Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF CAVITE
CAVITE SCIENCE INTEGRATED SCHOOL
(Regional Science High School)
Garita B, Maragondon, Cavite

LEARNING COMPETENCIES:

 Visualize one scenario that caught your attention, then using your keen observation think
of a problem from that scenario and suggest also solutions for your problem.
 Conceptualize one research topic title then formulate 3 statements of the problem in
question form.
 Formulate your hypothesis from each research questions.
 Paraphrase the searched related studies and literatures to justify your formulated
problems
 Organize the background of the study to support your claim

MATERIALS:

 Laptop
 Internet Connection
 Related Literature of your study (researches, journal, website, books and etc..)

REFERENCE:

1. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2912019/
2. https://www.enago.com/academy/how-to-develop-a-good-research-
hypothesis/#:~:text=Importance%20of%20a%20Testable%20Hypothesis&text=To
%20be%20considered%20testable%2C%20some,the%20hypothesis%20must%20be
%20reproducible.
3. https://www.proof-reading-service.com/en/blog/what-is-parallelism-and-why-is-it-so-
important-in-academic-writing/#:~:text=Academic%20%26%20Scientific
%20Writing-,What%20Is%20Parallelism%20and%20Why%20Is%20It%20So
%20Important%20in,grammatical%20structure%20or%20syntactical%20pattern.
4. https://guides.lib.utexas.edu/c.php?g=674020&p=5143670

5. https://www.westernsydney.edu.au/__data/assets/pdf_file/0006/1254786/Literature_revi
ew_purpose.pdf.
6. https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J78WX2&
7. https://wesley.edu/wp-content/uploads/2015/07/Research_rubric__2009_.pdf
Activity 3.1.
Instructions: Answer the given questions regarding on the importance of having a schema in
making a research proposal. See the link of Google Forms in Google Classroom.
1. Why did you choose that scenario?
2. Based on your own understanding, cite the major role of research problems as guiding
principles in making a research proposal?
3. How do the review of related literature and studies help in making a good research
proposal?
4. What are your bases in formulating your research questions and hypotheses?
5. How important are research questions as part of your research proposal?

Activity 3.2.
Instructions: Read and understand the “Guidelines in making a research questions, objectives,
and problem statement” Use the given link below.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2912019/

Activity 3.3.
Instructions: read and understand the “Guidelines in Making Research Hypothesis. Use the
link bellow.
https://www.enago.com/academy/how-to-develop-a-good-research-
hypothesis/#:~:text=Importance%20of%20a%20Testable%20Hypothesis&text=To%20be
%20considered%20testable%2C%20some,the%20hypothesis%20must%20be%20reproducible

Activity 3.4.
Instructions: Search and read reliable literatures, take down notes and indicate the sources on
your journal. Using the related literature paraphrase, it using the SPS Format.

Activity 3.5.
Instructions: Read and understand the importance of parallelism of every component of
research proposal to the research objectives. Use the given link bellow.
https://www.proof-reading-service.com/en/blog/what-is-parallelism-and-why-is-it-so-important-in-
academic-writing/#:~:text=Academic%20%26%20Scientific%20Writing-,What%20Is
%20Parallelism%20and%20Why%20Is%20It%20So%20Important%20in,grammatical
%20structure%20or%20syntactical%20pattern.

Activity 3.6.
Instructions: Read and understand the importance of RRL in a research study. Use the link
bellow.
https://www.westernsydney.edu.au/__data/assets/pdf_file/0006/1254786/Literature_review_pur
pose.pdf.

Activity 3.6.
Instructions: Conceptualize a research topic title based on the guidelines. The output will be
graded using a rubric

Rubrics for grading the research title

Adapted from Research Title Rubric from University of Texas Liblaries

Learning outcomes to assess

 Students will develop a research topic with a manageable focus

 Students will describe the idea that research is a form of conversation

Success indicators

 Students select a potential topic that is manageable, researchable, and scalable.

 Students ask questions regarding their topic that are researchable.
 Students connect their topic to themes, ideas, and readings from their class

10 5 3

Develops a research Student identifies a Student identifies a Student identifies a

topic topic that meets the topic that only topic that does not
  parameters of the partially meets the meet the parameters
Associated outcome: assignment parameters of the of the assignment
Students will develop   assignment  
a research topic with Student identifies a   Student identifies a
a manageable focus topic that is scalable Student identifies a topic that is not
and is something topic that is either too something they can
they can find broad or too narrow reasonably find
information about and needs to be information about
scaled more

Asks questions about Student asks Student asks Student asks

their research topic questions that are questions that are too questions that are not
  relevant and that can vague or simplistic relevant or that are
Associated outcome: help drive their and that will not help not researchable
Student will develop research drive their research
a research topic with
a manageable focus

Establish connections Student notes and Students notes and Student is unable to
between their topic describes describes some connect their topic to
and broader themes connections between connections between themes, ideas, and
  their topic and their topic and course readings from the
Associated outcome: themes, ideas, and themes, but the course
Students will describe reading from the analysis is more
 the idea that research course superficial
and scholarship are a
form of conversation

Activity 3.7.
Instructions: Formulate research questions that are related or jibed to your topic title
Adopted from iRubric in Developing Research Questions form rCampus.com

Criteria 2 3 4 5
Research Question Question is not Research Research Research
related to the question is question is fairly question is well
Develop a viable distributed topic. related to the focused, and is a developed with a
research topic Student repeats topic, but is too good fit for scope
based on the course distributed topic broad or too available appropriate to
or assigned topic. with no narrow. Topic resources. available
modification. cannot be Research resources and
realistically question shows the terms of the
researched with some assignment.
available understanding of Question is
resources and/or issues and grounded in
time. Question concepts related background
may be basic to the subject. information, but
enough to be Displays some displays a high
easily answered aspects of level of
with general original thought independent
background or investigation. thought and
resources inquiry.
instead of
requiring deeper
investigation.
Gather Preliminary Student is Student Student Student
Information unable to identify identifies identifies identifies
relevant sources of sources of sources of
background or background background background
Use background contextual information, but information and information and
information sources information. shows difficulty successfully extracts
effectively to gain extracting extracts some numerous
familiarity with and concepts and concepts and concepts and
an understanding of related themes keywords on keywords from
the topic. on which to build which to build a which to develop
a research research a research
question. question. question.

Viability Student is Student Student Student

unable to identify identifies identifies identifies
relevant sources of sources of sources of
Determine and background or background background background
respond to the contextual information, but information and information and
viability of the initial information. shows difficulty successfully extracts
 research topic extracting extracts some numerous
based on available concepts and concepts and concepts and
resources. related themes keywords on keywords from
on which to build which to build a which to develop
a research research a research
question. question. question.
Clarity The research The research The research The research
question is question is question is question is
absent or absent or present and is stated at the
State the research unidentifiable. unidentifiable. stated with beginning of the
question clearly and adequate clarity. paper and is
succinctly. clear and
focused. The
research
question is the
obvious focus of
the paper.
Resource Cited literature Sources are At least half of all Most or all cited
Selection lacks relevance relevant, but sources show a literature is
to the research may be too high level of appropriate to
question vague or too relevance in the timeliness
Supports discussion narrow to truly addressing the and scope of the
of the research address the research topic. research
question with research Scope and question.
resources question. timeliness are Literature shows
appropriate to scope Sources do not generally attention to
and timeliness. match the appropriate. balance and
timeliness of the relevance.
question (ie up
to date for
current event
topics)

Activity 3.8.
Instructions: Use the trusted research sites in the internet by searching different literature that
are connected in the study. Using different literature organize a background of the study that will
show the SITUATION, PROBLEM AND SOLUTION. This output will be graded using a rubric
Rubric for Grading the Background of the Study (Introduction)
Adopted from Rubric for Research (Reported in the Traditional Format) Wesley College
Department of Education

Content 1 2 3 4 5
Uses sufficient and appropriate primary resources to describe/explain
theoretical assumptions that contextualize the research question
Uses sufficient and appropriate primary resources to develop background or
context for research question
Culminates with a clearly stated purpose/ research question
Activity 3.9.
Instructions: Create a reflection about the things that they had encounter during constructing
the given outputs. Se the template in the Google Classroom.

Activity 3.10
Instructions: Submit an individual grading sheet that assess the performance of your
groupmates in creating different outputs in research proposal. See the template in Google
Classroom.

Prepared by: Noted by:

ISRAEL G. ESMILE Belinda C. Loyola

Teacher 1 Principal III

Checked by:

RUBY I. HUGO
Head Teacher III