Inquiries, Investigation and Immersion: Quarter III-IV Module 1

Inquiries, Investigation and
Immersion
Quarter III-IV Module 1
The 3 I’s: Inquiry, Investigation and Immersion module is a way of realizations that come along
their life such as the different issues which surrounds them. This query is the act of asking for
information that leads to exploration and absorption.
This module is designed to enhance and develop the minds of the young people to understand the
subject well in agreement with Open High School Program (OHSP) of Region II Philippines.
This module has 1 lesson: Natural Inquiry

Brainstorming
Learning Objective:
1. The learner prepares a plan and focus on issues and ideas in their respective field.
What to do:
To attain the objective of this module, do the following:

• Yield your time reading the lessons sensibly.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Give response to all the exercises.
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LESSON 1. Natural Inquiry
An inquiry is a method that has the aim of extending knowledge, undertaking doubt, or solving a
problem. A theory of inquiry is an interpretation of the various types of inquiry and an action of the
ways that each type of inquiry attains its aim.
Now, to give you an idea on how to prepare for research, you may do the inquiry-based learning using the
following steps mention below:
Focus. which is an ill-structured problem demands consideration of diverse perspectives.

Decide of a topic. think-aloud, asks probing questions, monitors and encourages participants to
decide a topic,
Understanding the problem. This will include clarifications of misconceptions and
possibilities.
Design on the problem. this the final stage done to address problems within manageable scales
and extend their learning pathways.
Brainstorming is a way of inquiring ideas which will help you to develop concepts and focusing
technique by asking questions and knowing the interests of the persons involve in the said issues. The
potential ideas can be visualized for interpretations.
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Activity 1.1. Conceptualized Idea
To unlock the challenges, would you be interested in joining? Let`s do the following:
1. Mind mapping
To come up with best idea/s think of a problem regarding your chosen field of specialization as a
senior high school student. This can be done through visual by drawing pictures or illustrating your ideas
with suggested solution/s. For example, you are in the Accountancy and Business Management (ABM)
strand, you observed that your school canteen food products display was not saleable. Questions run in
your mind on why is it happening. You may list or illustrate some possible solutions of the low sale of
products in your school canteen. You can explore these collective ideas and reveal better understanding.
Abstract is allowed to envision in your mind possible solutions.
Possible topic: Products are not saleable in the school canteen,

Possible Solutions: Customer preference, limited daily allowance budget, poor customer service, limited
food choices
2. Mnemonic Ideas
What’s the right thing to say about the issue?
Behind mnemonic idea/s about the issues in their chosen field is a great realization to describe at
different angles.
Write the chosen issue below in your respective strand.
Describe how it happens.
Issue ____________________________________________
Descriptions of realizations
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
You`ve been looking for a better idea but to agree a common interest more details of the
issue should prevail.
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3. Shout out ideas
Tell the different issues in the society regarding their chosen field and write it inside the boxes.
You may shout out their ideas based on the agreed issue through writing it on your note pad.
Example below:
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Immersion
It deals with identifying the inquiry and stating of the problem. It walks the students towards
designing a research project related to daily life, describing justifications or reasons for conducting the
research stating the background of the problem, presenting the Conceptual Framework, stating the Research
Hypothesis, presenting a written statement of the problem, asserting the definition of terms, stating the
Importance of the study, and determining scope and delimitation of the study.
This module has 7 lessons:

1. Background of the problem
2. Conceptual Framework
3. Research Hypothesis (for Quantitative Research)
4. Statement of the Problem
5. Importance of the study
6. Scope and limitations of the study
7. Definition of terms
What you are expected to learn?
After going completed this module, you are able and expected to:
1. Explain the background of the study
2. Formulate the conceptual framework
3. Formulate clearly statement of research problem
4. State research definition of terms
5. Write a statement of the problem showing the following parts:
 Importance of the study
 Scope and delimitation of the study
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Background of the Problem
1
After you have carefully written your previous activities and perhaps ran it through your associates
though a many of times. While there are many elements for your readers is the background of the study. The
background of your study will provide context to the information discussed throughout the research process.
The background information of your study may include both important and relevant studies.
Furthermore, the background of the study will deliberate your statement of the problem, rationale,
and research questions. It links the introduction to your research study and guarantees a logical flow of
ideas. Thus, it helps readers understand and comprehend your reasons and explanations for conducting the
study.
Sample Background of the study:
GRADE 11 STUDENTS’ LEVEL OF AWARENESS ON THE 3R’S METHOD

IN UTILIZING NON-BIODEGRADABLE WASTE IN LA SALLE UNIVERSITY
In today’s generation, a lot of problems have been emerging in our society and the most common
problem that humans are facing right now is about the environmental concerns, specifically the solid waste
which includes the biodegradable and non-biodegradable. Waste can be defined to be as those materials that
are no longer needed at some point. Biodegradable waste are those that can be easily decomposed while
non-biodegradable waste are those that cannot be broken and decomposed in which these will remain stable
indefinitely. Moreover, non-biodegradable waste brings problem to our environment.
Activity 2.1: Writing Exercise: On the different parts of the Background of the Problem
1. On the topic that you have chosen, write a Background of the Problem based on the things you’ve
learned on the topic provided.
Conceptual Framework 2
Researchers create and generate theoretical and conceptual frameworks that comprise a philosophical
and methodological model to help and aid to design their work.
A conceptual framework is an analytical tool with several variations and contexts that can be
applied in different categories of work where an overall picture is needed in order to come up with the
desired goal. It is necessary to make conceptual and theoretical distinctions and organize ideas. Strong and
resilient conceptual frameworks capture and apprehend something real and do this in a way that is easy to
remember and apply.
The theoretical and conceptual frameworks provide evidence of academic standards and procedures that
validates the authenticity of the study. They also proposed an explanation and clarification of why the study
is relevant and how the researcher expects to fill the gap in the literature.
How to make a Conceptual Framework
As written by Maria Magher, a conceptual framework is a bit like a recipe or a blueprint. It provides
an outline of how you plan to conduct the research of your thesis, but it goes further than that by also
positioning your work within the larger field of research.
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a. Conduct a Literature Review
Before you can have your own research, you need to understand and comprehend what research
has already been conducted on your topic of interest and curiosity. Conducting a literature review
can help you to refine your central argument or hypothesis. You must also conduct and gather the
literature review to be able to place and organize your work within the larger and greater area of
study in your conceptual framework. Your framework should present the relevant research ad
show how your work will help to advance the field.
b. Create a Flow Chart

Conceptual frameworks are frequently visual in nature and allow those reading the framework to
understand the course of your research. You can present this in whatever way makes the most
sense for your work, which can include a flow chart, mind gap or diagram. In every component
of your research you should showcase the variables that influence it.
c. Write a Narrative
Conceptual frameworks don’t have to include a diagram or graphic. You can always present the
same information and evidences by writing a narrative. Your narrative should recap the variables
influencing your research and explore how they may change the hypothesis. The narrative should
also explain and enlighten the basic methodology for your research. If you include a diagram in
your conceptual framework, a narrative should also be included explaining these details for those
who prefer more in-depth information. Bolded headers to separate the sections of your narrative
and to create a visual order of information.
d. Return and Revise

As you begin your research, you may discover that certain elements of your conceptual
framework no longer needed. You will discover new variables, or you may identify that your
hypothesis is incorrect. You may discover additional research that challenges your own theory
and ideas. You should return to your framework and revise it if necessary.
Sample Schematic Diagram:

Independent Variable Dependent Variable
Demographic Profile of the

respondents in terms of:
¥ Age
¥ Gender
¥ Grade Level
¥ Occupation of the
parents Academic Achievement of
¥ Monthly income of the 4Ps Pupils-Recipients
parents
¥ interactive Method
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Fig. 1 Schematic Diagram showing the perimeter of the study.
Activity 2.2. Writing Exercise: Make your own Conceptual Framework
Directions: On the topic that you have chosen, make a Theoretical and Conceptual Framework
based on the things that you’ve learn on the lesson using the figure below and make a narrative regarding
the relationship of your variables based on the topic you’ve chosen.
It is your turn to make your own Conceptual Framework.
Independent Variable Dependent Variable
Fig. 1 Schematic Diagram showing the perimeter of the study.
Research Hypothesis
3 Research Hypothesis is vital to all research endeavours, whether qualitative or quantitative,

exploratory or explanatory. In developing a testable research hypotheses takes skill, however, along with
careful attention to how the proposed research method treats the development and testing of hypotheses.
The hypothesis in your study, you are predicting the relationship between two variables.
Following are some hints for the formulation of your hypothesis.
1. Be certain to read on the subject matter to explain with it before making a final decision
2. As noted, a research hypothesis is more than just a topic. It has two elements (variables) that
are in relation to each other. Your hypothesis is what you propose to “prove” by your research. As a
outcome of your research, you will arrive at a conclusion, a theory, or understanding that will be
useful or applicable beyond the research itself.
3. Avoid judgmental and critical words in your hypothesis.
4. Your hypothesis must involve an issue or question that cannot be answered exclusively by the
discipline of law.
5. Be certain that each term I your hypothesis is clearly understood and defined, do not deal in
generalities or assume that the reader knows the meaning of the technical term.
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6. Specify, if appropriate, whether you will be dealing with state or federal law or both on a
comparative basis if appropriate.
7. Know that your hypothesis may change over time as your research progresses.
You must obtain the professor’s approval of your hypothesis, as well as any modifications to your
hypothesis, before proceeding with any work on the topic.
You will be expressing your hypothesis in 3 ways:

1. As a one-sentence hypothesis.
2. As a research question.
3. As a title for your paper.
Your hypothesis will be part of your research proposal.

Sample on Research Hypothesis:
Null Hypothesis:
1. There is no significant relationship between respondents profile in the academic achievement.
Activity 2.3. Writing Exercise: Make your own Research Hypothesis
Directions:
1. Go back on the sample given.
2. Choose the topic that you’ve chosen, write a statement on the Research Hypothesis on your
chosen topic.
A. Research Hypothesis
_______________________________________________________________________________________
Presentation of Written Statement of the Problem

4
Research studies generally include the succeeding interconnected portions.
Purpose of the statement of the Problem
Marshall and Rossman (1995) explain clearly the purposes of the problem statement or inquiry.
1. To describe the substantive focus of the research study
2. To frame it as
a. A larger theoretical policy
b. A practical problem and thereby, develop its significance
3. To pose initial research questions
4. To forecast the literature to be discussed in the second section and
5. To discuss the limitations of the study.
Let us suppose that in the course of your reading a newspaper, you come across in the article that
interested you that you decided to do a qualitative research on the problem discussed in the article. This is a
preliminary procedure which will lead you to a statement of the problem.
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Activity 2.4. Directions: 1. Do a close reading of the following article:
Tell me what you see: “Am I pretty or ugly?”
New York- Sammie, a shy 13-year old from New Jersey, stepped out of the shower and pulled a plain gray
T-shirt. She left her hair wet and decided not to apply makeup. Careful not to wake up her family, she
looked into the camera and spoke in a low whisper. “People at my school and camp say that I’m the ugliest
person they’ve ever seen, “she said,” and that I could be the ugliest person that could ever be living.”
“Be honest and tell me if I am ugly or not,” she continued. “I can take it, but please don’t say really mean
stuff.” She titled the video, “Am I ugly or pretty?” and like thousands of other young girls who have made
similar videos, uploaded it YouTube. Several months, 72,000 views and more than 2,000 comments later,
she was no less insecure about appearance, she said in a telephone interview in December 2013.
But she had learned a lot about the cruelty of people. “I don’t like to look at that video anymore,” she said.
“It makes me upset
2. You decide to do a qualitative research on this topic of interest and you come up with a specific
problem:
Presentation of the Formulated Statement of the problem Based on the

Feature Article
Specific Title of the Study:
Narcissism in Teenagers: Root causes, Manifestations and Interventions

The different parts of the problem statement will be written as follows:
Introduction
Taking selfies or video of oneself has become a social phenomenon that has been brought about by
the use of modern gadgets, particularly the mobile phone-adolescents take pictures or videos of themselves,
their possessions, their latest happenings or gigs, their friends, their food-anything, anyone they take a fancy
on, anywhere, anytime. A good number of people say that this social phenomenon has evolved into
narcissism. There is, to date, a dearth of research on this topic.
Statement of the Problem

Major Problem: This study aims to investigate the root causes of narcissism, as well as its
manifestations and possible forms of intervention.
Specific Problems: Specifically, it seeks to answer the following questions:

1. What are the underlying causes of narcissism?
2. How has technology contributed to narcissistic behavior?
3. What re the manifestations of narcissistic behavior in adolescents?
4. What forms of intervention can be done to address this behavior of adolescents?
5. How can the following help in developing healthy self-esteem, positive outlook and attitudes
in adolescents?
A. Parents
B. Curriculum Planners
C. Administrators
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D. Teachers
E. Guidance Counsellors
F. Peers
Activity 2.5: Writing Exercise: Make your own Statement of the Problem.
Directions:
2. Choose another topic and again, write a specific statement or inquiry showing the following:
A. Statement of the Problem

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Significance of the Study
This portion discusses how to write this section and provides an example to illustrate the different
techniques. In actual fact, the section on significance of the study provides information to the reader on how
the study will contribute. It must be exactly stated, however, what the study will contribute and who will
benefit from it.
Sample Significance of the study:
Significance of the Study
The researcher believed that the result of this study will help the following assess the 4Ps program and
its effect to the performance of the pupils.
The Department of Social Welfare and Development. The researcher believes that the result of this study
will be of great importance to the department since they are the ones monitoring the 4Ps program. May this
study serve as the basis in the modification of the conditions in giving cash grants
The Administrators. The result of the study would be the basis of constructing and implementing new
and innovative teaching aids to help teachers fully supervise and assess the pupils to achieve their full
potential, since children are financially supported in their studies by the government.
The Teachers. The result of this study may help the teacher in constructing and developing new teaching
strategies to help the students in their performance and be mindful that even if students are provided and
supported by government, they still need equal guidance to perform well in school. The factors affecting the
performance of the students may also help the teacher as their basis in making daily lessons.
The Parents. The result of this study will inform the parents that their guidance is a big impact on the
performance of the students in school.
The Students. May the result of this research helps the student in understanding that coming to school
daily may be a guarantee that they will also have good academic performance. And may the result give them
the overview of how the government is supporting their studies and that they must do their part by studying
well.
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Activity 2.6. Writing Exercise: Writing a statement on the Significance or the Importance of the Study.
Directions:
On the topic you’ve chosen, write a specific statement regarding the Significance or the Importance
of the study.
Importance of the Study:

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Scope and Limitation of the Study 6

As mentioned in other topics, to broad topics will lead the research nowhere.
The scope and delimitation of the study sets borders and limitations of the problem inquiry and narrows
down the scope of the inquiry.
Examples of Delimitation of Research
1. This study covers only those families in Barangay San Jose, Pasig City, benefited by the
government’s Pantawid Pamilyang Pilipino Program.
2. This study includes only those English freshman classes that use both Blended Learning and
standard ways of Language teaching.
Activity 2.7. Writing Exercise: On the Scope and Limitation of the Study.
Directions:

2. On the topic that you’ve chosen, write a specific statement showing the Scope and Limitation
of your study.
A. Scope and Limitation
______________________________________________________
______________________________________________________
______________________________________________________
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Definition of Terms
Glossary of Research Terms- this glossary is intended to assist you in understanding commonly used
terms and concepts when reading, interpreting, and evaluating scholarly research in the social sciences.
Types and Functions
a. Conceptual Definition
Refers to the dictionary meaning.
b. Operational Definition
Is the meaning of the concept or terms as used in a particular study.
Sample Operational Definition of Terms:
Conceptual Definition Operational Definition
Academic Performance CCT or Conditional Cash Transfer
It is the product of education- the degree to which a This is a program that transfers cash, largely to
student, teacher or organization has attained their deprived families, on the circumstance that those
educational goals. It is dignified by the final grade families make prespecified funds in the human
earned in the course. assets of their kids.
Activity 2.8. Writing Exercise: Defining a term.
Directions:
1. On the topic chosen, write a specific statement using the different Types and Functions of
Definition of Terms.
A. Conceptual Definition:
________________________________________________________
________________________________________________________
________________________________________________________
B. Operational Definition
________________________________________________________
________________________________________________________
________________________________________________________
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Immersion
Review of Related Literature has always been an important and critical part of a
research paper. In this section, the different researches, articles, journals and all other
publications related to the chosen research topic will be identified, located, summarized and
analyzed.
At the end of this module you are expected to learn the following:
a. define and distinguish the definition, characteristics and mechanism of the
review of related literature;
b. formulate review of related literature for their respective research studies; and
c. Appreciate the importance of the review of related literatures in completing
research studies.
How to learn from this module?
To achieve the objectives of this module, do the following:

 Take your time reading the lessons
 Follow the directions and/or instructions in the activity exercises diligently
 Answer all the given tests and exercises
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LESSON 1. SELECTION OF RELATED LITERATURES
Review of Related Literatures, as stated in the Overview, is one of the major

components of a research paper. It gives an overview of all the writings relative to a specific
topic (Prieto,Naval & Carey, 2017). Therefore, selecting the right sources for the literature
review is very important in producing a quality research paper.
After you have chosen your research topic and crafted your 1 st Chapter (Introduction), the next
step for the completion of your research paper is the writing of the Review of Related Literature.
When writing your RRL, you must first consider the sources that you are going to use as bases
for the contents of this chapter. RRL sources are commonly classified into two major types;
namely:
a. Primary source- publications or writings wherein a researcher reports the results of their
own studies. Example: Monthly, quarterly or annual journals.
b. Secondary source- publications or writings wherein a certain author describes the work
of another author. Example: Textbooks, encyclopedias, yearbooks
As much possible, use the primary sources to avoid tampering and miscommunications
on the data.
In identifying a possible source of your RRL, you can refer to the following
characteristics below:
1. The sources that you should use must be new or recent as possible.
2. It must be unbiased and objective as possible.
3. It must be relevant to your topic.
4. It must be in adequate number, not too few nor too many.
Activity 3. Directions: Visit your school library and look for writings or materials that are
possible sources of your literatures for your chosen research topic. List as many sources as
possible. Make an outline of your activity using the table below:
Source Details
Example:
1. Textbook on Food Handling Author: Jane C. dela Cruz
Date Published: 2010
Publisher: MCA Publishing House
Place of Publishing: Manila City, PHL
LESSON 2. CITATION OF RELATED LITERATURES
After identifying your research title, crafting your Introduction and finding your
possible sources for your literatures, the next thing that must be truly considered by a researcher
is the means of citing his/her used literatures. Proper citation of a source is important for you to
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avoid complications and problems on the authenticity of your data once your paper is already
published.
Citation, in research, is defined as a means of informing your readers that a certain
information came from a specific source and you just borrowed it to widen the explanation of a
certain situation or data of your research. When citing literatures, you as the researcher, must
see to it that information borrowed from other authors are properly cited. The means of proper
citation is shown below.
Citing of sources comes in two (2) manners, namely: a) in-text citation and b) referencing list.
a. In-text citation refers to all of the citations that can be found in all of the chapters in
your research paper. The commonly used information in this manner of citation are the
following:
i. Author’s name
ii. Date of the publication of the source iii. The page
number where you found the information.
b. Referencing list refers to the bibliography and/or references of your research paper.
This holds the summary of the information of all of your sources. Information needed in
making the referencing list involves the following:
i. Author’s name ii. Date of the publication of the source.
iii. The page number where you found the information.
i. Publisher
ii. Place of Publishing
iii. Volume vii. Edition viii. Other relevant information
In the in text- citation of author(s) of the related literatures, three (3) guidelines should be
considered, namely: a) by author or writer, b) by topic and c) chronological means of citation.
a. By author or writer
In this method of citation, all your data and information, facts, ideas or
-
principles from your sources are discussed or explained separately.
- Example:
Cruz (2002) states that research is …
Dela Torre (2005) described conduct of research as …
- In this example, it is evident that by using by author or writer method, the
information coming from a specific author will be discussed separately from the
others.
b. By topic
- This method of citation is used when a number of authors or sources gives the
same information about a certain topic. The citation of the information will be
granted to all of the authors.
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- Example:
Accordingly, research is … (Rio, 2000; Luna & Magsaysay, 2005).
- In this example, the authors (Rio, Luna and Magsaysay) shared the same
information about research. When you are going to use this information, make
sure to cite ALL of the authors that published this said information.
c. Chronological
- Citing literatures using the chronological method involves sequencing the
information based on the year it was published.
- Example:
Yu (2005) states that … Ang (2007)
discussed all about …
Chu (2010) deliberated regarding …
- In this example, the sources are arranged chronologically from the earliest to the
latest.
In citing literatures, you as a researcher, must see to it that citations of your sources are
done correctly. Citations styles are referred to as the format of the information needed during
the citation. There are three (3) most common citation styles that are used to cite sources,
namely: a) American Psychological Association (APA), b) Modern Language Association
(MLA) and c) Chicago Manual of Style (CMS). These three citation styles will be thoroughly
discussed on the proceeding discussions.
1. American Psychological Association (APA)

This citation is commonly used when a researcher works in social science-related
researches. APA follows an author-date format, wherein, the needed information for its in-
text citation is the author’s surname and the year of publishing. APA follows different
formats for varying author and its number. Citing in APA format is shown in the next page.
I. APA Citation for works with one (1) author
In working with APA citation style for one author sources, you will need
the author’s surname and the year of its publication.
Example:
By author: Lee (2005) states that the earth is …
By topic: The composition of earth is … (Lee, 2005).
II. APA Citation for works with two (2) authors
Citing sources with two authors using APA style still needs the authors’
surnames and the year of publication. The format varies whether you want to use
a by author or by topic manner of citation. Examples:
By author: Kim and Lee (2009) states that …
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By topic: Accordingly, … (Kim & Lee, 2009)
In the by topic manner, the word “and” will be replaced by a symbol “&”
which is known as the ampersand. The authors’ surname and the year of
publishing is separated by comma (,).
III. APA Citation for works with three (3) to five (5) authors
The information needed in this number of authors are still the authors’
surname and the year of publication. The format varies on the manner of citation
used and the frequency of its usage.
Examples:
By author: Kim, Lee, Young and Yu (2015) discussed …
By topic: Today’s generation … (Kim, Lee, Young&Yu,2015).
In the by topic manner, the replacement of the word “and” to “&” is still
applicable. Still, authors’ surname and the year of publication will be separated
using a comma.
If you wish to use the same source for a multiple time, different format
will be followed.
Examples:
By author: Kim et al. (2015) discussed that …
By topic: Today’s generation … (Kim et al., 2015).
In this format, the citation will be shortened by sustaining the first author
and replacing the others by the word “et al.” which means “and others”. In “et
al.”, the period will be placed only after the “al.”.
I. APA Citation for works with six (6) to ten (10) authors
Citing literature with this number of authors follows the following
format:
Examples:
By author: Lee et al. (2015) discussed that …
By topic: Today’s generation … (Lee et al., 2015).
This format will be used in all of the citations made.
II. APA Citation for works with associations, corporations, government agencies, etc.
as the author
In this case, the associations, corporations, government agencies will
serve as the author. The year of publication is still needed.
Examples:
By author: According to the Department of Education
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(2012) …
By topic: The education is … (Department of Education,
2012).
However, if the associations, corporations, government agencies have a

well-known abbreviation, the abbreviations can be added in the first citation and
will be used the proceeding citations to follow. Abbreviations shall be enclosed
in a bracket [ ].
Examples:
First Citation: Department of Education [DepEd] (2012) …
Second Citation: DepEd (2012) discussed …
I. APA Citation for works with indirect sources
Indirect sources refer to sources that were mentioned in another source.
In this case, the primary author is needed, the year it was published and its page
number.
Example:
Brown discussed that … (as cited by Smith, 2002, p. 92).
The primary authors’ last name, year and page is separated by comma.
II. APA Citation for electronic sources

Electronic sources refer to materials that are in an electronic form, i.e.
pdf files. For this type of source, the citation follows the author-date format,
varying from its number of authors.
Examples:
By author: Perry (2006) states that the …
By topic: The … (Perry, 2006).
III. APA Citation for websites with author and year published
In citing literatures from this source, the author-date format is still used.
Examples:
By author: John (2010) states that the …
By topic: The … (John, 2010).
IV. APA Citation for websites without author but with the year published
In citing this source,the title will replace the author and will follow the
author-date format. The title will be enclosed in quotation marks (“).
Examples:
By author: “The Solar System” (2012) ….
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By topic: It is said that … (“The Solar System”, 2012)
V. APA Citation for websites with author but without year published
To cite these sources, date will be abbreviated by “n.d.”, which means
“no date”.
Examples:
By author: Green (n.d.) stated that …
By topic: Accordingly, … (Green, n.d.)
I. APA Citation for websites without author and year published
To cite these sources, use the title of the enclosed with quotation marks
(“) in lieu to the author, and write “n.d.” to specify no date.
Examples:
By author: “The Hydrosphere” (n.d.) …
By topic: Accordingly, … (“The Hydrosphere, n.d.)
Activity 3.1. Directions: Determine whether the following is using APA, MLA or CMS Citation
Styles. Write your answers on the space provided.
Item Citation Style Used
1. The earth is ……. (Robinson, 2011)
2. Song et al. (2012) stated that …

3. Lim described human beings as ….
(45).
4. “The Philippines” (2009) defined ….
5. Norman explained the meaning of …. 2
6. It is stated that … (White 2005, 357)
7. Chang (n.d.) stipulated that …

8. According to DepEd (2005), …
9. Gonzales explained that … (as cited by
Brown, 2018, p. 92)
10. It was stated that … (dela Cruz,
Medina, Gray and Yu, 2018).
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LESSON 3. SYNTHESIZING INFORMATION FROM RELEVANT LITERATURE
Now that you have already gathered your sources for your review of related literature,
the next step to accomplish your Chapter II is to extract the important and relevant information
that you can use to compose this chapter.
This lesson focuses on discussing the ways of how you are going to write your synthesis
based on the related literatures that you have gathered for the activities in the 1 st and 2nd lesson
of this module. This lesson will teach you how to segregate relevant and non-relevant
information, extract main ideas from your sources and know how to prepare a synthesis matrix.
Lesson 3.1. Definition and Types of Synthesis
Synthesis is defined as an extraction of information and discussion from one or more

relevant literatures. When doing a synthesis, you need to extract the important information
coming from all your sources. You have to find the similarities and differences from one source
to the other and you must instill the importance of these information to your research study.
When doing your synthesis, you can present your information in two (2) means: a.)
Explanatory or b) Argument synthesis. Explanatory synthesis deals with presenting the
information through explanations and descriptions, and presents it in an objective manner.
Argument synthesis, on the other hand, enables a researcher to present his/her in point of view
from a certain topic in a logical manner. Information that is written using an argument synthesis
commonly debatable.
Example:
Explanatory Synthesis:
According to the Divine Creation Theory, the world was made by the Almighty. All
creatures made into life through his power. He crafted the universe in just 6 days. He made the
human beings from sand and blessed it with life through his own breath.
Argument Synthesis:
The world is made through evolution and scientific reactions, wherein all living creatures
undergone series of mutations and reactions to become what it is right now. This statement is
supported by the Theory of Evolution by Natural Selection which is published by Charles
Darwin.
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Lesson 3.2. Categories of Sources
The sources for the data and information for the crafting of your Review of Related Literature
is categorized into four (4).
1. Documents- these sources include those materials that are written or printed such as
books, reports etc. This source can come in a published or nonpublished state.
2. Numerical records- This source is considered as a subcategory of documents. This
source includes numerical data in printed form such as census reports, school budgets,
etc.
3. Oral statements- Stories, myths, legends, songs and other form of oral data composes
this type of source.
4. Relics- this source commonly composes information about the history.
Lesson 3.3. Writing a Synthesis
After defining what is synthesis, knowing its types and categories of its sources, you are
now leading to making your own synthesis for your Review of Related Literature Chapter. To
write your synthesis, Prieto et al. (2017) suggested ways that you must follow.
1. You must consider your purpose in writing.
2. You must select and read carefully your sources, according to your purpose.
3. Formulate a thesis. It is the main ideas that you want to present in your synthesis.
4. Decide how will you use your source materials and take down notes.
5. Develop an organizational plan according to your thesis.
6. Write the first draft of your synthesis, following your organizational plan.
7. Revise your synthesis.
When you are going to write your synthesis, you can use these following techniques as
your guide.
1. Summary- the simplest way of organizing a synthesis. When using this technique, you
are going to write the most relevant information and sources you gathered.
2. Example or illustration- it is a technique wherein you are going to synthesize
information by giving examples and illustrations of your specific information.
3. Two (or more) Reasons- this technique basically includes presenting the thesis and
supporting it with reasons why it is factual.
4. Comparison and Contrast- In using this technique, you are going to show the
similarities and differences of two or more data.
Once all data and sources are already gathered, you are now ready to synthesize your
information. To make this, a synthesis matrix is suggested. This matrix will guide you on how
are you going to synthesize your data and information and will help you easily craft your
Review of Related Literature. Below is an example of a synthesis matrix.
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Topic: __________________________________________
Main Idea A Source #1 Source #2 Source #3 Source #4 Source n

Main Idea B
Main Idea n
In using this synthesis matrix, you must understand the important terminologies. The
Topic above refers to your respective research topic, and must be filled up before starting your
synthesis. The Main Idea A, B, n refers to the possible sections of your RRL. You are going to
write the things that can possibly affect your research. Example, if your topic would be
focusing on the effectiveness of different teaching strategies towards the learning progress of
students in VNHS, you can use teaching strategies as one of the main ideas. These main ideas
can help you to find what are the needed and relevant information for your RRL. You can have
as many main ideas as you can, provided that this is related to your research topic. The Sources
nos. 1, 2, 3, 4, n, on the other hand, refers to the sources of your information. In this area, you
need to take note of all the details of your sources to be used for your citation. It would be
better to have many sources because it will give you a variety of information and can help you
elaborate more of your main idea. Now that you know the definition, types, categories of
sources and techniques in writing a synthesis, you are now ready to make your own!
Activity 3.2. Directions: Using the outputs from your preceding activities, make the synthesis of
your research study using the matrix.
Topic: __________________________________________
Main Idea A Source #1 Source #2 Source #3 Source #4 Source n

Main Idea B
Main Idea C
Main Idea D
Main Idea E
Main Idea F
Main Idea G
Main Idea H
Main Idea n
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LESSON 4. WRITING COHERENT REVIEW OF RELATED LITERATURES
The previous lessons of this module guided you on the preparation for crafting your RRL.
These preceding lessonsimparted knowledge on what is Review of Related Literature, how to
select relevant literatures, how to make citations and how to synthesize information coming
from a relevant source. At this moment, we are going to move forward to another lesson which
focuses on writing coherent review of related literatures. In pursuing this lesson, you need to
apply your learnings from the 1st activity of this module as we are now going to craft your
Review of Related Literature.
Lesson 4.1. Review of Related Literature Structure
The review of related literature is commonly composed of three major sections: a)

Introduction, b) Body and c) Conclusion.
The introduction of your RRL is commonly composed of a single paragraph wherein
information about the general topic of your research is presented. It also provides the overall
statement of knowledge about your research topic. This section gives an overview of the
contents of your RRL highlighting the points (main idea) that can be seen in this chapter.
The second section of your RRL is the body. This section focuses on presenting all the
relevant information that you have gathered. Presenting your relevant information must follow
a logical manner, addressing the order of your objectives of the study. The contents of this
section come from your synthesis matrix. The last section of your RRL is the conclusion. As
its name implies, the conclusion is a single paragraph that functions in providing a summary of
the overall state of knowledge about your topic. This section must show how significant is your
research study.
Always remember that when writing your Review of Related Literature, you must use
the correct in-text citation.
Lesson 4.2. Guidelines in writing literature review
Prieto et al. (2017) crafted the following rules that you can use in order to produce a quality
RRL.
Rule 1. Define the topic and the audience. When defining a topic, consider factors such as
interest, importance and recency.
Rule 2. Search and re-search reference list.
Rule 3. Prepare a conceptual diagram of the need for the different types of literature review.
Rule 4. Take notes while reading.
Rule 5. Choose the type of review you wish to write.
Rule 6. Keep the review focused and make it of broad interest.
Rule 7. Be critical and consistent.
Rule 8. Find a logical structure.
Rule 9. Make use of feedback.
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In presenting your review of related literature, the following states are recommended to
showcase coherency.
1. There appears to be strong evidence that …
2. The literature has shown …
3. The foregoing literatures have shown …
4. The data supporting the hypothesis are …
Another pointer in crafting a coherent review of related literature is to use an index card.
Index card is one if the most handy and effective research tools what will help you in
organizing your information for this chapter. Here’s how to use your index cards.
1. Make a separate card for each source.
2. Give each source a racking number.
3. For a book, include the author, title, date and place of publication and publisher.
4. For a periodical, also include the page numbers of the article.
5. For a website, include the title, the sponsors and authors or editors, if known; the
site and date when it was created or updated and the date when you access the site.
In using an index card, you must see to it that you have the following information:
1. Where you found the information
2. Topic
3. Paraphrased information found
4. Page you found the fact on
Below is an example of an index card:
Topic Where you found the

information?
Divine Creation Theory Source #1
Divine Creation is one of the commonly used theory in explaining

the origin of the world. According to this theory, the Universe as
a whole was crafted by the Almighty.
Page 25
Paraphrased Page you found the fact

information found on
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LESSON 5. USE OF ETHICAL STANDARDS IN CITING RELATED LITERATURES
Ethical standards have been a significant subject in the research field. Ethical standards help
researchers in maintaining their integrity. In research, it is defined as a means of making rights
decisions relating to the conduct of the study. Some researchers consciously or unconsciously
break some ethical standards leading to some complications.
This lesson focuses on educating you, as a researcher of the different ethical standards that
each researcher must consider before doing a research study.
Lesson 5.1. The Relationship of Ethics and Research
Ethics in research can be defined as the norms for conduct that distinguish between
acceptable and unacceptable behaviors. It can also be defined as a process of applying moral
standards and principles in any undertaking. In general, the ethics in research is used so that a
researcher will be able to define right from wrong doings.
Ethics serves a very vital role in conducting a research study. It can keep the researcher
from committing misconduct while seeking knowledge and truth, and respecting and protecting
the rights of the respondents-humans and animals. Ethics also promotes essential values that
helps researcher to have a common understanding and work on a topic harmoniously. Also,
ethics binds different experts together in the spirit of important values such as accountability,
cooperation, coordination, mutual respect and fairness, among others.
Ethics in research follows eight (8) principles. These principles must be taken seriously by
each researcher to secure an ethical study.
1. Honesty- a researcher must secure honesty in producing his/her study. Transparency is
the key in upholding honesty in research. Researchers must see to it that all borrowed
intellectual property must be cited accurately.
2. Objectivity- Researchers must see to it that she/he is free from any form of bias in all
aspects of his/her research paper.
3. Integrity- The researcher must secure that the study holds sincerity and consistency. The
researchers must see to it that all of the parts promised and presented during the
presentation of the proposal must be kept
4. Carefulness- The researcher must see to that the conduct of the study must be free from
any carelessness and errors of negligence. All-important data must be kept for future
uses.
5. Openness- Researches must see to it that they are open-minded persons wherein they
can accept suggestions from others and they can handle constructive criticism.
6. Respect for intellectual property- A good researcher must see to it that she/he practices
respect for intellectual property. This principle can be executed upon proper citation off
borrowed statements and giving dur credit to the owner.
7. Trustworthiness- A researcher must secure that he/she is maintaining his/her
trustworthiness. The researchers must see to it that any data or information in the
research, especially those data from surveys and other data gathering procedures, must
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be used according to its proper and allotted usage only. The researchers must also keep
the confidentiality of every data gathered and must protect its privacy.
8. Social and legal responsibility- A researcher must abide with the legalities, rules and
regulations set by his/her partner institution or organization
The need for ethics is very vital in research because of these reasons:
1. Norms promote the aims of research such as knowledge, truth and avoidance of error.
2. Norms promote the values that are essential to collaborative work such as trust,
accountability, mutual respect and fairness. They also protect intellectual property
interests and encourage confidentiality even in collaboration.
3. Norms ensure that researchers can be held accountable to the public. To a certain extent,
they draw parameters within which what ideas to write and how they should be written.
4. Norms promote a variety of other important moral and social values. Ethical lapses in
research can significantly harm human and animal subjects, students and the public.
5. Norms help build public support for research. This happens when individuals and
organizations believe in the integrity and credibility of the researcher/s, they offer
funding for the project.
For you to further understand the function of ethics in research, here are some terminologies
that may aid you:
1. Ethical relativism- this refers to the view that values are relative in the sense that a
person feels his/her value is better than any other person’s value.
2. Ethical principles- this term refers to values that are translated into rules or standard of
conduct.
3. Ethical dilemma- this refers to situations where there is an evident conflict between
values and principles and the choice of action needs to be decided.
Upon the absence of Ethics in conducting your research, you might be able to do some
unethical deeds commonly known as a scientific misconduct. The following are the possible
scientific misconducts that can be done in research:
1. Fabrication and falsification of data- also known as “cooking of data”. This scientific
misconduct involves producing data without an actual experimentation or altering data
in recording for the intention to fit them to what are expected.
2. Non-publication of data- In contrast with fabrication and falsification, nonpublication of
data involves choosing not to include data because they do not conform to the well-
established body of knowledge or are unsupportive of the research hypothesis. Only the
results that do not reject the hypothesis are reported and published.
3. Faulty data gathering procedures- It is referred to as a negligence or carelessness lead to
errors in measurement or faulty research instruments. Error may also be caused by
inappropriate application of treatment to the subjects and poor data recording.
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4. Plagiarism- It is a fraudulent act that involves claiming another person’s ideas, work or
publication.It is a form of intellectual property stealing and dishonesty that usually
happens in scientific publications. There are four types of Plagiarism.
a. Copy and Paste Plagiarism- this type of plagiarism involves copying information
word-by-word without giving due credit to the source. Copy and paste plagiarism
can be avoided upon enclosing the borrowed words with quotation marks (“) and
properly citing the author.
b. Mosaic Plagiarism- this is defined by changing only some words in the copied
information. The sentence structure is still maintained.
c. Misattribution Plagiarism- this type of plagiarism can be done if an author wrongly
cited a specific information, maybe to the wrong authors or to the non-existing
authors.
d. Self-Plagiarism- this type of plagiarism can be committed if an author republishes
his/her own work. Self-plagiarism comes in two forms, duplication and replication.
Duplication can be committed once a researcher copies submits his/her without
proper citations. Replication, on the other hand, is a multiple case of duplication.
Activity 3.4.
Directions: Identify five (5) researchers in your local area, may it be a thesis writer, a research
assistant, a teacher teaching research subject, etc. Interview the researchers
regarding their experiences in applying ethical standards in research. Ask them
about the challenges that they have experienced during the conduct of their own
studies. Generalize the answer and make a conclusion. Follow the matrix below:
Name of the Occupation What are the ethical How did they Suggestions
Researcher with relevant to the challenges cope up with for future
signatures research that they have these researchers
experienced during the challenges
conduct of their
studies?
(Researcher #1)
(Researcher #2)
(Researcher #3)
(Researcher #4)
(Researcher #5)
LESSON 6.
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PRESENTING WRITTEN REVIEW OF RELATED LITERATURE
After learning about that the definition, types, sources, methods of citation and even ethics
in the review of relate literature, it is now time for you to present your Chapter II. The
composition of your Review of Related Literature must abide with the standards and guidelines
set in the previous lessons. As a researcher, you must see to it that your review of related
literature must be functional and holds a big significance in explaining the future results of your
study.
Lesson 6.1. Literature Review Structure
The structure of your literature review greatly depends on the type of your research and your
research area. In your structure, topic areas, controversial issues or questions with varying
themes must be considered.
When combining information coming from different authors, linking words such as in
addition, again, similarity and also are commonly used. In contrary, when contrasting two or
more information, you must use phrases that highlights the contrast of these data. Critical notes
must be observed to delivered a good argument synthesis.
As a researcher, you must also take note that your research paper must be presented in a formal
and academic manner. Writing must be kept clear and concise. Objectivity must be observed
and respect for other’s works should be exercised. The following are characteristics of a good
literature review:
a. Focused- your RRL must be composed of information that are related to your research
topic.
b. Concise- ideas must be presented economically.
c. Logical- the flow of ideas and information must be based on logic. It should be smooth-
flowing.
d. Developed- your RRL must be composed of full and complete information.
e. Integrative- in instances of combining information, link between these ideas must be
evident. The contribution of the reviewed materials on the topic must also be shown.
f. Current- researchers must only use the new and trendy information about a research
topic.
Lesson 6.2. Critical Evaluation of the Literature
In evaluating your Review of Related Literature, you can use these following questions:
1. Have you organized your material according to issues?
2. Is there a logic to the way you organized your material?
3. Does the amount of detail included on an issue relate to its importance?
4. Have you been sufficiently critical of design and methodological issues?
5. Have you indicated when results were conflicting or inconclusive and discussed
possible reasons?
6. Have you indicated the relevance of each reference to your research?
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Immersion
The 3 I’s: Inquiry, Investigation and Immersion module is a way of realizations that come
along their life such as the different issues which surrounds them. This query is the act of
understanding ways to collect data using explicit processes or techniques used to recognize,
choose, process and analyze data about an issue.
This module has five (5) lessons:

Lesson 1 - Research Design
Lesson 2 – Research Setting
Lesson 3 -Respondents and Sampling Procedure
Lesson 4–Research Instrument
Lesson 5 – Treatment of Data
Learning Objectives:
The learner describes adequately research design (either quantitative or qualitative), sample,
instrument used in quantitative research, data collection and analysis procedures.
Presents written research methodology.

Take your time reading the lessons
Follow the directions and/or instructions in the activity exercises diligently
. Answer all the given tests and exercises
. Familiarize yourself with following terms;
Design The overall plan for collecting the data in a research study
Population A complete set of persons or objects that possess some common characteristic of
interest to the researcher.
Sample
A subset of the population that is chosen to represent the population.
Procedure It is the collection process of gathering and measuring information on variables

of interest in a systematic way that enables one to answer stated research
questions, test hypotheses, and evaluate outcomes.
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Research Design
The research design states to the whole approach that you decide on to add the different
components of the study in a coherent and logical way, thereby, ensuring you will effectively
address the research problem; it constitutes the blueprint for the collection, measurement, and
analysis of data. Note that your research problem determines the type of design you should use.
To unlock the challenges, would you be interested in choosing which design?
1. Quantitative / Qualitative Research
a. Quantitative Research: Methods that give emphasis to objective measurements and the
statistical, mathematical, or numerical analysis of data collected through samples,
questionnaires, and surveys, or by employing pre-existing statistical data using
computational techniques. Quantitative research concentrates on collecting numerical
data and simplifying it across groups of people or to explain a particular phenomenon.
b. Qualitative Research: A systematic subjective approach used to describe life experiences
and give them meaning. To gain insight; explore the depth, richness, and complexity
inherent in the phenomenon.
c. Quantitative research are: c.1. Survey research uses interviews, questionnaires, and
sampling polls to get a sense of behavior with intense precision. c.2. Correlational
research tests for the relationships between two variables. C.3. Causal-comparative
research looks to uncover a cause and effect relationship. This research is not conducted
between the two groups on each other.c.4. Experimental research is guided specifically
by a hypothesis.
d. Qualitative research are: d.1. Ethnography, you immerse yourself in the target
participants’ environment to understand the goals, cultures, challenges, motivations, and
themes that emerge. d.2. Narrative approach weaves together a sequence of events,
usually from just one or two individuals to form a cohesive story. d.3. Phenomenological
study is an appropriate qualitative method when you want to describe an event, activity,
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or phenomenon d.4. Case study a way of explaining an organization, entity, company, or
event which involves a deep understanding through multiple types of data sources.
To come up with the chosen design whether quantitative or qualitative research, think of
which best suites in the given title or topic to explore the collective ideas and picture out to
reveal better understanding. Abstract is allowed to envision the young minds.
General Direction: Make your own chapter 3 specifically the research design on the space
provided following the example given below.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presented the research design, research setting, respondents and sampling
procedure, research instrument, data gathering procedure and statistical technique.
A. Research Design
This study utilized the descriptive-qualitative method in order to achieve the purpose of this
study - which is to determine and describe the experiences of women with breast cancer from
Thrive Breast Cancer Support Group in Cagayan de Oro City. It is descriptive in a sense that the
data obtained was analyzed and describe. Specifically use the phenomenological type that
describes the actual experiences of the women diagnosed with breast cancer.
The researchers used an interview guide questionnaire as instrument. Based on the result of
the survey tool conducted, researcher was able to determine the details of experiences of women
with breast cancer.
Guide Questions:
a. What design did you choose?
b. Describe the design and relate the use of which in your particular study.
c. Which specific type of the research design is being used in your study?
d. Why did you choose such type?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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That sounds nice! Do you want to continue?
Research Setting
What is research setting? The area where the investigator conducts the study.
B. Research Setting
The study was conducted in Macasandig, Cagayan de Oro City, one of the respondents’
house. The house has a big room where they usually held the group gathering. It can
accommodate up to 50 persons. The respondents were comfortable in sharing their experiences at
this place. The time frame for the study was from November 2016- October 2017.
Construct a research setting on the space provided:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
A good description of the place and specific details where the study took place is of
utmost important.
Population (Respondents)
Persons who have been invited to participate in a particular study and have
actually taken part in the study.
Sampling Procedure
Sampling Methods:
a. Random sampling is a technique which uses randomization to make sure that
every element of the population gets an equal chance to be part of the selected sample.
b. Stratified sampling is a technique which divides the elements of the population
into small subgroups (strata) based on the similarity in such a way that the elements
within the group are homogeneous and heterogeneous among the other subgroups
formed.
c. Convenience Sampling, here the samples are selected based on the availability.
d. Purposive sampling: This is based on the intention or the purpose of study.
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e. Quota sampling: This type of sampling depends of some preset standard. It selects
the representative sample from the population.
f. Referral/ Snowball sampling: This technique is used in the situations where the
population is completely unknown and rare.
Example below:
C. Respondents and Sampling Procedure

The respondents of the study comprised of twelve (12) women who experienced breast
cancer in Thrive Breast Cancer Support group in Cagayan de Oro city. The sampling design that
the researchers utilized was purposive sampling. The respondents who participated in the study
were women who are breast cancer survivors. The said respondents chose because the said
women were the only respondents who are willing and available to share their experiences in
breast cancer.
Create your own Example:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Data Collection Procedure

The process of gathering and measuring information on variables of interest, in an
established systematic fashion that enables one to answer stated research questions, test
hypotheses, and evaluate outcomes.
Methods are: the use of survey tool, questionnaire, interviews, observation, instruments, and
recorded data or resources.
Example below:
D. Data Gathering Procedure
Upon the approval of the proposal by the research committee, the researchers secured a
permit to conduct this study from the Dean of College of Nursing. During the visit, the date of
the collections of the data from the respondents was set.
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The researchers gave an informed consent before the start of the interview. The
researchers used an interview guide questionnaires themselves to ask questions to the
respondents. The answers made by the respondents recorded and written on the interview guide
questionnaire as the data for this study. After gathering the data, the researchers collected and
made transcriptions of the gathered responses. After that, the researchers analyzed and
interpreted the data.
E. Statistical Techniques
The analysis interpretation of the gathered data was facilitating by used of the following
statistical measure.
1. The frequency and percentage counts used to describe the tabulated data for respondent
profile.
a. Percentage distribution Percentage % = f/n
Where %- percentage symbol
f- number of frequency responses
n- number of respondents
Create your own Example:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Immersion
Data is all around us, it`s everywhere and in every actions we do results in a new data and
information. Research data such us questionnaires, Focus Group Interview (FGI), Focus Group
Discussion (FGD) and other related documents should be collected, observed, or created for the
purpose of analysis to come up with an original research results. You cannot simply move into
conclusion in your research study without doing the correct process and methodology used in the
analysis and interpretation of your data gathered. In other words, data analysis, interpretation and
implications are needed. It is as important to a researcher like you as it is important for a doctor
to cure the sickness of the patient before giving him any treatment and medicines. Data analysis
help the researcher to come up to a valid and concrete conclusion.
This module will guide you on how to do the interpretation of data and descriptive data
analysis method. It contains some activities that can help you enhance your knowledge and skill
in data analysis and interpretation and implication. You can improve your hidden skills in this
area. You can make it.
 Interpretation of Data
 Descriptive Data Analysis Method

 Take your time reading the lessons
 Follow the directions and/or instructions in the activity exercises diligently
 Answer all the given tests and exercises
 Follow the process of interpretation and analysis of the sample data
 Familiarize yourself with following terms
Term Definition
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Research is any information that has been collected, observed, generated or created to
data validate a research study.
Data a process that involves examining, and molding collected data for interpretation
analysis to discover relevant information, draw or propose conclusions and support
decision-making to solve a research problem.
LESSON 1: Interpretation Of Data
Interpretation of data refers to the implementation of certain procedures through which

data results from surveys is reviewed, analyze for the purpose of achieving at valid and evident
based conclusion. The interpretation of data denotes a meaning to the information analyzed and
determines its significance and implications to the study.
The first stage of analyzing data is data preparation, where the main goal is to transform
raw data into something meaningful, significant and user friendly. It includes the following
steps:
Step 1: Data Validation

The goal of data validation is to check whether the gathered data was performed
according to the set standards. It is a four-step process, which includes:
Fraud - to ensure whether each respondent was actually interviewed.
Screening - to check that respondents were chosen according to the standard research criteria.
Procedure - to make sure whether the data collection process was followed
Completeness - to make sure that the interviewer asked the respondent all the necessary
questions, rather than just choosing a few ones.
To do this, you as a researcher would have to choose a random sample of completed

surveys and validate the data collected rather than have the whole population as the respondents.
For instance, suppose a survey with 900 respondents divided into 9 barangays. The researcher
can pick a sample of 50 random respondents from each barangay.
Step 2: Data Editing
Usually, many data sets include errors. For example, respondents may fill fields
incompletely or skip them. To ensure that these errors will not occur, the researcher should
conduct the initial data checking and edit the raw research data to identify and clean out any
points that may become the barrier to come up with an accurate results.
For example, an error could be fields in the data information that were left empty by
respondents. While editing and checking the data, it is important to ensure that empty
data/information will be removed or has to be filled in.
Step 3: Data Coding
This is the number one significant process in data preparation. Data coding refers to
grouping and assigning values/codes to responses from the conducted survey. For example, if a
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researcher has interviewed 1000 people and now wants to find the average daily allowance of the
respondents, the researcher will create daily allowance brackets and categorize the daily
allowance of each of the respondent as per codes. For example,
Code 1- Php10.00 - below Php20.00 and Php20.00 – below Php3000
Code 2- Php10.00 – below Php20.00
Code 3- Php20.00 – below Php30.00 , etc
Then during analysis, the researcher can come up with simplified daily allowance, rather
than having many ranges of individual daily allowances.
Quantitative data interpretation comprises studying the results taken from various
questions in a survey. The results are commonly shown numerically and by percentage in the
data tables. After doing the three steps mention above, the data is now ready for the analysis. The
two most widely used quantitative data analysis methods are descriptive statistics and inferential
statistics.
LESSON 2: Quantitative Data Analysis Methods
Data collection comprises a major area of the research process. This data however has to
be analyzed to have it` s meaning. There are many methods of analyzing quantitative data
collected in surveys. They are:
Cross-tabulation. This is the most commonly used quantitative data analysis methods. It is the
most preferred method since it uses a basic tabular form to draw inferences between different
data-sets of dependent and independent variable. It contains data that have some connection with
each other.
Steps to conduct Quantitative Data Analysis
For quantitative data, raw data has to showed in a significant manner using analysis
methods. Quantitative data should be analyzed in order to find evidential/factual data that would
help in facilitating the research process.
Relate measurement scales with variables:

Associate sacles of measurement such as Nominal, Ordinal, Interval and Ratio with the
variables – dependent and independent variables. This step is of utmost important to arrange the
data in proper sequence/order. Data can be entered/encoded into an excel sheet to organize it in a
specific data format.
Connect descriptive statistics with data:

Connect descriptive statistics to contain available data. It can be hard to establish a
pattern in the raw data. Some commonly used descriptive statistics are:
Mean - An average of values for a specific variable
Median - A midpoint of the value scale for a variable
Mode - For a variable, the most common value
Frequency - Number of times a particular value is observed in the scale
Minimum and Maximum Values - Lowest & highest values for the scale
Percentages- Format to express scores and set of values for variables
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Range- the highest and lowest value in a set of values.
Decide a measurement scale: It is important to decide the measurement scale to conclude a

descriptive statistic for the specific variable. For example, a nominal variable score will never
have a mean or median and so the descriptive statistics will vary. Descriptive statistics will suit
in a situation where the results are not to be generalized to the whole population.
Select appropriate tables to represent data and analyze collected data:

After deciding on a suitable measurement scale, researchers can use a tabular format to
represent data. This data can be analyzed using various techniques such as Cross-tabulation.
Descriptive Statistics
Descriptive statistics provide absolute/whole numbers. However, they do not explain the
reasoning behind those numbers. Before applying descriptive statistics, it’s important to think
about which one is the most appropriate for your research question and what you want to present.
For instance, a percentage is a good way to present the age distribution of respondents.
It should be noted that visual presentations of data findings are insignificant unless a
sound decision is made regarding scales of measurement.
Before any data analysis can begin, the scale of measurement must be decided for the
data as this will have a long-term impact on data interpretation. The varying scales include:
Nominal Scale: non-numeric categories that cannot be ranked or compared

quantitatively. Variables are exclusive and exhaustive.
Ordinal Scale: exclusive categories that are exclusive and exhaustive but with a logical
order. Quality ratings and agreement ratings are examples of ordinal scales (i.e., good,
very good, fair, etc., or agree, strongly agree, disagree, etc.).
Interval: a measurement scale where data is grouped into categories with orderly and
equal distances between the categories. There is always an arbitrary zero point.
Ratio: contains features of all three.
Quantitative Data Examples
Listed below are some examples of quantitative data that can help understand exactly what this
refers to:
. I updated my laptop 2 times in a year.

. Our youngest sister grew by 5 inches last year.
. 68 people uploaded the latest mobile application.
. My nephew lost his Php500 last week.
. 100 respondents were of the opinion of their product preference. There will be 50% increase
in revenue with the inclusion of a new product.
. 200 people attended the seminar.
. 35% people prefer shopping online instead of going to the mall.
. It has 12 holidays in this year.
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. Product X costs Php500.
As you can see in the above examples, there is a numerical value assigned to each are and
this is known as quantitative data.
Descriptive statistics are most helpful when the research is limited to the sample and does
not need to be generalized to a larger population. For example, if you are comparing the
percentage of adults vaccinated in four different barangays, then descriptive statistics is enough.
Since descriptive analysis is mostly used for analyzing single variable, it is often called
univariate analysis.
The importance of data interpretation is evident and this is why it needs to be done
correctly. Data is very likely to arrive from multiple sources and tends to enter the analysis
process with tapsy turvy ordering. Data analysis tends to be extremely subjective. While there
are several different types of processes that are implemented based on individual data nature, the
two broadest and most common categories are “quantitative analysis” and “qualitative analysis”.
Activity 5.1 Direction: Suppose a study is conducted to one of the companies in Solano, Nueva
Vizcaya to determine the factors affecting customer preferences among the residence of one
barangays of Washington, Solano ages 22 to 60 years old. The following data were given.
Table 1 Distribution of Respondents by Age
Age Frequency Percent

21 – 30 yrs. old 170 45.33
31 – 40 yrs .old 90 24.00
41 – 50 yrs. old 80 21.33
51 – 60 yrs. old 35 9.33
Total 375 100
Interpretation of Data (Table 1)
Table 2 reveals that almost 45.33 percent of the respondents are in the age bracket of 21-
30 years old compared to only 9.3 percent in ages 51 – 61 years old and above and 21.33 percent
belonged to the 31- 40 age range.
This age profile is important as it also reflects the current age demographic for the
Filipinos according to Philippine Statistics Authority (PSA). There is a much younger age cohort
of teachers entering the workforce.
There is a much younger cohort who has the capacity to purchase product and services.
Table 2 Distribution of Respondents by Sex
Sex Frequency Percent

Male 230 61.33
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Female 145 38.67
Total 375 100
Interpretation of Data (Table 2)
Table 2 shows that 61.33 percent of the respondents are female compared to 38.67
percent males. This is representative of the current gender distribution of the population in the
Philippines.
According to Philippine Statistics Authority (PSA) in 2015 of the total population in the
Philippines, 50.40% are males and the rest are females.
This gender distribution is common among most countries where male becomes more in
population than female (Skelton, 2012).
STOP! Now it`s your turn to answer the following questions below.
Supposes a study is conducted to one of the stores in your barangay to determine the
factors affecting customer preferences among the residences ages 22 to 60 years old. The
following data were given.

21 – 30 yrs. old 38 42.22
31 – 40 yrs .old 21 23.33
41 – 50 yrs. old 18 20
51 – 60 yrs. old 13 14.44
Total 90 100
Kindly give your interpretation on the given data in table 3.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Suppose you want to determine the factors affecting customer preferences among the
residence of one of the barangays of El Salvador City ages 22 to 60 years old. What particular
data analysis method will you use?
______________________________________________________________________________
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Activity 5.2 Direction: Suppose you want to sell your product to of one of the school canteen of
Santa Fe National High School thus you conducted study to determine the factors affecting
consumer preferences of the students ages 16 to 19 years old. The following data were given.

16 yrs. old 370 45.12

17 yrs .old 200 24.39
18 yrs. old 150 18.29
19 yrs. old 100 12.20
Total 820 100
Kindly write your interpretation, based on the data given in table 1. Remember to write
first the comparison and contrast of the data given, its implication to the study and connect it
with your review of related literature.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 5.3 The same research study given in activity 1 was conducted. The following data were
given below
Table 2 Distribution of Respondents by Sex
Sex Frequency Percent
Male 430 52.43

Female 390 47.56
Total 820 100
Kindly write your interpretation, based on the data given in table 2. Remember to write first the
comparison and contrast of the data given, its implication to the study and connect it with your
review of related literature.
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 5.4 The same research study given in activity 1 was conducted. The following data were
given below:
Table 3 Distribution of Respondents by Daily Allowance
Daily Allowance Percent

Frequency
Below Php20 120 14.63

Php20 – below Php30 200 24.39
Php30 – below Php40 150 18.29
Php40 – below Php50 100 12.20
Above Php50 250 30.49
Total 820 100
Kindly write your interpretation, based on the data given in table 3. Remember to write first the
comparison and contrast of the data given, its implication to the study and connect it with your
review of related literature.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Suppose you want to determine the factors affecting customer preferences among the residence
of barangay Poblacion, Santa Fe, Nueva Vizcaya ages 22 to 60 years old. What particular data
analysis method will you use?
______________________________________________________________________________
______________________________________________________________________________
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Immersion
This module contains some activities that can guide you on the appropriate method
analysis of data obtained, interpretation and presentation of results (if applicable).
This module has two lesson lessons in qualitative data analysis:

 Data Analysis method
 Interpretation of Data
After going through this module, you are expected to:

1. Identify Different method in Analyzing Data
2. Analyze Data
3. Interpret Data

To attain the goals of this module, please do the following;
a. Take your time to read and understand the concepts in this module
b. Follow the instruction carefully in every given task
c. Answers all the given tests and exercises
d. Present an output in every performance task given
e. Familiarize yourselves with the given terms
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LESSON 1. Qualitative Data Interpretation Analysis Method
A research following a qualitative approach is an exploratory way of finding the
explanation of “how” and why of a certain event or phenomenon. Qualitative data is using
mostly non-numerical data like texts, videos, and peoples written or spoken words. We can
gather data from simple interviews transcripts, documents, blogs, observations, survey, and
focused group discussion using a specific structure or unstructured guides.
Terms to remember:
Individual interview is a conversation between two or more people (the interviewer and the
interviewee) where questions are asked by the interviewer to obtain information from the
interviewee following a structured guidelines or pointers. As a researcher you can ask simple to
complex questions which are useful for exploring an individual’s beliefs, values, understandings,
feelings, experiences and perspective of an issue.
Questionnaires are series of questions and other prompts for the purpose of gathering
information from respondents.
In Observation, a group or single participants are manipulated by the researcher, for example,
asked to perform a specific task or action. Observations are then used made for their user
behavior, user processes, workflow, etc. either in a controlled situation example in the laboratory
or in a real-world situation example in the classroom. It deals with actual encounter with
respondent particular activities of the day.
Surveys can be open or close-ended questions.
Themes are idea or categories that emerge from grouping of lower level data points
Coding are process of attaching labels to lines of text so that the researcher can group and
compare similar or related pieces of information .
Qualitative Data Analysis (QDA)
Qualitative Data Analysis (QDA) is the range of process and procedures whereby we
move from the qualitative day that have been collected and procedures whereby we move from
the qualitative data that have been collected in to some form of explanation, understanding or
interpretation of the people and situations we are investigating.
There are some common ways to analyze qualitative data. These are content analysis,
discourse analysis, grounded theory, narrative, and thematic analysis. But in this module you will
just focused on thematic analysis which will deal with how to develop a coding theme.
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Content analysis
This is one of the most common methods to analyze qualitative data. It is used to analyze
documented information in the form of texts, media, or even physical items. When to use this
method depends on the research questions. Content analysis is usually used to analyze response
from interviewees.
Discourse analysis
Like narrative analysis, discourse analysis is used to analyze interactions with people.
However, it focuses on analyzing the social context in which the communication between the
researcher and the respondent occurred. Discourse analysis also looks at the respondent’s day-to-
day environment and uses that information during analysis.
Grounded theory
This refers to using qualitative data to explain why a certain phenomenon happened. It
does this by studying a variety of similar cases in different settings and using the data to derive
causal explanations. Researchers may alter the explanations or create new ones as they study
more cases until they arrive at an explanation that fits all cases.
Narrative analysis
This method is used to analyze content from various sources, such as interviews of
respondents, observations from the field, or surveys. It focuses on using the stories and
experiences shared by people to answer the research questions.
Thematic Analysis
In a thematic analysis of qualitative data, the researcher looks across all the data to
identify some recurring issues. Main themes that summarize all the views collected can be
derived from these issues. The main stages of thematic analysis are as follows:
 Read and annotate transcript.

 Identify themes
 Develop a coding scheme
 Coding the data
Read and annotate transcript. In this stage, as a researcher you can have a feel for the data
because primary observations are provided. However, an overview of the data cannot be
achieved in this early stage.
Identify themes. In this stage, you can look at the data in details to identify themes. In each
transcript, you may note at the outset what the interviewee is trying to impart in his/her
responses. It is suggested that these themes must be enumerated and notes be made as abstract as
possible.
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Here is an example of a transcribed result of an interview conducted in Bulua National
High School to displaced learners during the Marawi siege. They were able to come up with
varied theme depending on the questions asked. This is a result based on one on one interview
INFORMANT 1
VERBATIM TRANSLATION THEME
I: Paano ka nakarecover sa nangyari I: How did you recover after the
sa Marawi siege?
P: Para sa akin, nakarecove rako sa P: For me, I have recovered from
nangyari sa Marawi. Magmula nung what happened in Marawi ever since RECOVERED
tumira kami dito sa Auntie ko, mas we started to live in my auntie
napalapit kami sa isa’t isa at nasanay because we became closer and we
din ako sa pamumuhay dito. started to get used to the way of
living here
I: May nagbago ba sa pamilya ninyo I: Is there any changes in your
magmula nung nangyari yun? family ever since that happened?
SEPARATION
P: Oo, kasi nagkahiwa hiwalay P: Yes, my family got separated
kaming pamilya nang dahil doon. because of what happened
I: Na apektuhan ba ang culture ng I: Did it affect the cultural practice

mga Maranao? of the Maranaos? GETTING
P: Oo, kasi unti-unti nang nagagay ng P: Yes, because the maranaos are INFLUENCED
mga maranao yung gawain ng mga starting to adopt the things that
BY
Christian tulad ng pakikipagrelasyon Christians do like getting in a
at hindi narin pagsuot ng kumbong relationship and not wearing a veil CHRISTIAN
I: Para sayo, may nagbago ba? I: How about you, is there any
changes?
STRONG
P: Para sa akin hindi. Kasi mas
FAITH
lumakas yung pananampalataya ko sa P: For me, no. Because my faith in
panginoon. God became even stronger
I: Anong natutunan mo matapos ang I: What have you learned after what
nangyari? happened? NOT
NEGLECTING
P: Yung natutunan ko ay, kahit nasa P: I have learned that, even though THE
Christian area ka, wag mo dapat you’re in a non-muslim area, you CULTURAL
kalimutan ang relihiyon mo at ang shouldn’t neglect the practive of PRACTICES
mga practice niyo sa relihiyon your religion
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Activity 6.1 Direction: Using the ideas presented above, you can now start working with your
research questions by using thematic analysis. You may start with one informant only. Using
five questions. You may use this format.
Verbatim Translation Theme
Interviewees Question
(I)
Participants Answer
(P)
Identifying Theme
If your research topic is using qualitative data, utilize the data you gather to develop and
identify theme. Otherwise, choose a topic relevant to your research and conduct an interview
using the interview protocol you learned in Practical Research 1. Follow the format of transcript
of informant below. You may limit your questions up to 5 or depending on the need of your
research.
Develop a coding scheme. Initial themes can be collected to develop a coding scheme. This
includes the enumerated themes and the codes applicable to the data. Each broad code have a
number of sub codes. It is recommended to use a coding scheme as soon as initial data have been
gathered.
Coding the data. The next step is applying these codes to the whole data set. This can be done
on either the margins of the transcripts or the statements in line. In an ideal setting, the whole set
of data should be coded to ensure honest and exhaustive analysis.
There are six basic steps in coding data:
Get an idea of the entire set. After reading the transcriptions carefully, write down some ideas
as they arise in the margins and transcription
Select one interesting document. Choose the shortest and perhaps the most interesting
transcript, reread it and ask questions, “What is the respondent talking about?” Discern the
underlying meaning and jot down in the margins of the transcript.
Start the document coding process. Divide the transcript into segments, put brackets in each of
the segments, and give specific code to each phrase or word that exactly explains or describes the
meaning of the text segment.
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List all the code words. After coding the whole text, look for redundant codes by grouping the
similar ones. Through this process, the list of codes can be reduced into a more manageable
number. It is recommended to limit the number of codes from the start of the process, so that it is
easier to manage the reduction of code number.
Review the list against the data. Apply this preliminary organizing process to the same
transcripts and find out if the new codes appear.
Categorize the codes for emerging themes or descriptions of the subject or setting. Themes
or categories are the same codes combined together to identify major ideas in the data. Identify
five to seven categories representing the most discussed responses of the subjects. These few
themes will enable the researcher to write an in-depth information about a few themes, rather
than a broad description about many themes.
Developing a Coding Theme
Steps in developing a coding theme. Use the “How to Analyze Data and Use Codes or
Categories” steps (Taylor-Powell and Renner 2003).
Get to know your data. Read your data very well and have a good grasp of the meaning that
each statement tries to convey. Open-coding, the initial coding, is the process of examining data
and finding themes that are apparent (Strauss and Corbin 1990).
Focus the analysis. Your participants might be giving pieces of information that are not related
or significant to your present study. Be sure to identify and disregard them.
Review the purpose and go back to the research question. Always go back to the purpose of
your study and your research questions. They will guide and help you identify what is important
and they are your main guides in analyzing your data.
Identify themes or patterns. Use codes or labels, such as the one in the example given, during
this process. Basically, we use labels or highlighter to identify themes or patterns. Your thorough
understanding of your data will facilitate this process.
Ask team to analyze You can ask another person (your teammates) to reanalyze the data to
make sure nothing is missed during the open-coding.
Organize themes into categories: preset or emergent Once codes have been identified, you
can now organize them in tabular form
Identify patterns within and among categories. This is when you categorize patterns and
themes that you have identified in your data. This is the final step. You can further streamline
your categories by looking at those that you think could be combined to form just one category.
Go back to your research questions. Those themes and patterns that your have identified are the
answers to your research questions.
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Activity 6.2 Direction: Identify the themes from the qualitative data presented below. Data were
extracted from an unpublished research paper conducted by Ms. Cristy G. Dablo of the Division
of Misamis Oriental are the narrated experiences of teenagers realizing the inevitable pregnancy.
The research is entitled, “Teenage Pregnancy And Its Interventions: Minimizing Future
Risks Among High School Students”
There were three central themes which emerged based on the interviews with the five (5)
respondents’ experiences that cherished relationships as substantial and tough acquisition of love
(C.R.Y.S.T.A.L) in the acceptance of being pregnant at an early age towards successful
adjustment.
The three central themes are the following: (1) life’s turning point: a baby bump, (2)
role changing: new set of responsibilities, and (3) glint of hope: a blessing in disguise.
Choose which theme best fit each table.
Table 1. Experiences knowing that you are pregnant

Theme:_______________________________________________________________
R1 “Kanang nahadlok ko kay basin dili ko panagutan sa akong uyab, pero mas nahadlok ko
nga basin dili madawat sa akong ginikanan samot na nga dili sila ganahan sa akong uyab”
{I’m afraid that my boyfriend won’t carry the responsibility, but I am more afraid of my
parents not accepting me for they don’t like my boyfriend}
R2 “Nahadlok ko gayon ga to the point nga nagplano ko nga ipalaglag ang bata nga naa sa
ako tiyan tungod ky wala nay ginikanan na akong maduolan sa akong pagburos og nag
plano pod ko maghikog nalang.”
{I am so afraid and reach to the point aborting the the baby’s life inside my tummy, since
I don’’t have the parents to turn to. With that, I planned to commit suicide.}
R3 “Kada gabii ko mag hilak ky gahuna-huna kung unsaon nako pagsulbad ani nga problema.
Gusto nako ipalaglag ang bata ky dili pa ko ready nga mahimong inahan.”
{I cried every night, thinking on how to solve the problem. I wanted to abort the child for
I am not ready to become a mother}
R4 “Pagkabalo nako na buros mura kog na down og ayo tungod kay ga overthink kog ayo sa
mga possible nga mahitabo og wala pod ko kabalo unsa akong buhaton. Mas samot ko
na hadlok unsaon pag atubang sa problema nga na buros ko sa sayo ngapangidad.”
{As soon as I know that I’m pregnant, I felt so down because I overthink of possibilities
and do not know what to do}
R5 “Nahadlok ko… kay maulawan akong pamilya. Naghunahuna ko nga dili ipadayun ang
akong gidala. Ug siguro magpalayu nalang, mu undang ug eskwela. Nawad-an kog
paglaum sa akong kinabuhi tungud ani nga bata.”
{I’m afraid… because I put shame on my family. I thought of aborting my baby inside my
tummy. I want to stay away from them, I want to stop schooling. I lost hope in my life
because of the baby.}
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Table 2. Adopting your life knowing that you are pregnant
Theme:_______________________________________________________________________
R1 “Dako gayod kayo ang kabag ohan labi na maglaag kay buntis bya, sige ra katulgon and
tapulan na maglakawlakaw, na ana laing obligasyon ang baby sa tyan”
{A lot of changes happened especially roaming around oppps I’m pregnant, always
sleepy and lazy to walk around, have an obligation on the baby in my tummy}
R2 “Nag attempt ko palaglag sa bata kay naglibog ko unsaon ni but a friend nag ingon na
ayaw kay bunga na sa inyong love and a blessing kay dili tanan makaanak”
{I attempted to abort the baby for I got confused on this but a friend told me not to doit
for this is the fruit of your love and a blessing since not all are capable of bearing a
child}
R3 “Dili ko gusto na ilang hunahunaon na desperado na kayo ko nga babae so I tried to
abort na nga sa akoa na part nga wala koy parents living alone og naa pa ni bata
naaahhh I am not ready mahimong mama huhuhu pwede maghikog?”
{I don’t want them to think that I am desperate woman, so itried to have an abortion for
in my part living alone with no parents with this additional burden of naahhh I am not
ready mom huhuhu can I commit suicide?}
R4 “Naglisod gyud ko og adjust tungod sa akong sitwasyon karon halos kada gabii
maghilak pero gikaya nako nga ginbugaton sa problem ani tungod gadala ko kinabuhi
nga naa sa akong tyan, ginamotivate nako ang akong kaugalingon nga kaya nako ni
malampasan ang tanan.”
{I have difficulty adjusting because of this situation that I cried almost everynight but I
bear the weight of such burden ‘coz I’m carrying life in my tummy, I motivated myself
to surpass all}.
R5 “Karon galisod gyud ko labi na nga nagbulag mi sa akong partner in crime, unsaon
nako pagpadako sa umalabot nga bata, labina walay financial support from the said
partner plus nieskwela pa ko og dili sapat ang financial na gihatag sa akong ginikanan.”
{I am in difficulty since we just broke up with my partner in crime, how am I going
raise my coming child more so that there’s no financial support from the said partner
plus I am still in school and not enough financial support given by my parents).
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Table 3. The present condition
Theme:______________________________
R1 “Karon ky ok na kayo ko, naa akong pamilya nga nagsupport og gaalaga sa akoa.”
{Today I am much okay. I have my family that supports and takes care of me}.
R2 “Karon na feel nako ang support sa akong pamilya.Ila kong gialagaan .Kay unsaon pa
man daw nila og kasuko kung naana. Karon ginatabangan ko nila mama kon unsaon pag
maanak na baby.”
{I now felt the support of my family they take care of me., coz how are they going to get
angry when it’s there already. For now, they’re helping me to prepare for the coming of
the baby}.
R3 “Nagbasol ko? Oo kay ayha ra nako na realize nga sayop tong akong gihimo nga
humana. Nasoko ko sa akong kaugalingon kay nagpaapekto ko”.
{I regretted my decision? Yes coz I just realize that what I did is wrong and it’s done. I
got angry to myself for I am affected of}.
R4 “Karon ky kontento nako sa akong kinabuhi kay naa sila mama para sa akoa, naa akong
supportive na mga amigo.”
{For now I am contented for what I have because parents were just there for me, and the
presence of supportive friends}.
R5 “Karon ky maingon nakon ga dili pa gyud ko stable, financially ky wala gasustento
akong uyab og parents, pero gapaningkamot ko para healthy si baby paggawas.”
{Now I can say that I’m still not stable financially, since there’s no support from my
boyfriend and parents. Though I tried so hard that my baby will be delivered healthy}.
Interpretation Of Qualitative Data
Interpretation of qualitative findings is a process of intellectualizing beyond the emerging

themes to broader perspectives of the data. In simple terms, interpretation of findings is making
sense of the data collected, and an act to identify the lessons learned from the study. In
interpreting results, it is helpful to group similar responses into categories then identify usual
patterns to derive meanings from what may seem unrelated and wordy responses. This strategy is
very important in making sense of the outcomes of focus group discussions and interviews. It
must also be remembered that interpretation depends on the point of view of the researcher.
Some Qualitative Data Analysis and Interpretation Tips
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The following are some tips in analyzing and interpreting qualitative data that can be helpful
to beginning researchers:
 Consider the data from various perspectives. Whatever the research may be or whatever
data have been collected, it is always best to ask what that data mean for readers.
 Think beyond the data. Make the most out of the data, neither too much nor too little.
Ensure that the connection between or among the data sets and their interpretation are
clear. Anchor all data interpretations on the research objectives.
 Make visible personal assumptions and beliefs or models that influence the interpretation,
representing personal views of the world. These models are usually not carefully
analyzed and may be below the level of understanding. If left unexamined, the
assumptions and beliefs might lead to wrong interpretations. Think and reason our
carefully. Individual or collective listing of assumptions about inquiry can be done.
 In some cases, outlying data or data that is different from others may be encountered and
regarded accordingly. Consider to incorporate them in the analysis and interpretation
data.
 Watch out for some data may come in surprise, contradictory or puzzling, because they
usually lead to useful insights. They must also be given attention for an holistic
interpretation of data.
Sample interpretation of data using the extracted table from the unpublished research paper of
Ms. Cristy G. Dablo, entitled, “Teenage Pregnancy And Its Interventions: Minimizing
Future Risks Among High School Students.”
Table 1. Experiences knowing that you are pregnant

R1 “Kanang nahadlok ko kay basin dili ko panagutan sa akong uyab, pero mas nahadlok ko
nga basin dili madawat sa akong ginikanan samot na nga dili sila ganahan sa akong uyab”
{I’m afraid that my boyfriend won’t carry the responsibility, but I am more afraid of my
parents not accepting me for they don’t like my boyfriend}
R2 “Nahadlok kog ayo nga to the point nga nag plano ko nga ipalaglag ang bata nga naa sa
ako tiyan tungod ky wala nay ginikanan na akong maduolan sa akong pagburos og nag
plano pod ko maghikog nalang.”
{I am so afraid and reach to the point aborting the the baby’s life inside my tummy, since I
don’’t have the parents to turn to. With that, I planned to commit suicide.}
R3 “Kada gabii ko maghilak ky gahuna-huna kung unsaon nako pagsulbad ani ngaproblema.
Gusto nako ipalaglag ang bata ky dili pa ko ready nga mahimong inahan.”
{I cried every night, thinking on how to solve the problem. I wanted to abort the child for I
am not ready to become a mother}
R4 “Pagkabalo nako naburos mura kog na down og ayo tungod kay ga overthink kog ayo sa
mga possible nga mahitabo og wala pod ko kabalo unsa akong buhaton. Mas samot ko
nahadlok unsaon pag atubang sa problema nga na buros ko sa sayo nga pangidad.”
{As soon as I know that I’m pregnant, I felt so down because I overthink of possibilities
and do not know what to do}
R5 “Nahadlok ko… kay maulawan akong pamilya. Naghunahuna ko nga dilii padayun ang
akong gidala. Ug siguro magpalayu nalang, mu undang ug eskwela. Nawad-an kog
53 | P a g e
paglaum sa akong kinabuhi tungud ani nga bata.” {I’m afraid… because I put shame on
my family. I thought of aborting my baby inside my tummy. I want to stay away from them,
I want to stop schooling. I lost hope in my life because of the baby.}
Interpretation for Table 1:

All of the respondents’ responses were about fear, worries, and apprehensions. Table 1
showed the emotions that respondents felt knowing that they were pregnant at an early age.
Three (3) directly blurted out the feeling of fear and the rest indirectly said. Fear on how the
parents reacted to the shame they brought up, fear of hopelessness that the baby shuttered their
future dreams, fear on how they raise the child knowing that they are incapable of supporting
themselves.
According to Enyegue (2004) teenagers raised in a culture where parents are really afraid
to broach the topic to their kids are at risk of early pregnancy. With this, many teens worry about
what their families will say when they find out that they are pregnant. So, they avoid telling their
parents or someone else who might be able to help them find support. This delays their prenatal
care, making the pregnancy even more risky for themselves and their baby. With that fear,
abortion came to their thinking trying to solve the problem, facing the grim realities of teen
pregnancy is not pleasant.
Activity 6.3 Direction: Using the same data extracted table from the unpublished research paper
identify the table which the following interpretation best describe.
Interpretation A: Table #____________

Most (3 out of 5) of the respondents were worried much for they do not know what to do
with the situation. The role changing happened due to physical changes of the body and the
thought of having another life put themselves in a dilemma of additional responsibility yet they
are too young, incapable of supporting oneself and financially dependent from parents for their
studies. Since the partner also do not have the capability to handle the responsibility, for they are
still young to think of, some got separated leaving the teenage mother to take all the
responsibilities. Though parents felt bad, they still accepted and no other choice but to help the
teenage pregnant mother.
According to Bandura as stated by Cherry (2011) acceptance is an important stage in the
process to reach the goal of successful adjustment. People with a strong sense of self-efficacy:
view challenging problems as tasks to be mastered, develop deeper interest in the activities in
which they participate, form a stronger sense of commitment to their interests and activities, and
recover quickly from setbacks and disappointments.
Interpretation B: Table #______________

Majority (3 out of 5) of the respondents felt much better as their parents accepted the fact
of being pregnant at an early age despite the drama of the situation. Table 3 showed that
acceptance of having a baby, role changes to self and new responsibilities made the respondents
happy towards adjustment with the help and support of parents and friends. Excitement of the
coming of the baby is a blessing in disguise for the family and friends that somehow gave
encouragement to the teenage mother to continue to take care and love and determined to
continue their studies in preparation for the future of oneself and the baby.
54 | P a g e
A different way or process of adjustment, that starts with the sense of self of having an
impact on life experiences, which somehow relationships of family, and friends have the
influenced on how to undergo the process of adjustment. According to Aňonuevo, C.A as stated
by Natividad et.al, (2005), family is still the primary source of care. The family is very important
in the care of adolescents. Though the family is facing many changes and challenges, it continues
to have the responsibility of taking care of each member’s needs. Such relationships of close
family ties cherished older person to adjust situations of life successfully.

Immersion
Conclusion and Recommendations comprises the Chapter 5 of your paper and is

considered as the last step in accomplishing a research study. In this module, you are going to
focus on learning the last two sections of your research paper as per introduced above.
Conclusion focuses on implying the totality of the result of the study, whether all the
objectives of the study are satisfied or not. Conclusion also gives the comprehensive summary of
the findings of the study. The recommendations section, on the other hand, gives the opportunity
for the researcher to give his/her suggestions for the betterment and improvement of the study.
This module is also designed to help young researchers to know the ways on how to
improve the writing and presentation of research papers. As proofreading is important in
submitting research papers, one must take note to consider all the significant points in pursuing
the mentioned.
 Define and understand the concepts of research conclusions,
recommendations and written reports;
 create their own conclusion, recommendations and reports based on their
specific research topics; and
 appreciate the importance and usage of research conclusion,
recommendations and written reports in a research study.

 Read the overview to assess the coverage of this module.
 Take the pre-test to check your comprehension on the topics.
 Carefully read all the discussions of this module.
 Accomplish the activities provided per lessons. Always take note of
the given directions.
 Take the post-test to check your learning.
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 Have an enjoyable learning experience!
LESSON 1. Forming Logical Conclusions
Conclusions is the first section of your Chapter 5. This section as described by Prieto et
al. (2017), is commonly composed of the inclusive summary of findings of the research study. In
this section, you can find facts that were learned from the inquiry. Conclusion serves an
important part in making a research paper as it is the chance of the researcher to leave a lasting
impression.
Research conclusion has its important roles and purpose in a research study. These are
commonly elaborated as the following:
a) it stresses out the importance of the thesis statement,
b) it gives the written work a sense of completeness,
c) it leaves a final impression to the readers and
d) it demonstrates good organization.
When making the conclusion of your paper, you must abide with the following
characteristics (Prieto et al., 2017). These characteristics will guide youto produce a quality
research conclusion.
 Conclusions are inferences, deductions, abstractions, implications, interpretations,

general statements and/or generalizations based upon the finding.
 Conclusions should appropriately answer the specific questions raised at the beginning of
the investigation in the order that they are given under the statement of the problem.
 Conclusions should point out what were factually learned from the inquiry
 Conclusions should be formulated concisely, that is, brief and short, yet they convey all
the necessary information resulting from the investigation.
Below are the strategies that you could follow in making your conclusions:
 You briefly discuss or reecho your Introduction.
 Put a final impression on your readers by giving them a hint of the application of your
research towards their daily life.
 Get more good impressions by concluding the importance of the study towards the
society.
 Leaving a question to the readers which could be an avenue for gaining new perspective.
Activity 7.1. Directions: Visit your library or surf the internet for five (3) free and available
research papers. Analyze how did the authors crafted their conclusion, and supply your answer
on the space allotted below.
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Research Title Author and Date Published Analysis of the Research
(Include website if source is Conclusion
from the internet)
Activity 7.2. Directions: Craft your research conclusion based on the discussion given above.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LESSON 2. Making Recommendations Based On Conclusions
After crafting your research conclusion, the next step for you to take is to write your
research recommendations. Recommendations will be the last part of your Chapter 5.
Recommendation is commonly known as the section where you can give suggestions on the
matters relative to your research that must be improved. When writing you must take the
following considerations:
 Recommendations must be brief. When writing your recommendations, take note to write
it concisely and as brief as possible.
 Recommendations should be clear. You must state the specific suggestions that you want
to imply in you study.
 Recommendations must be precise. When giving suggestions, you should avoid vague
recommendations to secure sufficient results.
As recommendations should be crafted briefly, clearly and precisely, here are some guidelines by
Prieto et al. (2017) that you can use.
 You must avoid writing broad and generic recommendations. Also, avoid
recommendations that are directly related to the topic of the research.
 Remember that recommendations are one step further than the conclusion.
 You must take into consideration that recommendations must be specified according to
the areas of concern (i.e. academe, policymakers, etc.)
Activity 7.3 Directions: For this activity, you will need the sources that you have used for the
completion of the last activity. To do this activity, you need to read and analyze the contents of
the recommendation of each identified source. Write all your answers on the table provided
below.
Research Title Author and Date Published Analysis of the

(Include website if source is Research
from the internet) Recommendation
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Activity 7.4 Directions: Craft your research recommendation based on the discussion given
above.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LESSON 3. Writing And Presenting Clear Reports
After accomplishing all of the contents of your research paper, the next thing that you
must do is to prepare and write a research report. Accordingly, research reports are defined as
written documents that discusses a certain issue or topic. It is a document which holds all the
information about a research study from its introduction down to the recommendations.
In making your report, you must take the following considerations:
 You must decide on what are the sections that must be included in your report.Take note
to include the findings and discussion of your study. You should also include the
introduction, methodology, conclusion and recommendations of your study.
 You must write your report clearly and concisely. Main idea should be highlighted and is
supported by statements for elaboration and explanation. Commonly, research reports are
written in past tense form. Words used should be understandable by all of the possible
readers, thus, jargon terms must be avoided.
 References should be carefully and accurately cited. Citing your references is a must.
Paraphrasing is also needed to avoid plagiarism.
 Report should be edited by several times. Checking and proofreading is a must to secure
that all entries and information stated on the report holds credibility and transparency.
When writing a research report, you must take note that it should be in a straightforward
manner. A research report is composed of five (5) integral parts, namely:
1. The Introduction,
2. Review of Related Literature
3. Methodology
4. Results and Discussion and
5. Summary, Conclusion and Recommendations.
6.
The specifications of the parts are explained below:
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Introduction - Your introduction must contain the explanation regarding the reason of the
conduct of the study. It must also have the research framework, statement of the problem and
objectives, significance of the study, and scope and limitations.
Review of Related Literature - This chapter focuses on presenting relevant information

regarding the topic. Citing the references appropriately is a must in this section.
Methodology - Information found in a research methodology is commonly the research design,
research respondents, setting, the research methods and the analysis procedure.
Results and Discussion This chapter holds the findings of the study and the discussion for each
finding. Results of the study must be written clearly and objectively. There are a lot of ways that
can be used in presenting results, some of which are by the use of tables, graphs and figures.
These data should then be discussed.
Summary, Conclusion and Recommendations - Commonly, the summary of the research

paper gives brief information about the research problems, methodology and findings. The
conclusion, on the other hand, gives provides direct answers to the research problems.
Recommendations prioritizes the suggestions that can lead to the improvement of the study.
Accomplishing your research report does not signify the end of your research. After
doing such, you must take into consideration the evaluation of its quality. Take note that the
ultimate goal of evaluating you paper is to secure its quality. Corbin and Strauss (1990) suggests
the following guidelines in assessing and evaluating research papers.
 How was the sample selected?
 What major themes or categories emerged?
 What were some evidential or incidental proofs pointing to the categories?
 What were some of the statements of relationships made during the
analysis and on what grounds were they formulated and validated?
 Were there discrepancies and how were they accounted for?
 How and why was the core theme, is applicable, selected?
 Are the concepts systematically related? The concepts and their
relationships must be developed systematically to generate a theoretical
explanation of a phenomenon of interest.
 Was the process taken into account? A clear discussion of the process
enables theory users to explain theory consequences under changing
circumstances.
 Are the theoretical findings significant and to what extent?
 Do the findings become part of the body of the research topic?
The following sample format can help you in developing your research paper. The
discussion for each component is described in the contents of this module.
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RESEARCH TITLE
STUDENT’S NAME (FIRST NAME, MIDDLE NAME, LAST NAME)

Sample Lay-out for the Cover page
RESEARCH PAPER
SUBMITTED TO THE FACULTY OF THE
SANTA FE NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE SUBJECT
INQUIRIES, INVESTIGATION AND IMMERSION
(MONTH AND YEAR OF COMPLETION)
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Sample outline for the research paper
Title Page
Table of Contents
Abstract
Chapter I. Introduction
 Background of the Study
 Statement of the Problem
 Objectives of the Study
 Significance of the Study
 Scope and Limitations of the Study
Chapter 2. Review of Related Literature
a. Overview/Introduction of the Review of Related Literature

b. Body
c. Conclusion
Chapter 3. Methodology
Chapter 4. Results and Discussion
Chapter 5. Summary, Conclusions and Recommendations
References
Appendices
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Activity 7.5. Direction: Directions: Craft your research paper following the guidelines set on the
preceding topics.

Immersion
In this lesson, you will be able to share and defend your written research report. You are
going to revise your written research report based on suggestions and recommendations of
panelist and finally submit final written research report.
After going through this module, you are expected to:
 Defend written research report.

 Revise written research report based on suggestions and recommendations of panelists.
 Submit final written output.
How to learn this module?
What’s the best way to prepare for your Oral Defense?

1. Know the format of your research defense
Make sure that you have followed the standard guidelines in presenting your written
research. As a learner of this program, make sure that you can defend your research in
front of the panel of examiners personally. An online defense may be applicable, but
it is better to have it in person to avoid barriers of communication.
2. Prepare and practice your presentation
A good presentation depends also on the time frame. A 15-minute presentation with a
maximum of 10 to 15 slides is already an ideal presentation. Practice, and master the
content of each slide to avoid excessive watching on your own copy. Train yourself in
public speaking, or practice your presentation inside an empty room. However, the
best way to practice is to have it with your peers or family members, so that they can
also give comments or feedback on your performance.
3. Answer the questions properly and confidently
In every defense, there is always a question from a panel. Defend your research, and
confidently answer the questions. Do not be hesitant in front of them, because they
might think that you are not master with your research study.
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LESSON 1. Sharing Your Research
What are the Parts of the Research Paper?

Chapter 1. The Problem and It’s Background
Chapter 2. Review of Related Literature
Chapter 3. Method and Procedures
Chapter 4. Presentation, Analysis and Interpretation of Data
Chapter 5. Summary, Conclusion and Recommendations
Others
 Title Page- consists of the research title, names of the researchers and name of the
English teacher
 Acknowledgement- a personal page where the researchers are given the privilege
to extend gratitude to all people who helped in accomplishing the research
 Table of Contents- contains the accurate paging of each part of the research paper
 List of Tables/Figures- contains the accurate paging of the tables/figures used in
the study
 Bibliography/Reference-where you will use your sourced cards. Present the
sources using APA or MLA format
 Appendix (e.g., survey questionnaire, interview questions)- attachments
Research Presentation Guidelines
Brief Presentation: This is the visual version of your paper. Your presentation should include: a
short introduction, your hypotheses, a brief description of the methods, tables and/or graphs
related to your findings, and an interpretation of your data.
The presentations should not be more than 10 minutes long. It is not much time though.
Consider planning about 1 minute per slide. The trick to giving a better presentation is
simplifying your information down into bulleted, diagrams, tables and graphs. Do not rush while
presenting.
Title slide (1 slide). It will contain the title of your paper. If the research is in group list the name
of all the members, your class and section, school and the date of presentation.
Introduction (typically 3-4 slides). Explain why your work is interesting. This part tells the
context of the study. Using pictures is a plus factor to attract audience excitement and attention
about the issue and questions you are addressing. Clearly state your hypotheses.
Materials and Methods (typically 2-3 slides). This is a clear summary of design. Show a
picture of your respondents and justify why they are appropriate for addressing the questions
mentioned above. Show a picture of the venue/ laboratory set-up or some person doing some
work or activity related to your study. You can show a diorama of your experimental design
(sample sizes, sampling frequency). Mention what parameters you measured but do not go into
detail on exact procedures used. State what statistical tests you used to analyse data.
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Results (typically 2-4 slides). You may show a photograph which shows an interesting
qualitative results and state the results. Graphical presentation of results remindsthe audience of
your hypothesis. A simple and clean graph with complete label is more reliable. Do not use light
colors in your figures, they do not show up well when projected.
Implications and Conclusions (typically 2-3 slides). Interpret your results correctly. Address
sources of errors and methodological difficulties constructively. Results should be placed in
context and draw implications from them.
Acknowledgement (1 slide). Thank everyone who provided advice or assistance. Verbally thank
your audience for their attention and tell them you would be happy to answer any questions.
Activity 8.1 Directions: Write the content of your Research Presentation here according the guidelines
Title slide (1 slide):

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Introduction (typically 3-4 slides).
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Materials and Methods (typically 2-3 slides).
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Results (typically 2-4 slides).

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Implications and Conclusions (typically 2-3 slides).
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Acknowledgement (1 slide).
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Steps When Preparing For The Oral Defense
Use the following steps when preparing for the oral defense of your Research Paper.
Your evaluation is based on your presentation.
 Prepare for your presentation mentally and physically. If possible sleep early the night
before your presentation.
 You don’t need to memorize everything but you should know the key points.
 Familiarize your power point presentation and all the parts of your research including all
the details.
 Make eye contact with more than one member of the panel of assessors during the course
of your presentation.
 You may bring mode of verifications for easy reference of your research.
 Keep the cool. Don’t speak too fast and don’t read your notes. Just glance once in a
while.
 Use simple terminologies. It should be concise to be understood even if the audience is
not in the academe.
 You may prepare hand-outs or brochure.
 Space your presentation. Do not focused in one slide only.
 When the panelist occasionally interact during your presentation, take note of the
suggestions.
 Do not answer in a hurry. Pause and think to organize your thoughts. If you are not clear
about the question, you are entitled to clarify.
 Put up a good defense without being defensive. Be confident.
 After the oral defense, meet with your advisor for debriefing and seek advice on how to
revise your thesis.
 Practice, practice, practice. Rehearse several times with the equipment you will use for
your presentation.
Common Project Defense Questions And Answers
Why did you choose this topic?

Commonly this is the first question and you need to prepare a good response. Mention your
driving motivations for the study. State your research problem and why you wanted to address it
in embarking on your study.
Briefly, explain what your research project is all about? To answer this question, understand
completely you research work. If you were asked to submit an abstract, basically repeat it.
What is the scope of the study?
Briefly state the specific aspects of your research topic that you choose to cover.
What is the significance of the study?
Simply state how your research work will helpother researchers, educators, organization
practitioners and policy makers. In short cite the usability of your research.
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Did you bridge any gap from your study?
In this area, mention how your study addressed the existing issues/problems/concerns that made
you choose your topics.
What are your research variables?

This question is asked in order to find out if you really know what your research project is all
about. Explain your independent and dependent variable(s) to show them you really grasp the
concept of your research topic. Identify the variables in your project topic, define and explain
them.
What research methodology did you use?
This is usually the chapter three of your project report. To respond to this question, you should
briefly state the research design procedure you adopted for the research. Talk about the data
collection methods and sampling techniques employed in the research.
Why did you use that research methodology?
State the main reason for choosing your research methodology. For instance, you used survey
research method, state your reasons to collect information from the sample without influencing
the population of the study.
Why do you think your research is reliable?
To answer this question, simply tell your audience/panelist that the threats to research reliability
(which are participants error, participant bias, research error, and researcher bias) did not occur
during the research.
Why do you think your research is valid?
To answer this question, simply tell your audience/panelist that the findings from your study can
be generalized to other relevant settings, group or case study.
In what way(s) does your research project contributes to knowledge?
You may refer to your significance of the study. You talk about your research objectives in
addressing the problem. Briefly state that your project will advance understanding in your
research field.
What are the limitations encountered?
No research task is perfect. It is common for at the least one issue to be identified. To answer this
question, communicate about the weaknesses that had been out of your control.
What source of data was employed for the research?
Simply state the data collection methods that were used in the study. You should state if primary
sources such as questionnaires, interview, observation OR secondary sources such as textbooks,
journals, articles, e.t.c were used. If you combined primary and secondary sources, briefly talk
about it.
What are your findings?
Show the descriptive results from the study in a convincing and clear style. Make sure your
findings refer to your research objectives/questions.
Based on your findings what are you recommendations/suggestions?
This is where you talk about the importance and implications of your findings from three levels
namely:
 Research (various ways other researchers can improve or refine the study)
 Theory (the new contributions that you are adding to the body of knowledge) and
 Practice (how the information gotten from your study can make practice better,
improve the operational procedures, solve problems, improve policy making etc.)
66 | P a g e
Note: Avoid the temptation to make recommendations that are not supported by your findings.
Do not recommend based on your beliefs.
What is the strongest point in your project?

The duration of the oral defense might just be 10 - 15 minutes, as such the questioners will not
have the time to ask you about every detail. They will want to focus on the major thoughts and
ask you the most essential components of your research. Be equipped to answer.
If you could change something regarding your study, what would it be?
You can get your answer from the limitations of your study.
Consider the constraints and the kind of data collection
Do you have any closing comments?
Thank the panel of assessors and let them know that the revisions/corrections that were given
(such as rewriting the conclusion, tables/graphs that are not in the right format, something you
said during the defense and they want you to include it in the report or some other issues they
noticed you did not capture) would be implemented and shown to your supervisor.
LESSON NO.2 Revise Written Research
What is a revision of a paper of text?
To improve your paper, revision is necessary to polish it through completely. Several

steps in writing is involved. Revision is the process to drive your paper to better level. In
revising, you will rework and rewrite sentences. You may revise the entire paragraphs to
improve your argument.
10 Things You Can Do to a Better Revise Your Paper
1. It is good to have someone else read your paper. Your researcher teacher may critic your
work. You may ask you language teacher to read your paper and ask for some
suggestions.
2. Go over your paper by reading out loud. Figure it out if it may sounds right.
3. Thoroughly research the topic by reading the new credible sources.
4. After receiving some suggestions, create new outline by noting points you want to hit.
5. Have someone else read it aloud to you, does it sound right?
6. Read the paper from the last word to the first word.
7. Consider your paper as a presentation. Think of it as if you were presenting in an
audience.
8. Provide a complete draft of new introduction and conclusion. Check if the current paper
aligned with the correct parts.
9. Be sure to proofread and edit as needed.
10. Set your paper aside for a day or longer and come back and read it through fresh eyes.
67 | P a g e
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What is the purpose of the 3 I's module?

What is the purpose of the 3 I's module?

What are the steps involved in natural inquiry?

What are the steps involved in natural inquiry?

Inquiries, Investigation and

This module has 1 lesson: Natural Inquiry

To attain the objective of this module, do the following:

Focus. which is an ill-structured problem demands consideration of diverse perspectives.

Possible topic: Products are not saleable in the school canteen,

This module has 7 lessons:

What you are expected to learn?

Sample Background of the study:

GRADE 11 STUDENTS’ LEVEL OF AWARENESS ON THE 3R’S METHOD

How to make a Conceptual Framework

b. Create a Flow Chart

d. Return and Revise

Sample Schematic Diagram:

Demographic Profile of the

It is your turn to make your own Conceptual Framework.

Independent Variable Dependent Variable

Fig. 1 Schematic Diagram showing the perimeter of the study.

3 Research Hypothesis is vital to all research endeavours, whether qualitative or quantitative,

You will be expressing your hypothesis in 3 ways:

Your hypothesis will be part of your research proposal.

Activity 2.3. Writing Exercise: Make your own Research Hypothesis

Presentation of Written Statement of the Problem

Research studies generally include the succeeding interconnected portions.

Purpose of the statement of the Problem

Tell me what you see: “Am I pretty or ugly?”

Presentation of the Formulated Statement of the problem Based on the

Specific Title of the Study:

Narcissism in Teenagers: Root causes, Manifestations and Interventions

Statement of the Problem

Specific Problems: Specifically, it seeks to answer the following questions:

A. Statement of the Problem

Significance of the Study

Sample Significance of the study:

Significance of the Study

Importance of the Study:

Scope and Limitation of the Study 6

Examples of Delimitation of Research

1. Go back on the sample given.

A. Scope and Limitation

Types and Functions

Sample Operational Definition of Terms:

Conceptual Definition Operational Definition

Academic Performance CCT or Conditional Cash Transfer

Activity 2.8. Writing Exercise: Defining a term.

How to learn from this module?

To achieve the objectives of this module, do the following:

Review of Related Literatures, as stated in the Overview, is one of the major

LESSON 2. CITATION OF RELATED LITERATURES

1. American Psychological Association (APA)

However, if the associations, corporations, government agencies have a

II. APA Citation for electronic sources

2. Song et al. (2012) stated that …

5. Norman explained the meaning of …. 2

6. It is stated that … (White 2005, 357)

7. Chang (n.d.) stipulated that …