework of the study in their respective
field.
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3i MODULE- Inquiries Investigations and Immersion
Phenomenological Approach
Advantages
K TO 12 People’s
Triumph
PROGRAM Perception
Objectives/ Goals
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3i MODULE- Inquiries Investigations and Immersion
Conceptual Framework
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3i MODULE- Inquiries Investigations and Immersion
(Note: Teacher must provide vivid instructions that will facilitate the learners’ drafting
or designing of conceptual framework as anchored on the research title.)
INPUTS OUTPUTS
1. Hot
1. Siling Labuyo Brownies,
2. Ingredients PROCESS 2. Fiery Marble
3. Utensils, Cake
I. Preliminary Phase
Tools and Equipment 3. Hottie
*Gathering and cleaning of
4. Manpower Choco- Peanut
Siling Labuyo
Cookies
* Planning the Ingredients
4. Spicy Puto
and Procedures
Cake
5. Bird’s Eye
II. Experimental Phase
Chocolate Cake
*Preparing the spicy cakes
with Fudge
and cookies for three trials.
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3i MODULE- Inquiries Investigations and Immersion
Conceptual Framework
Figure 2 shows the conceptual paradigm, which includes the input, the process
and the output of the study.
The inputs are the raw materials that will be used in the study which are Siling
Labuyo and other important ingredients in the preparation of spicy cakes and cookies
recipes such as cake flour, all- purpose flour, sugar, cocoa, chocolate chips, cheese, eggs,
baking powder, peanuts, milk, butter, chocolate powder, oil, pineapple, cream of tartar,
baking soda, and the tools, utensils, equipment and the manpower to realize this study.
The Process will be divided into three phases. Phase 1 will be the preliminary
phase which includes the gathering as well as preparing of Siling Labuyo and planning
the ingredients and procedures of 5 recipes. Phase 2 will be the experimental phase
wherein three trials are done. Phase 3 will be the evaluation on acceptability of Siling
Labuyo as main ingredient for cakes and cookies in terms of taste and aroma, flavor,
texture and palatability using the 4-point rating scale.
The Outputs will be the Hot Brownies, Fiery Marble Cake, Hottie Choco- Peanut
Cookies, Spicy Puto Cake and Bird’s Eye Chocolate Cake with Fudge Frosting.
ASSUMPTIONS
Siling Labuyo, spicy cakes and cookies contain nutrients that contribute to the
health benefits.
1. There are series of steps involved to develop spicy cakes and cookies using Siling
Labuyo.
2. There are varied recipes that can be tried in preparing spicy cakes and cookies to
bring out its characteristics such as Hot Brownies, Fiery Marble Cake, Hottie
Choco-Peanut Cookies, Spicy Puto Cake and Bird’s Eye Chocolate Cake with
Fudge Frosting.
Teacher’s Role:
1. Presents the sample of conceptual framework, research hypothesis, definition
of terms and importance of the study.
2. Facilitates the class discussion through the utilization of technology-assisted
learning process for the learners to better understand each concept.
3. Monitors the learners’ presentation and discussion of examples in terms of the
group decision of the respective conceptual framework, research hypothesis,
definition of terms and importance of the study.
4. Processes ideas given on the inquiries both qualitative and quantitative
research.
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3i MODULE- Inquiries Investigations and Immersion
Learner’s Role:
(Note: Every group shall present the designed conceptual framework, research hypothesis, definition of
terms and importance of the study. Thereafter, every group will be given 5 minutes to present the
conceptual framework, research hypothesis, definition of terms and importance of the study. After the
presentation, the teacher shall conduct constructive critiquing together with the students.)
Rubrics on Statement of the Problem & Scope and Delimitation of the Study
Criteria Percentage
Content 50
Format/Presentation 30
Teamwork 20
Total 100
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3i MODULE- Inquiries Investigations and Immersion
The terms defined in this section are those that have relevance to the study in
order to enlighten an evident comprehension of the K to 12 Program regarding its
effectiveness particularly in Pamplona National High School.
K to 12. The program that covers Kindergarten and the 12 years of basic
education (six years of primary education, four years of Junior High School and two
years Senior High School (SHS) to provide sufficient time for mastery of concepts and
skills, develop lifelong learning, and prepare graduates for tertiary education.
Elementary. It is a school for the first four to eight years of a child's formal
education often including Kindergarten.
Education Reform. It means one given to the goal of changing public education.
Historically, reforms have taken different forms because the motivations of reformers
have differed.
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3i MODULE- Inquiries Investigations and Immersion
The findings of this study may provide better understanding regarding the
implementation of K to 12 Program to the non –Senior High School and Senior High
School students, teacher, parents, school, out of school youth, government, local
government officials and of course to the next researchers regarding the topic.
Non-Senior High School Students. This study will help them to have a prior
knowledge about Senior High School life and also to let them prepare on whatever
difficulties they may encounter.
Senior High School. This study will provide them a deeper knowledge about K to
12 Program and it will serve as the way for them to voice out their opinions and problems
from their experiences in the implementation.
Out of School Youth. This study may also encourage them to return as a student
and it will give them ideas on what particular course to choose.
Teachers. This study will provide some views (such as weaknesses and strengths)
about the implementation so that it will serve as clues on what particular aspects to
concentrate more on it.
Parents. This study will encourage them to let their children continue studying
and it will also give them ideas about the importance of K to 12 Program in a family.
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3i MODULE- Inquiries Investigations and Immersion
This study visualizes on introducing the new spicy cakes and cookies using Siling
Labuyo. The findings of this study will benefit the following:
Community. This study will be beneficial for them to gain knowledge and
enthusiasm to plant and produce Siling Labuyo for their personal consumption, health
benefits and an income generating program.
Students. This study will serve as a format to the students to develop their
thoughts and skills in producing more indigenous foods and could create a new
innovative product of their own.
Schools. This study will serve as a reference on how to produce spicy cakes and
cookies using siling labuyo. Prioritizing to plant indigenous plant like siling labuyo.
Cakes and Cookies lovers. The result of this study will help them have a new
product on herbs dessert which is helpful to their health.
Researcher. This study may serve as a test to the researcher to become more
innovative and creative for the enhancement of the spicy cakes and cookies.
Teacher’s Role:
1. Presents the sample of conceptual framework, research hypothesis, definition
of terms and importance of the study.
2. Facilitates the class discussion through the utilization of technology-assisted
learning process for the learners to better understand each concept.
3. Monitors the learners’ presentation and discussion of examples in terms of the
group decision of the respective conceptual framework, research hypothesis,
definition of terms and importance of the study.
4. Processes the ideas given by the learners especially on the inquiries both in
qualitative and quantitative research.
5. Guides the learners in the construction/creation of the respective research
study including the conceptual framework, research hypothesis, definition of
terms and importance of the study.
6. Monitors group work/output for guidance on the appropriate path of the
research study.
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3i MODULE- Inquiries Investigations and Immersion
Learners’ Role:
(Note: Every group shall present their definition of terms and importance of the study. Thereafter, every
group will be given 5 minutes to present the definition of terms and importance of the study. After the
presentation, the teacher shall conduct constructive critiquing together with the students.)
Rubrics for the Statement of the Problem & Scope and Delimitation of the Study
Criteria Percentage
Content 50
Format/Presentation 30
Teamwork 20
Total 100
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected recall and master
the skill on oral presentation of the research study in respective field.
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3i MODULE- Inquiries Investigations and Immersion
Teacher’s Role:
1. Informs the learners after the guided preparation of the research study regarding the
scheduled oral presentation of their research work.
2. Facilitates the technology-assisted oral presentation of the respective field of research
study.
3. Monitors group tasks before and during the presentation.
4. Invites learners to observe the presentation focusing on the identified parts of the
research study.
5. Invites teachers to observe and rate the conduct of the oral presentation.
Learner’s Role:
1. The learners as a group prepare themselves mentally and physically on the scheduled
oral presentation after the guided activity.
2. Rubrics of the group activity.
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3i MODULE- Inquiries Investigations and Immersion
Instruction: In the given table, cite several differences between literature and studies.
Literatures Studies
a.
a.
b.
b.
c.
c.
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3i MODULE- Inquiries Investigations and Immersion
Instruction: The learner must cite at least three purposes of literature review.
Literature Review
(Note: Teacher shall solicit answers from students about the purposes of literature review based on
experince in Research 1 & 2.)
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3i MODULE- Inquiries Investigations and Immersion
Note: This activity shall be executed in the senior high school computer laboratory if
internet connection is available therein. If not, the teacher may bring a prepaid wifi so
that learners will have internet connection. Students may bring laptops. For purposes of
research, learners may use their mobile phones with free data (in the absence of laptops).
Instruction: Identify the type of information source of the research. The name of the
author, the publication data and topic or focus of the research or literature must be
identified with precision.
Literature/
Study Title
Who
What
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, learners are expected to know the MLA
(Modern Language Association) and APA (American Psychological Association) style of
referencing. Focus is given on studies and literatures from on line journals.
Instruction: Using the sources of information (2 literatures & 2 studies), write the proper
format of referencing appearing in the notes.
2 literatures
2 studies
(Note: The teacher shall provide the information in the 2 Styles of citing references.)
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3i MODULE- Inquiries Investigations and Immersion
Instruction: Using the sources of information (2 literatures & 2 studies) retrieved by the
students from on line sources, three criteria shall be verified by them – currency,
authority and relevance of source.
2 Literatures 2 Studies
1. 1.
Currency
2. 2.
1. 1.
Authority
2. 2.
1. 1.
Relevance
2. 2.
(Note: The teacher shall provide the information in the CAR Form)
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3i MODULE- Inquiries Investigations and Immersion
Instruction: Using the conceptual map, learners will cite the different types of
plagiarism and define or describe each.
How Plagiarism
Is Committed?
Violation of
Intellectual
Property Rights
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, learners are expected to report before the
class a case of plagiarism they might have learned from radio or TV
news or social media.
Instruction:
a.) Share before the class cases of plagiarism in the Philippines.
b.) Reflect on the importance of respecting the intellectual property rights of an
owner.
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, learners are expected to recall the three
formats of in-text citation that are very significant to guard a researcher against
plagiarism.
Instruction:
a.) Utilize the related literatures and studies of the research. Take from those
academic texts finding or conclusions relative to their research topic. Observe
proper in-text citation.
b.) In the first row, write the statement or information to be cited. Rewrite the
same using the three different formats.
Cited information:
Author Heading
Format
Date Heading
Format
Idea Heading
Format
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3i MODULE- Inquiries Investigations and Immersion
Instruction: Fill out the table below. Read the table heading to know what is being
asked.
a.) a.)
b.) b.)
When to use
Quoting vs. Paraphrasing
a.) a.)
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3i MODULE- Inquiries Investigations and Immersion
Instruction: Paraphrase information from the related literatures and/or studies gleaned.
Paraphrasing shall be done using three different formats after paraphrasing has been
taught.
Author Heading
Format
Date Heading
Format
Idea Heading
Format
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, learners are expected to have written their
literature review.
Instruction: Rewrite collaboratively about the literature review for Chapter II of the
research. Below is an example of literature review.
CHAPTER II
This chapter presents the related literature and studies which led to the present study. These
literatures were taken from books, anthologies, professional magazines, newspapers and most
of which were retrieved electronically. Further this cites the relevant published studies gleaned
RELATED LITERATURE
Agadoni (2014) cited Berne’s transactional analysis as a study of human interactions. She said
that Berne theorized that all human communications comes from one of the three aspects of
the ego states – the parent ego, adult ego, or child ego. When people communicate in the
parent ego state, they are communicating or acting upon the position they learned from their
parents.
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, learners are expected to present before the
class a literature review. Every research group may be given 10
minutes for presentation. Thereafter, the classmates may raise questions for clarifications.
For finale, the teacher will give feedback on the output.
Criteria Percentage
50
Content
30
Format/Presentation
20
Teamwork
100
Total
(Note: Every group shall present the literature review. Thereafter, every group will be given 5 minutes to
present the literature review. After the presentation, the teacher shall conduct constructive critiquing
together with the students.)
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3i MODULE- Inquiries Investigations and Immersion
At the end of the activity, the learners are expected to clearly provide the
differences and similarities between Quantitative and Qualitative research through a
Venn Diagram.
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3i MODULE- Inquiries Investigations and Immersion
At the end of the activity, the learners are expected to identify the
research design that is appropriate for their research topic.
Quantitative data is particularly useful when you wish to discover how common
particular forms of behavior, such as illegal drug use, are for a particular age
group.
Qualitative data is particularly useful when you wish to find out why people
engage in such behavior.
Instruction:
Fill-in the table below using the data about the research topics previously given.
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3i MODULE- Inquiries Investigations and Immersion
At the end of the activity, the learners are expected to identify the
sample/ population that will serve as respondents of the research through the following
guide question.
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3i MODULE- Inquiries Investigations and Immersion
At the end of the activity, the learners are expected to determine the type
of sampling method appropriate to the research.
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3i MODULE- Inquiries Investigations and Immersion
Non-
The subjective nature of this selection means that
probability
only about a proportion of the population has a
Sampling
chance of being selected in a typical quota
Methods
sampling strategy.
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3i MODULE- Inquiries Investigations and Immersion
At the end of the activity, the learners are expected to compute for the sampling or
size of the population in a quantitative research through Slovin’s formula.
Slovin's formula
- is used to calculate the sample size (n) given the population size (N) and a
margin of error (e).
- is a random sampling technique formula to estimate sampling size
- is computed as n = N / (1+Ne2).
whereas:
n = no. of samples N = total population e = error margin / margin of
error
To use the formula, first figure out what you want your error of tolerance would
be. For example, you may be happy with a confidence level of 95 percent (giving a
margin error of 0.05), or you may require a tighter accuracy of a 98 percent confidence
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3i MODULE- Inquiries Investigations and Immersion
level (a margin of error of 0.02). Plug your population size and the required margin of
error into the formula. The result will be the number of samples you need to take.
https://prudencexd.weebly.com/
Instructions: Find the sample size in the given situation by using the
Slovin’s Formula.
You have a group of 800 high school learners and you want to survey
them to find out their preferred track. You decide that you are
contented with a margin of error of 0.02. Using Slovin's formula, you
would be required to survey n = N / (1 + Ne^2) people.
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3i MODULE- Inquiries Investigations and Immersion
At the end of the activity, the learners are expected to select appropriate
quantitative research instrument to their research.
SUITABILITY
Quantitative Research
EXAMPLE (X)- not suitable
Instrument (√)- suitable
Questionnaire
- A questionnaire is a
research instrument
consisting of a series of
questions and other
prompts for the purpose
of gathering
information from
respondents.
Tests as Research Instrument
- A means of measuring
the knowledge, skill,
feeling, intelligence or
aptitude of an
individual or group.
Produce numerical
scores that can be used
to identify, classify or
evaluate test
takers(Gay,1996).
https://www.scribd.com/doc/51917268/Instruments-in-Quantitative-Research
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3i MODULE- Inquiries Investigations and Immersion
Experiments/clinical trials
Observing and recording well-defined events
Obtaining relevant data from management
information systems
Administering surveys with closed-ended questions
telephone interviews
Computer Assisted Personal Interviewing (CAPI)
questionnaires
Paper-pencil-questionnaires
Web based questionnaires
Grouped administered questionnaire
Mailed questionnaire
Individually- administered questionnaire (face-to
face)
Restricted
Unrestricted
(http://www.achrn.org/quantitative_methods.htm)
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3i MODULE- Inquiries Investigations and Immersion
Identify the suitable Qualitative Data Gathering Strategies that they will be
using by checking the cell suitable to the research study.
Document review
- Data are gathered through
available documents
http://www.worldbank.org/poverty/impact/methods/qualitative.htm#indepth
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3i MODULE- Inquiries Investigations and Immersion
Your timeline
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3i MODULE- Inquiries Investigations and Immersion
The learners are expected to fill out the blanks provided below in
coming up with data analysis following the procedures.
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3i MODULE- Inquiries Investigations and Immersion
At the end of the activity, the learners are expected to identify the
methodology that they will be using in their research guided by the considerations below.
SUITABLE (√)
RESEARCH
DESCRIPTION EXAMPLES NOT SUITABLE
METHOD
(X)
Detailed descriptions of How do people
specific situation(s) implement this
Descriptive-
using interviews, program? What
Qualitative
observations, document challenges do people
(Ethnography/
review. face? What are
Case Study)
You describe things as people’s perceptions?
they are.
Numerical descriptions How many people are
(frequency, average) participating in this
program? What are
Descriptive- You measure things as the characteristics of
Qualitative they are. people in this
program? How well
do participants in this
program do?
Quantitative analyses of What is the
the strength of relationship between
relationships between various school factors
Correlational/ two or more variables and student
Regression (e.g., are teacher achievement? Is the
Analyses qualifications correlated implementation of a
with student program across sites
achievement?) correlated with better
outcomes?
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3i MODULE- Inquiries Investigations and Immersion
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3i MODULE- Inquiries Investigations and Immersion
Form 30%
Teamwork 20%
100%
(Note: Prior to the submission of research output, peer editing has already been done.)
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity the learners are expected to have recalled or
mastered intellectual honesty in research.
Instructions:
The teacher presents the list of do’s and dont’s in citing sources in research.
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3i MODULE- Inquiries Investigations and Immersion
At the end of the activity, the learners are expected to have recalled or
mastered interpreting data objectively.
Source/Link:https://www.slideshare.net/mobile/WinonaEselBernardo/presentation-of-data-10958540
Procedure 25%
Execution 25%
Interpretation 50%
100%
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity the learners are expected to have recalled or
mastered data analysis methods in research.
Instructions:
Give the differences and similarities of Qualitative and Quantitative data analysis
using Venn Diagram.
Procedure 25%
Execution 25%
Interpretation 50%
100%
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3i MODULE- Inquiries Investigations and Immersion
At the end of the activity the learners are expected to have recalled or
mastered the identification of appropriate methods in analyzing data.
Instructions:
Learners are given sample data analyses below then they will identify what
method of analysis are used to present the data.
Yes Sometimes No I think my weak point in speaking
N % N % N % English is lack of vocabulary words. I
Did you feel that you have responsibility forget words because I do not review.
20 62,5 6 18,8 6 18,8
for making decisions about the topics?
Therefore, sometimes, I have troubles
Did you feel that you have responsibility
24 75,0 6 18,8 2 6,2 in finding suitable words. (R2)
for making decisions about the activities?
Do you think that the activities were
26 81,2 6 18,8 0 0
selected according to your wants?
Do you think that the topics were selected Areas N Mean SD
25 78,1 4 12,5 3 9,4 Grammar
according to your wants? 29 3,72 .64
Do you think that the topics were selected Reading 29 3,58 .77
27 84,4 4 12,5 1 3,1
according to your needs?
Vocabulary 29 3,27 .75
Do you think that the topics were selected
28 87,5 3 9,4 1 3,1 Pronunciation 29 3,13 .78
according to your wants?
Speaking 29 2,96 .73
Intervention Activity 1 Sum Activity 2 Sum Listening 29 2,82 .88
3 Guessing 19 Jigsaw 16 Valid N
29
4 Guessing 22 Vocabulary 21 (listwise)
5 Guessing 19 Jigsaw 16
6 Vocabulary 20 Guessing 18
In group and pair work activities, we
7 Guessing 18 Role-play 14
struggle to communicate and this also
8 Guessing 11 Role-play 10
affects the participation of other students.
(R24)
(Source:”The role of student negotiation in improving the speaking ability of Turkish university EFL students: An action research
study? By Mehmet Secren Uztosun, April 2013)
Procedure 25%
Execution 25%
Interpretation 50%
100%
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3i MODULE- Inquiries Investigations and Immersion
At the end of this activity the learners are expected to have recalled or
mastered conceptual framework for qualitative research.
Teacher’s Input:
Conceptual Framework is the researcher’s own position on the problem and gives direction to
the study and to show the relationships of the different construct that he wants to investigate.
Instructions:
Give inputs on framing conceptual framework.
Choose a
Do a
Topic
literature
review
Conceptual
Framework
Focus on the study, frame the conceptual framework using the following diagram
Evidence Evidence
Idea Idea
Evidence 2 1 Evidence
Evidence Evidence
Outcome
At the end of the activity, the learners are expected to design conceptual
framework for qualitative research.
Instructions:
Considering the last activity on framing conceptual framework for qualitative
research, the students will now then make their conceptual framework for their
current study.
The teacher shall present several designs to be used by the learners; however, they
are not limited to those. They are free to design their own framework.
Outcome
Overlapping Outcome
Outcome
Sequential
Social
Present the final output of conceptual framework of their current study using the
following rubrics:
Procedure 20%
Interrelation among concepts 30%
Presentation/Design Used 50%
100%
59
3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected to have recalled or
mastered giving conclusions on the results presented.
Instructions:
The following are the findings of a research conducted to Le Thanh Hien High
School students in Vietnam on speaking anxiety.
1. The students were not given enough time to prepare for a speaking task before the task was performed
and to perform and to perform their task.
2. When the students were asked to work in groups, not all of them were eager to contribute their opinions
in English. Some of them participated actively but the others spoke very little or not at all.
3. They tended to use Vietnamese when they discussed in groups.
4. While the students were making performances, the other students in class did not listen attentively. They
even chatted with the people next to them when their classmates were speaking.
5. The students looked very nervous when they spoke infront of the class. Sometimes, they did not know
what to say and kept silent.
6. They read what they had written on a piece of paper. They did not remember the structures and
vocabulary to speak naturally.
7. Whenever the students made mistakes, the teacher stopped them and corrected the mistakes.
8. The students had to do a lot of things in a forty-five minute period. They were always in a hurry because
they were given limited time for every task.
(Source: “Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School” by Nguyen Hoang Tuan and
Tran Ngoc Mai retrieved from Asian Journal of Educational Research, Vol. 3, No. 2, 2015)
(Source: “Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School” by Nguyen Hoang
Tuan and Tran Ngoc Mai retrieved from Asian Journal of Educational Research, Vol. 3, No. 2, 2015)
60
3i MODULE- Inquiries Investigations and Immersion
After the learners have learned the competency in crafting conclusions, they are
now directed to craft their conclusions using their own findings in their current
study.
At the end of the activity the learners are expected to have recalled or
mastered the crafting of necessary recommendations based on the reported conclusions.
Instructions:
Present the crafted conclusions of the speaking anxiety study to the Le Thanh
Hien High School students in Vietnam in the previous lesson as their springboard
in crafting recommendations
Conclusions:
1. Students spoke very little or not at all.
2. Students could not think of anything to say.
3. Students used Vietnamese instead of English when they discuss in groups or in pairs.
4. Students’ participation was low or uneven.
5. Students did not have motivation to express themselves.
6. Students were fearful of criticism or losing face.
7. Students had a habit of translate the information in the textbook into Vietnamese before they speak.
8. Students looked at they textbook when they speak.
(Source: “Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School” by Nguyen Hoang
Tuan and Tran Ngoc Mai retrieved from Asian Journal of Educational Research, Vol. 3, No. 2, 2015)
(Source: “Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School” by Nguyen Hoang
Tuan and Tran Ngoc Mai retrieved from Asian Journal of Educational Research, Vol. 3, No. 2, 2015)
61
3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected to edit and rewrite
findings, conclusions and recommendations of their own current study.
Instructions:
Group the students and direct to make some revisions and editing on the findings,
conclusions and recommendations on the current study.
Follow the suggestions and corrections.
Follow correct format in writing references as what they have learned in Practical
Research 1 & 2 and as discussed in the previous activities.
Rubrics for rating:
Content/substance 40%
Form 30%
Teamwork 20%
TOTAL 100%
62
3i MODULE- Inquiries Investigations and Immersion
At the end of the activity, the learners are expected to report the findings,
conclusions and recommendations of their current research work.
Instructions:
Report Chapter V of the current study.
Each group will be given 10 minutes to report the researched work by stating first
the problem and the statement of the problems of the study followed by the
findings, conclusions and recommendations.
Use ICT-based presentation in reporting their work.
Make sure that all the members of the group have to talk in the reporting.
The reporting is the summative assessment of the lessons. The following rubrics
shall be followed:
Delivery 30%
Unity/Coherence 30%
Teamwork 20%
TOTAL 100%
63
3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected to recall and
master their skills on revising and editing the given draft for final written research
64
3i MODULE- Inquiries Investigations and Immersion
Teacher’s Role:
1. Monitors the submission of draft of written research each group.
2. Facilitates the revision of the submitted research both in INDIVIDUAL WORK,
PAIR WORK & GROUP WORK among the learners/researchers
3. Explains the rubrics to be used by the participants as a representative of the group
in the revising and editing activity that are as follows:
Content of the Draft of the Written Research – 20
Form and Structure – 20
Group Participation & Cooperation – 10
Total Points (Performance Task) – 50 Pts.
4. Monitors the revising and editing through the activity of the learners.
Learner’s Role:
1. Participates in the INDIVIDUAL WORK, PAIR WORK, GROUP WORK
activity.
2. Prepares the draft of the written research.
3. Rubrics for rating.
Criteria Percentage
Content 50
Format/Presentation 30
Teamwork 20
Total 100
65
3i MODULE- Inquiries Investigations and Immersion
At the end of this activity, the learners are expected to recall and
master their skills on oral presentation and finalization of the written research report for
submission
66
3i MODULE- Inquiries Investigations and Immersion
Teacher’s Role:
1. Informs the learners after the guided preparation of the research study regarding the
scheduled oral presentation of their research work.
2. Facilitates the technology-assisted oral presentation of the respective field of research
study.
3. Monitors the task of every member of the group before and during the presentation.
4. Invites learners to observe the presentation focusing on the identified parts of the
research study and the final written research report.
5. Invites teachers to observe the conduct of the oral presentation of the final research
report.
Learner’s Role:
1. Attend scheduled oral presentation.
2. Rubrics for the oral presentation are as follows:
Clarity of the Details -40
(Each Part –Based on the Discussion)
Delivery of the Parts of the Research -30
Confidence of the Presenters -20
Group Participation & Cooperation -10
Total Points-Performance Task -100 Pts.
67
3i MODULE- Inquiries Investigations and Immersion
TEACHER WRITERS
3i MODULE
Inquiries Investigations and Immersion
JOVITA B. BOLALIN
Validator
Baao National High School
68