Republic of the Philippines

Department of
Education
LEARNING ACTIVITY SHEET
PRACTICAL RESEARCH 1
Name of Learner:
Grade Level:

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Strand/Track:
Section:
Date:

A. Background Information for Learners

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The lesson is all about designing a research project related to daily life. It discusses
the guidelines in choosing a research topic. It consists of various activities that will
help the learners master the competency.

B. Learning Competency with code

The learners are able to design a research project related to daily life. (CS_RS11-
IIIc-e-1)

C. Directions/ Instructions

After going through with this unit, you are expected to:
1. Read and follow each direction carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. Record your points for each activity
5. Always aim to get at least 80% of the total number of given items.
6. If you have any questions, contact, or see your teacher through text or messenger.

D. Exercises / Activities

D.1 INTRODUCTION

a. What I need to know?

Activity 1. Picture Analysis

1. What do you see in the picture?

2. What does the picture show?
3. Does the picture show problem to be solved?
4. As a student, how can you be of help to alleviate the
problem of the country?

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

🕿🕿(043)722-1840/722-1796/722-1437/722-2675/722-1662
🖂🖂deped.batangas@deped.gov.ph
🖳🖳www.depedbatangas.org
CRN 44 100 18 93 0045
Activity 2. Article Title: The Philippines in the time of COVID-19: Early experiences and
challenges of a resource-limited country

A Novel Coronavirus Disease

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The novel coronavirus disease 2019 (COVID-19, caused by SARS-CoV-2) has spread
globally since its first report in Wuhan, China on December 31, 2019. On January 30, the
Philippines reported its first two imported cases of COVID-19 in a couple from Wuhan. One
of them died on February 1st, becoming the first COVID-19 death outside China. After a third
confirmed case from Wuhan was reported, no additional cases were found among the

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contacts of these cases and no other cases emerged for the next four weeks.

The Philippine Health System and the Threat of Public Health Emergencies

The Philippines is a low- and middle-income archipelagic country (LMIC) located in

Southeast Asia with a population of more than 100 million people. The country has a dual
and decentralized health system composed of public and private sectors with local
government units being responsible for finance and operations. Despite improvements in the
past decade, the Philippines continues to face public health challenges because of its
resource and capacity limitations. First, the Philippines only has 1 hospital bed and 1.3
physicians per 1,000 people, with only about 1,600 critical care beds nationwide. These
available resources are concentrated in urban areas, with rural areas having only one
physician for a population as large as 20,000 people. Second, we have a primary care
system of health centers and community health workers in cities, provinces, and
municipalities, but they are generally ill- equipped and poorly resourced with limited surge
capacity. This is evidenced by a lack of capability for laboratory testing, limited number of
equipment and medical supplies, and lack of personal protective equipment for health
workers in both primary care units and hospitals. Third, we have disease surveillance
capacity, but this is also uneven across regions and provinces in the country. Fourth, we
have disaster preparedness plans at the level of local government that can be mobilized.
However, disaster response is better geared for typhoons and floods, rather than fighting
epidemics. Hence, our limited resources and capacity make it difficult to adequately respond
to public health emergencies, such as COVID-19. As a result, triage systems and algorithms
are being implemented in hospitals to prioritize patients who need testing and treatment the
most. This system further propagates health inequities with higher chances of treatment and
survival for urban patients who are able to access quality healthcare.
Response to COVID-19

Travel restrictions and community interventions

Drawing from experiences of previous pandemics, the Philippine government

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conducted contact tracing and imposed a travel ban covering foreigners from China, Hong
Kong and Macau after reports of the first few cases and deaths due to COVID-19. In the
succeeding weeks, it issued another travel ban covering foreigners from South Korea and
Taiwan (3). However, these bans were only briefly successful as the number of confirmed
cases increased in the weeks that followed (1). While the bans prevented potentially infected
people from spreading the disease in the Philippines, travelers from other countries where

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the disease was already spreading but not subject to the travel bans were not tested. No
other interventions were done until early community transmission was reported on March 6
and after the WHO declared COVID-19 as a pandemic on March 11.
The Philippine government responded to both developments by declaring a ‘community
quarantine’ for Metro Manila beginning March 15 until April 14, and was made even more
stringent by extending the quarantine to the whole island of Luzon. This quarantine
consisted of the following measures: social distancing; suspension of classes; closure of
sea, air, and land travel; establishment of checkpoints for temperature screening; temporary
closure of non- essential business establishments; encouragement of work-from-home
arrangements; and prohibition of mass gatherings and non-essential public events (4). The
declaration was met with panic: ports, expressways, and airports were filled with people
attempting to leave Metro Manila; shops posted ‘out-of-stock’ signages as people hoarded
consumer goods and hygiene products; online resellers took advantage of the situation by
stockpiling health products and reselling at exorbitant prices (e.g., USD 20 for one N95 mask
that normally costs only USD 5). The government responded to these reactions by
implementing an ‘enhanced community quarantine’ in Metro Manila. The enhanced
community quarantine consisted of: strict home quarantine in all households; suspension of
all forms of public transportation; regulation of the provision for food and essential health
services; and implementation of a heightened presence of uniformed personnel enforcing
quarantine procedures (4). In addition, curfews were implemented from 8:00 PM to 5:00 AM.
According to disease control experts, these community-wide interventions are difficult to
implement owing to its scale (5). However difficult, they are necessary to ‘flatten the curve’
so health systems are not overwhelmed. This is especially important in a country with:
limitations on and poor distribution of resource and capacity; highly populated urban areas; a
health system undergoing changes to provide equitable access to quality and affordable
health care services for all Filipinos under the newly enacted Universal Health Care Law.
Risk communication

National risk communication plans are vital during public health emergencies. The
Philippine government notified the public about the disease, community quarantine
guidelines, and other necessary precautions. However, misinformation and conspiracy

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theories about COVID-19 are still challenges in a population that spends more than 10 hours
a day in the Internet. Thus, these spread quickly and become increasingly difficult to correct.
Plant extracts, and even the common mouthwash, have been touted to cure the disease.
Similarly, conspiracy and racist theories have been circulating, including COVID-19 being a
biological weapon that escaped a laboratory. Efforts to limit the spread of misinformation
mirrors the dilemma on whether public health imperative or individual human rights should

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take precedence in times like these.

Testing

Testing is another critical component in control efforts, but is done on a small scale in the
Philippines. As of March 19, fewer than 1,200 individuals have been tested, with only the
Research Institute for Tropical Medicine (RITM) accommodating tests for the disease and
assisting sub-national reference laboratories to enable them to perform tests. Test kits are
few, with only about 4,500 kits from the WHO. However, the Philippines is expecting a
greater capacity in testing after donations from other countries and local development of
affordable kits supported by the government (USD 26 vs. USD 164 of internationally
available kits.

Conclusions

As a limited-resource country during a progressing pandemic, we are applying

recommended interventions including travel restrictions, community quarantine, risk
communication, and testing despite limitations in resource and capacity. Our country’s
approach has been similar to that of South Korea and Singapore – gradual control through
effective use of public health best practices (7). We have a fairly functional system for
quarantine and a disease surveillance system that is able to do contact tracing. But unlike
South Korea, our laboratory capacity is limited and we are unable to deploy extensive
laboratory testing to find infected cases. Unlike Singapore, our defenses at the primary level
health are poorly organized and resourced, so that patients go straight to hospitals where
overloading easily occurs. And we have limited number of critical care beds in the country to
care for patients who need ventilators for acute respiratory distress caused by viral
pneumonia. But we have a government that is willing to listen to advice from the scientists
and so have implemented community quarantine as a way of slowing down transmission and
‘flattening the epidemic curve’. The next few weeks should tell how effective these efforts to
control COVID-19 will be. (Arianna Maever L. Amit BS, Veincent Christian F. Pepito, Manuel
M. Dayrit MD MSc)
Processing Questions:

1. What does the article all about?

2. What are the experiences of the Philippines in this time of pandemic?
3. What are the responses of the country?

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4. What do you think would be the best solution to solve the said health crisis?
5. If you will be given the chance, do you want to be part of the research team who studies
the vaccine for Covid 19?

b. What’s new?

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D2. Development

a. What I know?

Activity 3: Stirring Up Imagination

Directions: Examine the following list of topics. If you decide to talk or write about
any of these topics, which among them would you like to focus on? Why do you
like that and not the others?
1. ABS CBN 2
2. Forensic Linguistics
3. Social Media Network
4. President Rodrigo R. Duterte
5. Taal Volcano
6. COVID 19
7. Philippines’ Underground River
8. Climate Change
9. The Digital Era
10. Carcinogenic Foods
b. What’s in

Activity 4. This a personal assessment of the learner’s ideas on what research they would
like to conduct related to their field, related to their daily life. (The learner may write 5 or

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more possible topics).

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c. What is it?

Directions: Refer on the given handout and lecture for the clarifications of the given
concepts. (See attached discussion)

D.3 ENGAGEMENT

a. What’s more?

Activity 5. Directions: Put a check (/) under the column of the right descriptive word for
each number.
Research Topics Controversial Vague Narrow Highly Broad Hard-to-
Technical Investigate
1. Filipinos’ Admiration
for the Current First Lady
of the Philippines
2. Some Excessively
Priced Imported Vehicles
3. The Rise and Fall of All
Kings and Queens
4. Labor Unions before
the Coming of Jesus Christ
5. Pluses and Minuses of
all English 2 Textbooks
6. Definition of Research
7. The Extent of
Filipinos’ Faith in God
8. The Structure of
a Nuclear Weapon
9. Comma as a Punctuation
Mark
10. Spaceship Building
b. What can I do?

Activity 6. From the topics you have listed, cross out some ideas which you think are not
appropriate, not useful or too complex. Now, choose the best possible topic from the rest.

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With your chosen possible topic, answer the following questions.
Think of the who, what, when, where and why questions:

● WHY did you choose the topic? What interests you about it? Do you have an
opinion about the issues involved?
● WHO are the information providers on this topic? Who might publish information

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about it? Who is affected by the topic? Do you know of organizations or institutions
affiliated with the topic?
● WHAT are the major questions for this topic? Is there a debate about the topic?
Are there a range of issues and viewpoints to consider?
● WHERE is your topic important: at the local, national or international level? Are there
specific places affected by the topic?
● WHEN is/was your topic important? Is it a current event or an historical issue? Do
you want to compare your topic by time periods?

c.
What other enrichment activities can I engage in?
Activity 7. Directions: INDIVIDUAL WORK. Check the title that appears to be the best in
terms of narrowing down a broad topic.
1. Symptoms of AIDS
Physical Symptoms of AIDS

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Acquired Immune Deficiency Syndrome or AIDS
2. History of Traditional Grammar
History of American Traditional Grammar
Traditional Grammar
3. The Psychology of Reading

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A Study of Human Behavior
Sensory Experience in Reading
4. World Ideologies
Feminism in the Digital Era
Feminism in Nick Joaquin’s Latest Novel
5. Communication Skills
The Writing Process
Pre-writing Strategies
6. War Among Nations
World War II
Japan’s Role in World War II
7. Hotel and Restaurant Management
Food Serving Techniques
Russian-Plate Service
8. The University of the Philippines
The History of the University of the Philippines
The University of the Philippines in the 1960s
9. Philippine Transportation System
Metro Manila’s Transportation System
Manila’s LRT/MRT Systems
10. The Enactment of Laws in Congress
The Governing Bodies of the Philippines
The Congress of the Philippines
D.4 ASSIMILATION

a. What I have learned?

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Activity 8. Directions: Check the right column to assess how much you have
learned the concept on each topic. (Rank your learnings from 1 to 5. 5 as
the highest and 1 as the lowest).
Concepts Learned 1 2 3 4 5
Interesting topic
Vague topic

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Hard-to- investigate-topic
Narrow topic
Timely topic
Relevant topic
Highly technical topic
Broad topic
Topic-selection pointers

What I can do? (assessment)

Activity 9: INDIVIDUAL WORK

Directions: Identify the word or phrase referred to by the following expressions. Write your
answer on the blank before each number.
1. A descriptive word for a topic useful to society’s progress
2. The effect of a topic you like so much or find close to your heart
3. Topics appealing solely to a person’s thoughts and feelings
4. Topics needing an intensive reading in the library
5. A remedy against a very broad topic
6. The effect of working on a vague or not-so-clear topic
7. The reason behind a topic hard to investigate
8. Very easy research topics
9. Topics not needing factual data
10. An adjective for a topic attuned to current happenings
E. Guide Questions

Activity 10 : “Question and Answer”

Directions: Respond to the following guide questions.

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1. What are the guidelines in choosing a research project or topic related to daily life?

2. Why is it important to know the range of research topics in the area of inquiry?

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F. Rubric for scoring
 G. Reflection

The learner will write in his/her journal the knowledge gained in the topic.

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H. References for learners

Arianna Maever L. Amit BS, Veincent Christian F. Pepito, Manuel M. Dayrit MD

MSc. (n.d.). The Philippines in the time of COVID-19: Early experiences and
challenges of a resource-limited country.
Baraceros, E. L. (2016). Practical Research 1. Manila, Philippines: REX Bookstore.
https://libguides.mit.edu/select-topic. (n.d.)

Subject Teachers:

JOHN DALE E. EVANGELIO BERNALYN L. BRIONES

TEACHER II TEACHER I

Noted:

BILLY G. CASTILLO
PRINCIPAL II