9

Research II
Quarter 2 – Module 10:
PRESENTATION OF STUDENTS’
RESEARCH
Advanced Statistics – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 10: Presentation of Students’ Research
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: JANSTEN B. MAPATAC

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Printed in the Philippines by ________________________

Department of Education – Region II

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E-mail Address: region2@deped.gov.ph
 9

Research II
Quarter 2 – Module 10:
Presentation of Students’
Research
Introductory Message
For the facilitator:

Welcome to the Research II – Grade 10 Alternative Delivery Mode (ADM) Module on

Presentation of Students’ Research.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Advanced Statistics Alternative Delivery Mode (ADM) Module on

Presentation of Students’ Research.

Through our hands we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and
time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written with you in mind. It is here to tackle
the proper way of presenting a research paper. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is all about the presentation of a scientific research paper.
After going through this module, you are expected to present your research
paper both visually and orally.

What I Know

Directions: Choose the letter of the correct answer from the given choices by
writing the chosen letter on a separate sheet of paper.
1. What is the allowed dimension of the display board in the science fair?
A. 2m by 1m C. 1.2m by 60 cm
B. 1.2m by 1m D. 2.4m by 1.2m
2. Which of the following is not included in the display board?
A. Title C. Appendix
B. Conclusion D. Hypotheses
3. Which among the following could be done to create a good impression on the
audience?
A. Make effective use of visual aids.
B. Explain the research vaguely.
C. Take a deep breath, stand straight and begin.
D. Create a relaxed and friendly facial expression.
4. To insure success and confidence in the presentation of the research, which of
the following guidelines must be utilized?
A. Prepare the visuals and arrange them in order/sequence of presentation.
B. Use colored pens to designate the visuals to be used.
C. Practice the presentation in front of a class and solicit feedback.
D. All of the above statements.
5. Which among the following is NOT frequently asked about the results and
conclusion of the study?
A. What results did you find?
B. What materials did you use?
C. How did your results relate to your original hypothesis?
D. What additional experiments would you suggest?
Lesson
Presentation of Students’
01 Research

In the previous module, you learned how to write the bibliography of a

research paper.

In this lesson, you will learn about the appropriate ways of presenting a
scientific research.

What’s In

Let’s revisit what you have learned from the previous module.
Bibliography documents the written sources of information used in the
study. It includes pertinent resource materials in the research paper. It lists al
books, papers, journal articles and communication cited in the paper. A common
oversight error among many research papers is the non-inclusion of cited works in
the bibliography. Sometimes, cited materials included in the Review of Related
Literature or in the research paper to make sure that all cited works find their
respective places in the Bibliography.

The most practical and useful way to arrange the bibliographic entries is in
alphabetical order, listed by authors. For a more convenient listing, you may want
to classify your references. If you decide to follow the latter format, you may use the
following categories.
✓ Books
✓ Journals
✓ Periodicals
✓ Conference Papers

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.
 What’s New

Activity 1. The Magician’s Board

A magician has used a science fair display board in his trick. In order to
successfully pull his trick, you need to label the different parts of his display board.
Directions: Label the parts of the magician’s board.

3 1 7

2 6
4 8

5 9

Put your answers in the magical wands:

“Research creates numerous magical ways of understanding things.”

-Sir Ten
 What is It

PRESENTATION OF STUDENTS’ RESEARCH

Science competitions in the form of “Science Fairs’” are organized to provide
venues for presentation of students ’science investigate researches. To encourage
greater participation, science fairs are conducted at various levels: school-wide
level, district/division level, regional level and national level. In each level, the
presentation of students’ investigatory projects is typically done through visual
displays and oral reports. This section discusses the general format and guidelines
for each type of presentation.
A. Visual Presentation

1. Format ad Important Parts of a Science Project Display

The science fair project display follows the specifications required by

the Department of Science and Technology (DOST) for exhibit size and
components. Three-panel board exhibits are limited to a depth of 60cm,
width of 120 cm and height of 100 cm. The displays board may be made of
materials such as plywood, Plexiglas, Whiteboards, reinforced poster board,
corrugated cardboard or Styrofoam sheets.
The visual science project display presents the title of the project,
abstract, statement of the problem, procedure (materials and methods),
result and conclusion. Figure 1 below shows the visual position of these
parts of a science fair display board.

60 cm 120 cm 60 cm

SOP TITLE DATA

ANALYSIS

ABSTRACT VISUALS OF
HYPOTHESIS CONCLUSION
PROCEDURE OR
FLOW CHART 100 cm

PROCEDURE RECOMME
NDATION

Figure 1. General Diagram of a Sample Science Fair Display Board

2. Preparing the Project Display Board: Guidelines and Presentation

The project display board should be prepared based on the DOST

required Project Display Specifications.
 Accordingly, the display board must:
✓ Have dimensions as specified in Figure 1.
✓ Be durable with parts firmly attached.
✓ Be complete with accessories including electrical connection and
extension.
✓ Provide safety measures to viewers. (DO NOT use toxic chemicals,
explosives or poisonous specimens.)
✓ Have only major items posted on display / exhibit panel.
✓ Have procedure presented in pictures, flow chart an diagram.
✓ Have a copy of the abstract posted on the upper left-hand corner of
the center display panel.
✓ Have a 3-inch title size.

Moreover, the following suggestions and comments are hereby added.

✓ All letterings should be neat and legible.
✓ Spelling and grammar used in all written text must be carefully
checked.
✓ Proper complementary colors to enhance photographs and display
materials should be observed.
✓ The display board serves as the advertisement or sort of promotion
for the investigatory project. A messy display will dissuade judges
and the public.

B. Oral Presentation

Generally, the final phase in judging investigatory projects in science fairs is

to require the student proponents to present their researches orally before a
panel of judges. Based on the direction of the organizers, this oral presentation,
which is known as “Science Congress”, may or may not include science
advisers and other student proponents in the audience. This section orients the
student proponents on how to defend their research successfully in a science
congress.

1. Creating a Good First Impression on the Audience

The prospect of making an oral presentation is very threatening to

most students. It is normal for them to be nervous especially at the
beginning of their presentation. Here are some pointers/suggestions to
enable students to overcome such fear or “state fright’’ and create a good
first impression on the audience.

a. Take a deep breath, stand straight and begin.

b. Speak clearly at a reasonable pace and loudly enough to be heard by
everone.
c. Make effective use of visual aids.
d. Maintain an eye-to-eye contact with the judges and the audience.
e. Create a relaxed and friendly facial expression.
f. Be enthusiastic about your project because such enthusiasm can
motivate your audience to be more attentive.
Students should employ strategies that we are effective in developing
their presentation skills. These strategies include practicing one component
 at a time, modeling of research presentations and speaking in a variety of
environments.

2. Usual Questions Asked by the Judges

Students should be prepared to answer the usual questions that judges

may ask. This practice will help develop their self –confidence.
A. Background Knowledge
✓ Why did you become interested in the topic?
✓ What is the purpose of the project?
✓ What other information or studies did you find very helpful in your
research?
B. Experimental Design
✓ What is the hypothesis of your study?
✓ What variable did you intentionally change?
✓ What response did you observe or measure?
✓ What did you intentionally keep the same?
✓ What group did you compare the others against? Why?
✓ How many trials did you make to test your hypothesis?

C. Materials and Methods

✓ What materials did you use?
✓ What steps did you follow in conducting the experiment?
✓ In what ways did your adviser assist you in doing your project?
D. Result and Conclusion
✓ What results did you relate to your find?
✓ How did your results relate to your original hypothesis?
✓ What conclusion did you make?
✓ If you will repeat the project, what would you suggest to do
differently?
✓ What additional experiments would you suggest?
✓ Which group in the community would be interested in your
project?
✓ What was the most important thing you learned from the
experiment?

3. Usual Procedure for Oral Presentation in a Science Congress

Summarize in Table 1 are the suggested sequence and used of

representative visual aids in the oral presentation of students’ research
projects in a Science Congress.

Table 1. Suggested Order and Visuals for Oral Presentation (Cothron, Giese
and Rezba. 1993. Student and Research. Kendall/Hunt.)
Presentation Visual Aids
Introduction (2 minutes)
1. Introduce yourself, your school.
2. Tell your audience how you became
interested in the topic.
3. State the problem in question form. • Picture, diagram, table or
graph that shows the
problem
 4. Cite pertinent information on •
Table outlining similarities
variables and previous related and differences among
research. research studies.
• Photo of experimental
subject or phenomena
5. State the research hypotheses. • List of hypotheses
Procedure(Methods/Materials)
1. Describe the design of the • Flow chart of the
Experiment experiment
2. Describe the experimental • List of materials
procedure (methods and materials).
Results

1. Display the results or product. •

Tables, graph of each type
of data
2. Describe the results • Actual display or
photographs of treatment
group
Discussion-Conclusion
1. Summarize the major findings, • List of major findings
including, support for the research
hypotheses.
2. Give recommendations or • List of improvements,
suggestions for improvement for possible research topics
further study and applications

4. Maximizing Student in Oral Presentation

To insure success and confidence, the following guidelines may be used.
✓ Students must take a script of their oral defense following the sequence
illustrated above in note cards. Use colored pens to designate the visuals
to be used.
✓ Prepare visuals and arrange them in order/sequence of presentation.
✓ Using the visuals, read the note cards to a teacher, parent or fellow
students.
✓ Practice the presentation in front of a class, on a stage with microphone
and overhead projector to obtain feedback.
✓ Continue practicing the polished presentation until you can speak
without the note cards. Integrate the visuals in the presentation.

What’s More
Activity 2. Do’s and Don’ts Leaflet

Directions: Make a leaflet about the do’s and don’ts of presenting in a Science
Fair. Your output will be assessed by the following criteria:

Creativity – 10 points
Content – 10 points
 What I Have Learned
Directions: Supply the missing blanks to complete the sentences.

Science competitions in the form of “____________” are organized to provide

venues for presentation of students ’science investigate researches. To encourage
greater participation, science fairs are conducted at various levels: school-wide
level, district/division level, regional level and national level. In each level, the
presentation of students’ investigatory projects is typically done through
_________________ and oral reports.
The science fair project display follows the specifications required by the
________________________________________ for exhibit size and components. Three-
panel board exhibits are limited to a depth of ______, width of _________ and height
of 100 cm. The displays board may be made of materials such as plywood,
Plexiglas, Whiteboards, reinforced poster board, corrugated cardboard or Styrofoam
sheets.
The visual science project display presents the title of the project, abstract,
statement of the problem, procedure (materials and methods), result and
conclusion. Figure 1 below shows the visual position of these parts of a science fair
display board.
Generally, the final phase in judging investigatory projects in science fairs is to
require the student proponents to present their researches _________ before a panel
of judges. Based on the direction of the organizers, this oral presentation, which is
known as “__________________”, may or may not include science advisers and other
student proponents in the audience.

What I Can Do
Directions: Make a mini – Science Fair Display Board out of indigenous materials
available at home. Also, you may opt to make one using any software
application and print it instead. Your output will be assessed by the
following criteria:
Creativity – 10 points
Content – 10 points

Assessment
Directions: Choose the correct answer from each question.
1. Which of the following parts of a scientific research paper is NOT included on
the right wing of a display board?
A. Data Analysis C. Conclusion
B. Hypothesis D. Recommendation
2. Which of the following should NOT the display board be/have?
A. Be durable with parts firmly attached.
B. Have major items posted on display/exhibit panel.
C. Use toxic chemicals, explosives or poisonous specimens.
D. Have a 3-inch title size.
3. Which of the following is a usual question asked by the judges regarding the
experimental design?
A. What is the hypothesis of your study?
B. What is the purpose of the project?
C. What steps did you follow in conducting the experiment?
D. How did your results relate to your original hypothesis?
4. Which of the following guidelines should be heeded in order to insure success
and confidence in science fair presentation?
A. Prepare visuals and arrange them in order/sequence of presentation.
B. Continue practicing the polished presentation.
C. Make a script of the oral defense.
D. All of the above.
5. To create a good impression, which of the following must NOT a presenter
commit?
A. Make effective visual aids.
B. Be enthusiastic with the project.
C. Speak ambiguously with the judges and the audience.
D. Take a deep breath, stand straight and begin.

Additional Activities

Directions: Create a PowerPoint presentation of your research proposal (Chapters

1-3). Your output will be assessed by the following criteria:
Creativity – 10 points
Content – 10 points
References

For inquiries or feedback, please write or call:

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Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

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