Cronasia Foundation College, Inc

Pioneer Avenue, General Santos City

Educ 418 – Special Research Project

Module 1
The Research Problem
At the end of this instructional module, the students are expected to:

1. Identify the three main purposes of research;

2. define scientific research;
3. discuss the conditions that point to the existence of a problem;
4. enumerate the characteristics of a good research problem;
5. show how a research problem is formulated;
6. explain the characteristics of a good research title;
7. answer the study guide questions

Why research?
Research is done for three main purposes. It may be done to search for a theory. In a
qualitative research , common patterns related to specific issues, groups, or areas of interest to the
researchers, agencies, and communities are noted and made as bases for a new theory that may
emerge. In quantitative research, numerical measures are employed in data analysis in order to test a
theory. Findings in the investigation are compared against the theory, whether they confirm or negate
it. Research may also be done to solve a problem. The problem is not an ordinary one. It is something
that needs to be solved using scientific procedures. Thus, this is aptly termed as scientific research.
Kerlinger (1973) defines scientific research as a systematic, controlled, empirical, and critical
investigation of hypothetical propositions about presumed relations among natural phenomenon.
Scientific research is systematic because it follows steps or stages in the process. It sta identification of
the problem , relating the problems to existing theories, formulating hypotheses, data gathering,
analysis and interpretation, formulating conclusion and implications, and recommendations for further
improvement, and finally the findings and conclusions form part of the existing body of knowledge.
Research is controlled because variables are manipulated, classified and categorized based on the
purposes or aims of the study. It is a critical investigation involving in-depth analysis of natural
phenomena and employs higher-order thinking skills of the researcher.

Identifying the Research Problem

When can we say a problem exists? A problem exists ,

1. when there is an absence of information resulting in a “gap” in knowledge;
2. when there are contradictory results; and
3. when a fact exists and you intend to make your study explain it

What characterize good problems?

1. A good problem should be of great interest to you. Research is a long and arduous process. To
do it. You need to be highly motivated and interested. Pursuing something difficult would be
futile, if and when, interest and motivation is lacking or absent.
2. It should be useful for the concerned people in a particular field. This is why, you as the
researcher, should select a topic within your field of endeavor so that you can share the benefits
of your research work with other people in that particular field.
3. It should be novel. Your research topic should be something new so that you can be sure that it
really contributes to the formation of new knowledge and not just a mere repetition of what has
been done already.
4. It should lend itself to complex designing. Complex research designs demand more rigorous
work and in-depth analysis. From these, better results can be expected.
5. It should be completed in an allotted time desired. Do not delay your research work because
timeliness and freshness of your data and findings will be crucial. Finish your work within the
time frame you have set at the start.
6. It should not carry ethical or moral impediments. The ethics of research demand that you do
not intrude into the personal lives of your respondents, unless allowed to do so. Generally,
ethical and moral considerations should be held high. Your research will fail if your respondents
will refuse to answer questions related to ethical and moral issues (Sevilla, et al, 1992).
Sources of a Problems
There are many sources of the problems. It may be derived from the following:
1. experiences and observations
2. the vast amount of literature in your own field
3. the courses that you have taken
4. journals, books, magazines, or abstracts
5. theses and dissertations (focused on recommendations)
6. your professors and your classmates. And
7. the internet

The Title- Guidelines in Writing the Title

The thesis writer should be guided by the following in the formulation of his title. These are also
the characteristics of the title.
1. Generally, the title is formulated before the start of the research work. It may be revised and refined
later if there is a need.
2. The title must contain the subject matter of the study, the locale of the study, the population
involved, and the period when the data were gathered or will be gathered.
3. It must be broad enough to include all aspects of the subject matter studied or will be studied. Hence,
the title indicates what is expected to be found inside the thesis report.
4. It must be brief and concise as possible.
5. Avoid using the terms “An Analysis of”, “A Study of,” “An Investigation of,” and the like. All these
things are understood to have been done or to be done when research is conducted.
6. If the title contains more than one line, it must be written like an inverted pyramid, all words are in
capital letters.
7. The title should be within twelve (12) substantive word requirement of the American Psychological
Association (APA).

Statement of the Problem-Guidelines in Formulating the General Problem and the Specific Sub-
problems

The following are suggested to guide the researcher in the formulation of his general as well as
his specific sub-problems or questions.
1. The general statement of the problem and the specific sub-problems should be formulated first
before conducting a research.
2. It is customary to state specific sub-problems in the interrogative form. Hence, dub-problems are
called specific questions.
3. Each specific question must be clear and unequivocal, that is, it has only one meaning. It must not
have dual meanings.
4. Each specific question is researchable apart from the other questions, that is, answers to each specific
question can be found even without considering the other questions.
5. Each specific question must be based upon known facts and phenomena. Besides, data from such
known facts and phenomena must be accessible to make the specific question researchable.
6. Answers to each specific question can be interpreted apart from the answers to other specific
questions.
7. Answers to each specific question must contribute to the development of the whole research
problem or topic.
8. Summing up the answers to all specific questions will give a complete development of the entire
study.
9. The number of specific questions should be enough to cover the b should be broken up into as many
sub-problems or questions as necessary.

Illustration 1 (Descriptive Research)

Title: CORRELATION BETWEEN TECHNOLOGY LIVELIHOOD EDUCATION (TLE) SCORES AND THE
NUMBER OF HOURS OF STUDY IN TLE AMONG GRADE 11 LEARNERS IN METRO MANILA

Based on the above problem, the specific research problems are as follows:

1. What is the correlation between the TLE scores and the number of hours of study in TLE among
Grade 11 Learners in public schools in Metro Manila?

2. Is there a significant relationship between Technology Livelihood Education scores and the number
of hours of study in TLE among Grade 11 learners in public schools in Metro Manila?
Illustration 2 (Research and Development Design)

Title: DEVELOPMENT AND VALIDATION OF MULTIMEDIA –BASED TEACHING MATERIALS ON

ELECTRICAL INSTALLATION MAINTENANCE FOR GRADE 12 LEARNERS IN GENERAL SANTOS CITY

Based on the above problem, the specific research problems are as follows:

1. What are the components of multimedia-based teaching materials as to the content and skills in
electrical installation maintenance?

2. What are the mean responses of the NC 11 TLE teacher evaluators, ICT teachers, TLE coordinators
regarding:
2.1. Acceptability;
2.2. Usability, and
2.3. Relevance

3. Is there a significant difference among the mean responses of the NC 11 TLE teachers. ICT teachers,
and TLE coordinators in terms of:
3.1. Acceptability
3.2. Usability, and
3.3. Relevance

Significance of the Study

The significance the study is discussed comprehensively to convince the screening committee on
the importance of the study. It is presented with either an inductive or a deductive perspective. When
using an inductive perspective, the researcher discusses the importance of the study from particular to
general. He starts discussing the importance of the study from target beneficiaries to the researcher
himself, from the people in the locality, province, region, and nation. When a deductive perspective is
used, the researcher presents the importance of the study from the general to the particular-from the
national level down to the regional and division level, to the researcher and to the target beneficiaries.

The researcher should prove that the study has important contributions in relation to (a) solving
the problem and need (b) bridging the knowledge gap ,( c)improving social, economic, and health
conditions of the people, (d) enriching research instruments, methods and strategies, and (e)
supporting government thrusts.

Scope and Limitations of the Study

This section in the research paper includes the coverage of the study, the subjects, the research
instrument or apparatus and equipment, the research issues and concerns, the duration of the study,
and the constraints that have direct bearing on the results of the study.

Activity No. 1.
1. What are the three main purposes of a research?
2. How is scientific research defined?
3. When do we say that a problem exists?
4. What are the characteristics of a good research problem?
5. Based on your chosen research title, formulate your specific research problem.

Activity 2.
Submit 5 research abstracts (2015 onwards) preferably on the development and validation of
instructional materials in your major field. You can download these from Google Scholar, ProQuest, and
other credible sources.
Questions:
1. How do you classify the research?
2. What is the intended use?
3. What data collection techniques were used?
 MODULE 11
REVIEW OF RELATED LITERATURE

At the end of this instructional module, the students are expected to:
1. explain the significance of a good literature review;
2. distinguish between conceptual and research literature;
3. define a theory;
4. differentiate the theoretical framework from the conceptual framework;
5. formulate hypotheses;
6. define the terms conceptually and operationally; and
7. answer study guide questions

Review of Related Literature

No one has yet written a thesis worthy of its nature without undertaking a good literature
search or review. Extensive readings on the topic or problem is necessary in order for you to know your
entry point to the topic. The values of conducting a good literature search are:
1. helps in identifying a research problem;
2. helps in defining or refining a research problem;
3. avoids unnecessary duplication of previous work;
4. offers the researcher the range of theoretical and conceptual frameworks;
5. provides information about what variables have been investigated so far, the research methods
used, and how the findings were interpreted;
6. allows the researcher to foresee significant directives and issues, and
7. suggests how the planned research can contribute to enriching what is currently known.

When undertaking your review of related literature and studies. It is advisable to use index
cards. The use of index cards lends to flexibility in the arrangement or logical sequencing of your
research materials.

Four types of entry reference notes may be employed as follows:

1. Quotation. The exact words of an author are reproduced and enclosed in quotation marks. It is
important to copy each statement verbatim and to indicate the exact page reference so thatquotations
can be properly documented in the written report.

2.Paraphrase. You can restate the author’s thought I your own words.

3. Summary. You can restate in condensed form the contents of the article,

4.Evaluation. You can record your reaction indicating agreement or disagreement or interpreting the
point of view of the writer.

Sources of conceptual literature:

1. Encyclopedia of the social sciences
2. Other encyclopedias
3. Yearbooks and handbooks

Sources or research literature:

1.Theses and dissertations
2. Research abstracts
3. International and National Social Journal

Theory Defined
Kerlinger (1973) defines a theory as a set of interrelated constructs (concepts), definitions and
propositions that present a systematic view of phenomena by specifying relations among variables, with
the purpose of predicting a phenomena.
Some functions of the theory:
1. It identifies the start for the research problem by presenting the gaps, weak points, and
inconsistencies in the previous researches. This provides the study with a conceptual framework
justifying the need for investigation.

2. It puts together all the constructs or concepts that are related with the research topic. The theory
then leads you into the specific questions to ask in your investigation.
3. It presents the relationships among variables that have investigated, This process enables you to view
the topic on hand against the findings earlier bared. These findings have the function of explaining the
phenomena.

Theoretical/Conceptual Framework
Once a theory or theories are found that would link your topic to a body of knowledge, you now
formulate your theoretical framework. The theoretical framework serves as the structural frame or
base of your study. The core theory should relate to the major variable of your study and the other
supporting theories should be linked to the other research variables. The theories are then made
operational in the conceptual frame of the study.

The conceptual framework is the basic structure that serves as a mental window of the
researcher because it depicts the research design and the relationships of the variables involved. It is
written or visual presentation that explains either geographically or in narrative form. It can be
presented as a flowcharts, tree diagram, shaped-based diagram, triangles, concentric circles,
overlapping circles, mind maps and software system. It is the researcher’s own position of the problem
and gives direction to the study. The researcher can also show the relationships of the different
constructs that he wants to investigate.

Illustration 1. The independent-dependent model used in behavioral sciences. In the context of the
study, the identified independent variable factors affecting the behaviors of the learners are : family,
community, teachers and learning environment. The dependent variables include the behavior
problems within the public school setting-internalizing behavior(inattentive, uncooperative, inactive)
and externalizing behavior (aggressive, disobedience, impulsiveness).
Independent Variable Dependent variable
Factors affecting Behavior Problems
behavior of learners in Internalizing Behavior
public school setting  Inattentiveness
 Uncooperative
 Family
 Inactive
 Community
 Teachers Externalizing behavior
 Learning
Environment  Aggression
 Disobedience

For descriptive- developmental educational research design, the conceptual framework follows the
input- process- output (IPO) model. Input is something from the external environment that is fed into
the system. The process accepts the inputs into the system and performs some types of operation on it
which transforms it into some other state. In the simplest terms, the process is the heart of any system.
The outputs are the data and materials flowing out of the transformation process.

Illustration 2. The figure below shows the input-process-output model where a needs assessment and
review of existing books were made as part of the input (I) . The process (P) included the design and
development of the workbook, pilot of the workbook with college freshmen, revision of the workbook,
and the final evaluation. The output (O) of the study was the validated and evaluated Physical Science
Workbook.

Input Process Output

Design and
Needs assessment development of Validated and
(Least Learned Physical Science Evaluated
Concepts) Workbook Workbook in
Try out and Physical Science
Review of existing revision of the
science books workbook

Evaluation of
workbook
Related Studies
The related studies are also called research literature. The purpose of reviewing research
literature is for you to know what have already been explored, what needs to be explored, and what
topic is over explored. This will guide you in deciding which topic to pursue. It is not advisable to select
over explored topics although it may still holds some merits such as replicating studies in different
places involving different respondents and research methodologies in order to prove the
generalizability of the previous studies. Topics which are unexplored or least explored should be
selected so that after you have conducted you have somehow contributed your share in forwarding the
cause of knowledge and not just a mere repetition of what have already been said and done by others.

Similarities and Differences

After your related studies, there is a portion that points out the similarities and differences of
the studies cited and your present study. A good advise will be for you to cite first the similarities
followed by the differences. Some schools require their learners to have this immediately after each
study is cited. Other schools require their students to have a separate section for presenting similarities
and differences. Whichever style you use is acceptable depending on the requirements of the specific
school.

Hypotheses
A hypothesis is a tentative explanation for certain behaviors, phenomena, or events which have
occurred or will occur. It is the most specific statement of a problem. It provides a translation of the
problem into a form more amenable to testing.

A good hypothesis possesses certain characteristics:

1. A good hypothesis is researchable.
2. It should be stated in declarative form.
3. It should state, in definite terms, the relationships between variables.
4. It should b e testable.
5. It should follow the findings of previous studies.
6. It should b e related to a body of theory.

The null hypothesis (Ho) means there is no existence of an effect, an interaction of relationship
or of difference. The alternative hypothesis (Ha) is considered the operational statement of the research
hypothesis.

Definition of Terms
In the search for literature, you also list the key terms in your study and define these terms
conceptually and operationally. A differentiation of the two types of definition is given:

Conceptual definition is the universal or academic meaning attributed to a word or group of words.
These can be found in books, encyclopedias, magazines, journals.

Operational Definition is also known as the functional definition. The terms are defined based on the
conceptual definition and operationalized in the context of the study.
Activity 3
1. Give 5 examples of null hypotheses.
2. What are variables? Differentiate an independent variable from a dependent variable. Give
examples.
3. What is a research paradigm?
4. Choose a thesis from the net. Prepare a journal article citing the following: Introduction, Methods,
Results and Major Findings. Include the title, source, name of researcher. Select a 2015 onwards
research.
 Module 111
Research Methodology

At the end of this instructional module, the students are expected to:
1. classify research according to design and methodology
2. Identify the types of research
3. define descriptive research
4. identify the types of descriptive research

Classification of research according to design and methodology

A research can be qualitative or quantitative in nature. The first aims to describe, predict and
explain. The second aims to explore and describe. There is also the third type called the mixed –
method research.

Types of Quantitative Research

Quantitative research is a type of empirical investigation. It means that the research focuses on
verifiable observation. Most often this type of research is expressed in numbers. A researcher will
represent and manipulate certain observation that they are studying. There are four types of
quantitative research, these are survey research, correlation research, causal-comparative research, and
experimental research.

Quantitative Research designs.

There are two kinds of quantitative research designs. They are the experimental designs and
non-experimental designs. Examples of experimental designs are: true experimental designs, quasi-
experimental design, and pre-experimental designs. Non-experimental designs include action research,
comparative studies, developmental studies, evaluation studies, meta-analysis studies, methodological
studies, needs assessment, secondary analysis studies and survey studies.

Descriptive developmental educational research design

It is a systematic study of designing, developing, and evaluating instructional programs,
processes and products that must meet criteria for internal consistency and effectiveness.
The product development of instructional materials usually follows the Analysis, Design,
Development, Implementation, and Evaluation (ADDIE) model. The model guides the researcher
through the process of creating effective educational courses and materials. It is an instructional design
model that has withstood that test of time and use. It is simply a “device” to help the researcher to
think through the course’s design.

Illustration: Title: Development and Validation of Physical Science Workbook for Senior High School

The following phases were followed in the study based on the ADDIE model.

Phase 1. Analysis: A diagnostic test among 50 undergraduate teacher education students was
conducted in AY 22014-2915. This was to determine the least learned competencies in physical science,
which became the basis of the activities included in the workbook. Likewise, the researcher reviewed
selected physical science books published in the Philippines as part of the needs assessment.

Phase 2. Design: The researchers agreed for the selection of learning objectives, assessment
instruments, and content of each worksheets. Each worksheet contains the following parts:
Introductory statement, learning outcomes, learning tasks, add-on vocabulary, and suggested readings.

Phase 3. Development: The researchers started writing the worksheets to be included in the
workbook. Activities that were included are student-centered and reflective in nature.

Phase 4: Implementation: Before the actual use of the workbook, the researchers subjected it to an
expert validation to gauge the workbook face and content validity based on the adequacy, coherence,
appropriateness, and usefulness. Four experts were requested to complete the expert validation form.
This group comprised of an Associate Professor specialized in instructional material development , an
Associate Professor who is an expert in Chemistry. An Associate Professor specialized in Physics, and an
Associate Professor who mastered in Biology. The developed workbook was pilot tested with 24 BSEd
students who were not part of Year 1 of the study. The workbook was pilot tested in the first semester
of the AY 2015-2016 from June 2015 to October 2015. After each activity, students-participants were
asked to evaluate the acceptability of each worksheet using the student evaluation checklisat.

Phase 5. Evaluation. Experts’ and students’ written and verbal suggestions and comments were taken
into consideration forn the revision of the material. The revised workbook was then subjected to final
evaluation.

Analysis: Needs assessment of the least

learned concepts in Physical Science and
review of existing textbooks.

Design: Selection of learning

objectives. Assessment instruments
and content.

Development. Writing of the

worksheets and developing
appropriate activities.

Implementation. Subjecting to
expert validation and pilot testing of
the developed workbook in BSEEd 1
class.

Evaluation. Revision and final

evaluation for production.

Production of Proton Physical

Science Workbook.

The Respondents

The researcher has to explain how and where the respondents will be taken from. It can b e
either total population if population is small ,less than 100, or sample survey if population is large 100 or
more. It is advisable to perform the survey to the total population in order to arrive at valid and reliable
information in gathering data. Sampling is defined as a technique of getting representative portion if a
population. The term population is the entire sum of objects, persons, families, species, or orders of
plants or animals.

Validation of the Research Instrument

`The research instrument can be adopted from previous similar researches. If the instrument was
constructed by DEPeD portal or researchers from refutable institution in the Philippines, it may not
undergo validation and reliability tests. However, if you personally construct it or adopt an instrument
used in foreign studies, it should undergo validation process.

F or validity, five experts in the field of study must be requested to go over the research
instrument to test its validity. Each item in the instrument has a column on 3 (retain), 2 (revise), and 1
(delete). The expert is requested to check the appropriate option column for each item. The researcher
will compute for the weighted mean per item. Items with a mean values of 2.5 to 3.0 will be retained;
items with a mean values of 2 .4 to 1.5 will be revised; and items with mean values 1.5 to 1.0 will be
deleted (Calmorin, 2016).

Data Gathering Procedure

Having found the research instrument valid, the researcher proceeds to asks permission and
approval from the head of the agency where the respondents belong. Once permitted, the researcher
administers the research instrument to the respondents of the study. The date of the administration of
the questionnaire, retrieval date and percentage retrieval of the research instrument must be stated.

Statistical Analysis

When quantitative (numerical) data are already available, they have to be sorted out and
assessed according to the types of questions asked in the problem statement of the study before they
can be analyzed and interpreted. Descriptive statistics like mean, weighted mean, frequency count,
median are used. For inferential statistics, t-test and one way analysis of variance are employed.

Interpreting Quantitative Data

Collected numerical data should be summarized and explained to facilitate understanding of the
study. The data will be meaningful if they were counted, compared, and differentiated. It is also
important that you have a way with words to describe the collected data. It is easy to gather data from
respondents when questionnaires are provided with questions or choices with instruction to make
judgment about each item. These response choices ,summated rating scales are also called Likert
Scales.

Illustration:
A five point Likert Scale gives the verbal interpretation to a summarized data.
4.5 - 5. 0 Very Satisfactory
3.5 - 4.4 Satisfactory
2.4 - 3.4 Moderately satisfactory
1.5 - 2.3 Needs improvement
1.0 - 1.4 Poor
 GUIDELINES FOR WRITING THESIS PROPOSALS

CHAPTER 1

INTRODUCTION
Background of the Study
1. Cite the reasons why you have chosen the topic of your study. (Use third person. Ex. The researcher
instead of I.)
2. Cite problematic situation which prompted you to conduct the study from the macro to micro
levels, that is , globally, regionally, nationally and locally, zero-in on the local setting of the
study.
3. Support your discussion with legal basis relevant to your study.
4. Pertinent statistical data should support your claims.
5. Make your presentation emphatic and explosive. It should create an impact on the reader of your
research. It should prod your reader to go and find out what good is there in your research study.

Statement of the Problem

1. Make a general statement of the problem.
2.Cite the specific problems in logical and sequential order as they appear in your paradigm.
3. The problem must jibe with the paradigm , conceptual framework, hypothesis, methodology and
research instrument.

Significance of the Study

1. Name those who are to benefit from the study people, institutions, agencies.
2. Cite how they will benefit from the findings of the research.
3. Do not fail to include the researchers as beneficiaries and what they are expected to benefit.

Scope and Limitations of the Study

1. Define the scope of your study, the parameters or boundaries of the investigation, the variables
included, time frame, and the respondents to be involved.

2.What weaknesses or limitations of the study do you anticipate? How are going to handle them so that
they do not become the bottlenecks of the investigation?

Chapter 11
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
1. Make an introductory statement before you can present your related literature.

2, Look for a theory with which to anchor your study. The core theory/theories should relate to your
variable. Ex. For Multi-media teaching materials, the Cognitive Theory of Mayer (2009) is applicable.

3. Cite conceptual literature taken from books, journals and periodicals. Ex: Electrical Installation
Maintenance as a Technical Course; Components of Grade 11 SHS EI M; Instructional Materials, Video
Making, Script Writing Criteria for Judging the Video: Acceptability, Usability, Relevance, Content,
Format, Clarity

Related Studies
1. Write an introductory paragraph.

2. Arrange the research literature or related studies by variables. The arrangement of variables should
be based on paradigm.

3.Cite those studies which are relevant to your study.

4. Present the related studies by citing the research methodologies used, the respondents, the statisial
treatment and the major findings.
Conceptual Framework
1. Your conceptual framework should be hinged on your theoretical framework. The theories cited
should be clearly explained and operationalized in this portion.
2. The paradigm which is the schematic illustration of the conceptual framework should be discussed
comprehensively to encompass the parameters of the investigation.
3.Describe how your variables will relate to each other.
4. The hypotheses to be tested should be clearly explained in this portion,

Paradigm
1. The paradigm should illustrate or concretize the conceptual framework.
2. The variables should be appropriately placed in their corresponding boxes. The use of one-headed or
two headed arrows will clarify which variables are to be correlated.
3. For development and validation study, input-process-output is used.

Hypotheses
1. The null hypotheses should be clearly stated. Using the null hypotheses will aid in rejecting or
accepting it.
2. The null hypotheses should jibe with the number of variables to be studied.
Definition of Terms
1. Key terms or phrases used in the study should be defined conceptually ( conceptual definitions are
taken from books, encyclopedias,, periodicals, and journals)
2. After the conceptual definition, define the key terms and phrases operationally or how these terms
are taken to mean in your study.
3. Terms to be defined should be arranged alphabetically.

Chapter 111

METHODOLOGY
Locale of the Study
1. Describe the locale or place of study.
2. Include a map or locator

The Respondents
1. Describe your respondents, their characteristics and profile and how you are going to identify them.
2. Present a table depicting your total respondents, the population and sample size, type,number,
frequencies, percentages n and so on.

Sampling Procedure
1. Describe your sampling procedures; how will derive the sample size, what sampling technique will
you use.
2.The sampling procedure should be scientific.

3. Your sampling procedures and sample size determination should pass the test of representativeness.
Research Design
1. Decide on what research design to use. For instructional material development,you can use the
ADDIE Model.
2.Cite authorities to support your choice of research design.

Research Instruments

1. Decide on the type of research instruments that will best gather data anfd information nrrdrd in your
study.
2. From whom will you adopt your research instruments? Have they been validated?.

Data Gathering Procedure

1. Describe the step by step process in your data gathering, what you actually intend to do.
2. Take note of the unusual events, occurrences, or comments of the respondents in the course of data
gathering/

Statistical Treatment
1. Describe the statistical tools you are going to use and for what purpose you are going to use them.
2. Indicate also at what level of significance will the interpretation s be based.
 Overview of the Subject

Modality of Teaching:
Blended learning-modular and on line

Learning modules: There will be two sets of learning modules. The first set is composed of Module 1-3
while the second set includes Modules 4-6. The modules contain the important concepts and activities
for the course.

On line class: Class interactions can be made only through on line modality via Google Meet and Zoom.
It is in this manner where students and teacher can interact with each other directly. Concepts which
are not clearly written in the modules can be explained further and additional inputs can be given. In
Zoom meeting the Code is not fixed, perhaps it is also the same as the Google Meet. I prefer to work
with small groups. Two groups with eight members is ideal, so the grouping will follow this pattern ,Gr 1
&2, 3 & 4,… 15 & 16. Hence, two group leaders will have to agree when all their members are available
and just invite me to join your meeting. At least in a week, we can have one online meeting. The
schedule is flexible because we have to consider the availability of the internet. Group leaders take
responsibility in contacting your members. Maybe this class can create our own GC.

Grading System
Attendance during online meeting 10%
Oral on line Examination 20%
Assignment & tests 20%
Thesis/Research Project 50%
100%

Schedule of Activities

Activities Time Frame Date of Submission Remarks

Submission of Research Title 1 week Sept. 15, 2020 Group-email

Submission of Answers in Act. 1 1 week Sept. 15, 2020 Individual-email
Submission of Answers in Act. 2 1 week Sept. 22, 2020 Individual -email
Chapter 1 2 weeks Sept. 29, 2020 Group – email
Submission of Answers in Act.3 1 week Oct. 6, 2020 Individual-email
Chapter 2 2 weeks Oct. 13, 2020 Group –email
Chapter 3 2 weeks Oct. 27, 2020 Group- email
On line Proposal Defense/Face to face Oct. 29-Nov 5, 2020
If face to face, prepare hard copy of
manuscript.

Conduct of study-Incorporating Nov. 6-Nov 23, 2020 Group

suggestions of validators

Chapter 4 & 5 3 weeks Nov. 24, 2020 Group- hardcopy

On line final defense/ face to face 1 week Dec 1-7 Group
Revising, incorporating panels
suggestions, printing final copy 2 weeks Jan 5, 2020 Group-softbound
Groupings for Research Work

FSM
Group 1 Group 5
Ambot, L. - Leader Gagula, L. Leader
Abayon, M.A.. Lagronio, M.
Agbon, J. Malinawon, L.
Dimato, H. Mancao, A.

Group 2 Group 6
Antonio, C. Leader Gulle, A. -Leader
Campos, D. P. Mejia,J.
Cawag, M. Necor, S.
Bandela, L. Ocay, R.A.

Group 3 Group 7
Artiaga, C.-Leader Gumamit, A.M. -Leader
Edon, A. Sira, M.J.
Garcenes, D. Talagtag, M.
Javate, S, Tapdasan, G.

Group 4 Group 8
Butigan, J. –Leader Pilas, S. - Leader
Lacuna, R. Teves, S.
Lasquite, M. Tingal, M.
Licayan, J. Yama,A.

Electrical Technology
Group 9 Group 12
Aladad, D. Leader Medel, N. Leader
Alegado, C. Mantigue, K.
Bay, J. Orion, J.
Calatao, D. Palanan, J.

Group 10 Group 13
Cosep, M. Leader Ortiz, P.J. Leader
Estillore,T, Pangolima, H.
Fucal,B. Siao, H.
Iglesia, M. Tablo, M.

Group 11 Group 14
Lauron, D. Leader Pintos, R. Leader
Ishmael, M. Tabora, J.
Lanticon, R. Uy, E.
Loseynon, R. Villoria, E.

GFD

Group 15 Group 16
Bastian, J. Leader Gatoc, C. Leader
Andad, R. Poncardas, C.
Borro, E. Saligan, R.
Tampus, K.

Professor’s Notes.

This subject envisions to come up with a research project that would be useful to you when you
are in the teaching field. With the present situation where face to face learning is not allowed, it is
better to focus on educational instructional materials. One of the these materials is instructional video.
With your number, coupled with your talents and abilities, Cronasia can produce good instructional
videos good for the whole school year in one particular year level in one subject area.
 This is the reason why you have grouped by major field. The group spearheaded by the leader
has to download the curriculum guides for a higher grade level preferably Grade 11 and Grade12. Then,
4 groups have to coordinate with each other and decide which group will create videos for the first
grading, second grading, third grading and fourth grading. The group then decides what specific topic
will be made a video. Each grading period must come up with at least eight videos, meaning each
member will have to produce two or more instructional videos good for 5 to 10 minutes duration.
Hopefully, you can use these videos in your practice teaching.

Tessie R. Colipano, PhD