Q4 English Module 1 PDF

10 ENGLISH QUARTER 4 MODULE 1: TECHNICAL TERMS USED IN RESEARCH WRITING 1 10 ENGLISH QUARTER 4 - MODULE 1 Week 1 TECHNICAL TERMS USED IN RESEARCH WRITING 2 DAY 1 Pre-test Directions: Read each item carefully and choose the letter of your answer. Write only the letter on a separate sheet of paper. Fo...

10 ENGLISH QUARTER 4 MODULE 1: TECHNICAL TERMS USED IN RESEARCH WRITING 1 10 ENGLISH QUARTER 4 - MODULE 1 Week 1 TECHNICAL TERMS USED IN RESEARCH WRITING 2 DAY 1 Pre-test Directions: Read each item carefully and choose the letter of your answer. Write only the letter on a separate sheet of paper. For items number 1-5, which of the following is a part of research paper or proposal? 1. A. Abstract B. Concept C. Concrete D. Theme 2. A. Bibliography B. Climax C. Hook D. Lead 3. A. Headline B. Methodology C. Statistics D. Reviews 4. A. Cover Page B. Fly leaf C. Front Page D. Feature Page 5. A. Effect B. Ending C. Resolution D. Result 6. What term refers to a detailed summary of a research study? A. abstract B. acknowledgement C. appendices D. bibliography 7. What basic part of a research paper clearly states the research question? A. assessment B. body C. conclusion D. introduction 8. What basic part of a research paper distinguishes the method used in the study? A. Headline B. Methodology C. Statistics D. Reviews 9. What basic part of research is a list of supplementary materials used in the study? A. abstract B. acknowledgement C. appendices D. bibliography 10. What basic part of a research shows historical data or defines previous theories that provide context for your study? A. abstract B. acknowledgement C. background D. bibliography 11. All of the following are the basic research designs EXCEPT: A. Descriptive research design B. Experimental research design C. Correlational research design D. Narrative research design 12. What research instrument uses set of questions to gather data from a group of respondents? A. interview B. documentary film C. questionnaires D. scales 13. What research instrument is generally a qualitative research technique of openended questions to elicit data about a subject? A. interview B. documentary film C. questionnaires D. scales 14. Which of the following research instrument refers to ways in which variables/numbers are defined and categorized? A. interview B. documentary film C. questionnaires D. scales 3 15. The following are the steps in making a documentary film as a primary source of information in a research report or paper. Which one is the logical sequence making a documentary film to be used as a primary source of information in a research report or paper? 1. Edit the documentary film. 2. Choose a worthy topic. 3. Write an outline of the topic. 4 Arrange the shooting schedule. 5. Research about the topic. 6. Shoot the documentary film. 7. Screen the documentary film. A. 7 ,6 ,5 , 4 , 3 , 2,1 C. 2, 5, 4, 3, 7, 6, 1 Lesson 1 B. 2, 5, 3, 4, 6, 1, 7 D. 7, 1, 2, 4, 3, 5, 6 Basic Parts of a Research Paper What I Need To Know At the end of this lesson, you are expected to: distinguish technical terms used in research; understand the basic parts of a research paper; and exhibit the significance of the basic parts of a research paper to impact a meaningful research study. What’s In Directions: Write TRUE if the statement is valid and FALSE if the statement invalid. 1. A research is based on the work of others. 2. A research in general, is a long essay about a certain topic. 3. Plagiarizing other people’s work is tolerable in writing a research. 4. Gathering data to prove a point is one of the qualities of a good research. 5. An abstract is a detailed summary of your study. 4 What’s New Directions: Examine the picture below and answer the questions that follow. Questions: 1. What does the picture show about the society at present? 2. How is society affected by progress? 3. What brought this development or progress? 4. Is technology or advancement in science beneficial to mankind? Prove. 5. Can you imagine the world without technology? Why or why not? What Is It Directions: Read the story excerpt carefully and answer the questions that follow. The Little Prince and the The Fox "I am right here" the voice said, "under the apple tree." From the book "The Little Prince" - "Le Petit Prince" by Antoine de Saint-Exupéry It was then that the fox appeared. "Good morning" said the fox. "Who are you?" asked the Little Prince, and added, "You are very pretty to look at." "Good morning" the Little Prince responded politely although when he turned around he saw nothing. "I am a fox", the fox said. 5 "Come and play with me," proposed the Little Prince, "I am so unhappy." one sees all sorts of things." "Oh but this is not on the earth!" said the Little Prince. "I cannot play with you," the fox said, "I am not tamed." The fox seemed perplexed, and very curious. "On another planet?" "AH please excuse me," said the Little Prince. But after some thought, he added: "what does that mean---'tame'?" "Yes" "Are there hunters on that planet?" "You do not live here," said the fox, "what is it you are looking for?" "No" "Ah that's interesting! Are there chickens?" "I am looking for men," said the Little Prince. "What does that mean--tame?" "No" "Men," said the fox, "they have guns, and they hunt. It is very disturbing. They also raise chickens. These are their only interests. Are you looking for chickens?" "Nothing is perfect," sighed the fox. But he came back to his idea. "My life is very monotonous," he said. "I hunt chickens; men hunt me. All chickens are just alike, and all the men are just alike. And in consequence, I am a little bored. But if you tame me, it will be as if the sun came to shine on my life. I shall know the sound of a step that will be different from all the others. Other steps send me hurrying back underneath the ground. Yours will call me, like music out of my burrow. And then look: you see the grain-fields down yonder? I do not eat bread. Wheat is of no use to me. The wheat fields have nothing to say to me. And that is sad. But you have hair that is the color of gold. Think how wonderful that will be when you have tamed me! The grain, which is also golden, will bring me back the thought of you. And I shall love to listen to the wind in the wheat..." "No," said the Little Prince. "I am looking for friends. What does that mean---tame?" "It is an act too often neglected," said the fox. "It means to establish ties." "To establish ties?" "Just that," said the fox. "To me, you are still nothing more than a little boy who is just like a hundred thousand other little boys. And I have no need of you. And you, on your part, have no need of me. To you I am nothing more than a fox like a hundred thousand other foxes. But if you tame me, then we shall need each other. To me, you will be unique in all the world." To you, I shall be unique in all the world..." "I am beginning to understand," said the Little Prince. The fox gazed at the Little Prince, for a long time. "Please---tame me!" he said. "There is a flower...I think she has tamed me..." "I want to, very much," the little prince replied. "But I have not much time. I have friends to discover, and a great many things to understand." "It is possible," said the fox. "On earth 6 wonderful day for me! I can take a walk as far as the vineyards. But if the hunters danced at just any time, every day would be like every other day, and I should never have any vacation at all." So the Little Prince tamed the fox. And when the hour of his departure drew near--- "One only understands the things that one tames," said the fox. " Men have no more time to understand anything. They buy things already made at the shops. But there is no shop anywhere where one can buy friendship, and so men have no friends any more. If you want a friend, tame me..." "Ah," said the fox, "I shall cry." "What must I do, to tame you? asked the Little Prince. "It is your own fault," said the Little Prince. "I never wished you any sort of harm; but you wanted me to tame you..." "Yes that is so", said the fox. "But now you are going to cry!" said the Little Prince. "Yes that is so" said the fox. "Then it has done you no good at all!" "It has done me good," said the fox, "because of the color of the wheat fields." And then he added: "go and look again at the roses. You will understand now that yours is unique in the entire world. Then come back to say goodbye to me, and I will make you a present of a secret." "You must be very patient," replied the fox. First you will sit down at a little distance from me -like that - in the grass. I shall look at you out of the corner of my eye, and you will say nothing. Words are the source of misunderstandings. But you will sit a little closer to me, every day..." The next day the Little Prince came back. "It would have been better to come back at the same hour," said the fox. "If for example, you came at four o'clock in the afternoon, then at three o'clock I shall begin to be happy. I shall feel happier and happier as the hour advances. At four o'clock, I shall be worrying and jumping about. I shall show you how happy I am! But if you come at just any time, I shall never know at what hour my heart is ready to greet you.. One must observe the proper rites..." The Little Prince went away, to look again at the roses. "You are not at all like my rose," he said. "As yet you are nothing. No one has tamed you, and you have tamed no one. You are like my fox when I first knew him. He was only a fox like a hundred thousand other foxes. But I have made a friend, and now he is unique in the entire world." And the roses were very much embarrassed. "You are beautiful, but you are empty," he went on. "One could not die for you. To be sure, an ordinary passerby would think that my rose looked just like you -- the rose that belongs to me. But in herself alone she is more important than all the hundreds of you other roses: because it is she that I have watered; because it is she that I have put under the glass globe; because it is for her that I have killed "What is a rite?" asked the Little Prince. "Those also are actions too often neglected," said the fox. "they are what make one day different from other days, one hour different from other hours. There is a rite, for example, among my hunters. Every Thursday they dance with the village girls. So Thursday is a 7 the caterpillars (except the two or three we saved to become butterflies); because it is she that I have listened to, when she grumbled, or boasted, or even sometimes when she said nothing. Because she is MY rose." And he went back to meet the fox. "Goodbye" he said. "Goodbye," said the fox. "And now here is my secret, a very simple secret: It is only with the heart that one can see rightly; what is essential is invisible to the eye." "What is essential is invisible to the eye," the Little Prince repeated, so that he would be sure to remember. "It is the time you have wasted for your rose that makes your rose so important." "It is the time I have wasted for my rose--" said the Little Prince so he would be sure to remember. "Men have forgotten this truth," said the fox. "But you must not forget it. You become responsible, forever, for what you have tamed. You are responsible for your rose." "I am responsible for my rose," the Little Prince repeated, so that he would be sure to remember. https://bit.ly/33xDmpO Questions: 1. In the sentence, “I am not tamed.” What does the underlined word mean here? 2. In the story, what does the Little Prince has been looking for a long time? 3. Was the Little Prince able to find what he was searching for? How did he do it? 4. What does the fox mean by this statement, “It is only with the heart that one can see rightly; what is essential is invisible to the eye."? 5. What important lesson did you learn from the story? DAY 2 Parts of a Research Paper Research studies begin with a question in mind. A paper that describes a particular study clearly states the question, methodology, findings, and other relevant information. Read below for descriptions and examples of research paper sections. The main sections of a typical APA research paper include: 1. Cover Page 2. Abstract 3. Introduction 4. Background 5. Methodology 6. Results 7. Conclusion 8. Appendices A more straightforward version of a (Introduction, Methodology, Results, research paper is the IMRAD format and Discussion). However, all of the 8 following sections are typically present in a formal research paper. these programs were in improving their academic performance and general contentment in school. The results of these surveys reveal how long children are academically affected by systemic food insecurity, even when their stomachs are currently full. Title or Cover Page Just like any other paper you write, your research paper needs a cover page with your study’s title. It also needs your and any co-writers’ names and institutional affiliations Here is an example of a basic APA cover page. TheEffects of FoodInsecurityon School Performance Kayla Yang and Nicole Brighton University of California, Davis Introduction The introduction section tells the reader what problem your study is attempting to solve. You can address the study’s significance and originality here as well. Clearly state the research question in the form of a thesis statement. Abstract An abstract is a detailed summary of your study. It should include a broad overview of the paper, your research question, the significance of your study, methods of research, and findings. Don’t list cited works in the abstract. Here is an example of an abstract for a paper on food insecurity. Poverty and poor school performance are two problems that keep Americans from reaching their full potential. Alongside poverty is food insecurity, which affects millions of households – and children – every day. But could focus on one problem help to solve the other? We wanted to find out whether programs designed to reduce food insecurity for targeted children would improve their school performance, and therefore, give them a more successful start in life. Poverty affects more than 41 million Americans every day – most of whom are children. Food insecurity and under nutrition have a confirmed correlation to slower cognitive development for children under three years of age. Hungry children cannot form skills as quickly as their peers due to both deprivation of vital nutrients and poor concentration. But, there has been little focus on how these effects scale up in terms of school performance past kindergarten. Public schools have several programs in place to mitigate the problem of food insecurity, including free breakfast and reduced lunch. We surveyed 100 students at Arbor Elementary School over the course of one school year to see how effective Background What inspired you to take on this study? What has previous research stated or revealed about this topic? The background section is the place to add historical data or define previous theories that provide context for your study. It’s also a helpful place to consider your audience and what information they will need to understand the rest of your paper. Read on for an example of a paragraph from the background section of a research paper. 9 Food insecurity is defined by the U.S. Department of Agriculture as a lack of regular access to food due to one’s financial status. According to the Department’s report “Household Food Security in the United States in 2016,” 12.3 percent of American households, or approximately 41 million people, experienced food insecurity at some point in 2016 (USDA 2017). The Right to Food was included in the United Nations’ 1948 Declaration of Human Rights, while the Food and Agriculture Organization measures food insecurity on a scale from mild (uncertainty about obtaining food) to severe (no access to food for an entire day). (FAO 2019). disadvantaged. The students completed these surveys at the beginning of the school year, then once every two months until the end of the school year, for a total of five survey periods. Results What does your study find? State your findings and supply the data in this section. Use an objective perspective here; save the evaluation for your conclusion section. The survey results indicated a strong correlation between school performance and food insecurity (Appendix D). Students who answered affirmatively in the surveys were consistently among the lower performing members of their class. Contrasted with their peers who were not identified as socioeconomically disadvantaged, these students identified anxiety about their next meal as one of the top three concerns in their minds. Their participation in programs like free breakfast and reduced lunch helped to assuage daily hunger and general happiness, but their concern over food insecurity remained. Methodology Knowing whether you used qualitative or quantitative method is an important part of understanding your study. You can list all the ways you collected data, including surveys, experiments, or field research. This section is also known as “Materials and Methods” in scientific studies. We used qualitative methods to gather data about students who may experience food insecurity. These methods included surveys with various questions that assessed whether students felt hungry, insecure about their next meal, and/or distracted from classwork due to hunger (Appendix A). The surveys were distributed to 100 students in fourth and fifth grade (10-11 years old) at Arbor Elementary School, 50 of whom were recipients of Title 1 funding via free and reduced lunch. The remaining 50 were a control group of students who were not identified as socioeconomically Conclusion Explain why your findings are significant in the conclusion section. This section allows you to evaluate results and reflect on your process. Does the study require additional research? The problem with systemic food insecurity goes beyond distracting hunger for young students. Even after they’ve had a nutritious breakfast and lunch at school, concern over dinner was distracting from their school performance. The final survey period, taken just before the beginning of 10 summer break, indicated how much food insecurity can dictate a child’s anticipation of a long period without school – and therefore, regular meals. Having a lower school performance later in life could place these children as future parents in food-insecure households, thus perpetuating the cycle. Solving the cyclical problem of poverty and school performance requires participation from all stakeholders, including schools, city governments, and state and federal legislation that works to move following generations out of the cycle. 1. Did you have breakfast at home or at school this morning? 2. Did you buy lunch or bring lunch from home this afternoon? 3. Do you feel hungry now? 4. What time of day is it hardest for you to concentrate? 5. Do you know what your next meal will be? 6. Do you ever worry about food? 7. Do you ever feel like there isn’t enough food to eat at your house? 8. Are you hungrier on weekends than on school days? 9. Is it harder to focus on schoolwork when you’re hungry? 10. Are there issues that are more important to you than food? Appendices If you have information that is too dense for the paper itself, include it in an appendix. Appendices are helpful when you want to include supplementary material that is relevant but not integral to the paper itself. Appendix A Arbor Elementary School Survey Questions - September 2019 https://bit.ly/3bfYSUs What I Have Learned Directions: Write a sentence or two expressing the significance of the basic parts of a research paper: Each basic part of a research paper is important because: 11 DAY 3 Lesson 2 Research Designs and Research Instruments What I Need To Know At the end of this lesson, you are expected to: distinguish technical terms used in research; understand research designs and research instruments as integral parts of an essay ; and show the significance of research designs and instruments to impact the accuracy and validity of a research study What’s In Directions: Study the picture of laboratory apparatuses and answer the questions that follow. 12 Questions: 1. Can you name at least 5 laboratory apparatuses and their respective uses? 2. Is there a significance of using appropriate apparatus to what exactly it measures or does? 3. What happens when you are not using the correct apparatus in performing certain tasks? What’s New Directions: Match the terms in Column A with their synonyms in Column B. 1. 2. 3. 4. 5. Column A methodology qualitative quantitative instrument design Column B a. numerical b. theoretical c. procedure d. tool e. outline What Is It Directions: Read the text about research designs and instruments. Answer the questions that follow. Research Design Research design is the framework of research methods and techniques chosen by a researcher. The design allows researchers to hone in on research methods that are suitable for the subject matter and set up their studies up for success. The d e s i g n of a research topic explains the type of research (experimental, survey, correlational, semi-experimental, review) and also its sub-type (experimental design, research problem, and descriptive case-study). There are three main types of research design: Data collection, measurement, and analysis. The type of research problem an organization is facing will determine the research design and not vice-versa. The design phase of a study determines which tools to use and how they are used. An impactful research design usually creates a minimum bias in data and increases trust in the accuracy of collected data. A design that produces the least margin of error in experimental research is generally considered the desired outcome. The essential elements of the research design are: 1. Accurate purpose statement 2. Techniques to be implemented for collecting and analyzing research 3. The method applied for analyzing collected details 4. Type of research methodology 13 5. Probable objections for research 6. Settings for the research study 7. Timeline 14 8. Measurement of analysis Proper research design sets your study up for success. Successful research studies provide insights that are accurate and unbiased. You’ll need to create a survey that meets all of the main characteristics of a design. There are four key characteristics of research design: A researcher must have a clear understanding of the various types of research design to select which model to implement for a study. Like research itself, the design of your study can be broadly classified into quantitative and qualitative. Qualitative research design: Qualitative research determines relationships between collected data and observations based on mathematical calculations. Theories related to a naturally existing phenomenon can be proved or disproved using statistical methods. Researchers rely on qualitative research design methods that conclude “why” a particular theory exists along with “what” respondents have to say about it. Quantitative research design: Quantitative research is for cases where statistical conclusions to collect actionable insights are essential. Numbers provide a better perspective to make critical business decisions. Quantitative research design methods are necessary for the growth of any organization. Insights drawn from hard numerical data and analysis prove to be highly effective when making decisions related to the future of the business. You can further break down the types of research design into five categories: 1. Descriptive research design: In a descriptive design, a researcher is solely interested in describing the situation or case under their research study. It is a theory-based design method which is created by gathering, analyzing, and presenting collected data. This allows a researcher to provide insights into the why and how of research. Descriptive design helps others better understand the need for Neutrality: When you set up your study, you may have to make assumptions about the data you expect to collect. The results projected in the research design should be free from bias and neutral. Understand opinions about the final evaluated scores and conclusions from multiple individuals and consider those who agree with the derived results. Reliability: With regularly conducted research, the researcher involved expects similar results every time. Your design should indicate how to form research questions to ensure the standard of results. You’ll only be able to reach the expected results if your design is reliable. Validity: There are multiple measuring tools available. However, the only correct measuring tools are those which help a researcher in gauging results according to the objective of the research. The questionnaire developed from this design will then be valid. Generalization:The outcome of your design should apply to a population and not just a restricted sample. A generalized design implies that your survey can be conducted on any part of a population with similar accuracy. The above factors affect the way respondents answer the research questions and so all the above characteristics should be balanced in a good design. 15 the research. If the problem statement is not clear, you can conduct exploratory research. 2. Experimental research design: Experimental research design establishes a relationship between the cause and effect of a situation. It is a causal design where one observes the impact caused by the independent variable on the dependent variable. For example, one monitors the influence of an independent variable such as a price on a dependent variable such as customer satisfaction or brand loyalty. It is a highly practical research design method as it contributes to solving a problem at hand. The independent variables are manipulated to monitor the change it has on the dependent variable. It is often used in social sciences to observe human behavior by analyzing two groups. Researchers can have participants change their actions and study how the people around them react to gain a better understanding of social psychology. 3. Correlational research design: Correlational research is a non-experimental research design technique that helps researchers establish a relationship between two closely connected variables. This type of research requires two different groups. There is no assumption while evaluating a relationship between two different variables, and statistical analysis techniques calculate the relationship between them. A correlation coefficient determines the correlation between two variables, whose value ranges between -1 and +1. If the correlation coefficient is towards +1, it indicates a positive relationship between the variables and -1 means a negative relationship between the two variables. 4. Diagnostic research design: In diagnostic design, the researcher is looking to evaluate the underlying cause of a specific topic or phenomenon. This method helps one learn more about the factors that create troublesome situations. This design has three parts of the research: · Inception of the issue · Diagnosis of the issue · Solution for the issue 5. Explanatory research design: Explanatory design uses a researcher’s ideas and thoughts on a subject to further explore their theories. The research explains unexplored aspects of a subject and details about what, how, and why of research questions. https://bit.ly/3ezJJQ0 Data-collecting instruments Data collection is an important step in the research process. The instrument you choose to collect the data will depend on the type of data you plan on collecting (qualitative or quantitative) and how you plan to collect it. A number of common data-collecting instruments are used in construction research: Questionnaires Interviews Observations Archival documents and government sources 16 Laboratory experiments Quasi experiment Scales (measuring and weighing tapes) Let’s look at three of the most used data-collecting instruments in more detail. Questionnaires The questionnaire is a tool designed for the collection of quantitative data, and is widely used in construction research as it is a good research instrument for collecting standardized data and making generalizations. Questionnaires can provide quick responses but adequate care must be taken when developing questionnaires, to ensure you don’t influence the response you receive. The design of your questionnaire should reflect your research aims and objectives. Interviews Interviews are a tool mainly for the collection of qualitative data and are popular as a data-collection tool because of their flexibility. According to Silverman (1997: 98), interviews are: … active interactions between two or more people leading to a negotiated contextually based result. These interactions can come in a structured or semi-structured form to generate insights and concepts. When planning and considering an interview, the following factors are taken into consideration: Completeness, Tact, Precision, Accuracy, Confidentiality Jones (1985: 46) explains the reason behind conducting an interview: In order to understand other persons’ constructions of reality, we would do well to ask them and to ask them in such a way that they can tell us in their terms and in a depth which addresses the rich context that is the substance of their meanings. There are different types of interview: Individual, face-to-face verbal interchange Face-to-face group interviews (focus groups) Telephone surveys Interviews can be:  Conducted as a one-time occurrence  Conducted as multiple, longer sessions  Structured, semi-structured, unstructured  Observation Observation is a systematic datacollecting technique that involves watching individuals in their natural environment or in a naturally occurring situation. The processes under observation are normal and not contrived. They can range from individual cases, through to groups and whole communities. They provide highly detailed information about natural processes. The data collection is laborious and time-consuming and may have to be repeated to ensure reliability. However, observation schedules based on a set of expectations can make data collection easier. Interviews require specialized skills from the interviewer, who will need to negotiate a good partnership with the respondent to ensure a highly detailed and valid set of qualitative data is collected and transcribed effectively. The level of observer participation can vary from wholly participant to non17 participant. The non-participant observer has limited interaction with the people being observed. Observers can collect data through field notes, video or audio recording, which can be analyzed using qualitative analytical tools. If you code your observations to exact numerical data, it can be analyzed using a quantitative approach. One of the main benefits of using a wholly or partial participant observation is that the level of immersion and prolonged involvement with participants can lead to a good rapport, thereby encouraging participants to speak up freely. This helps with the rich details of the collected data. https://bit.ly/2RHETqU What I Have Learned Directions: Write a sentence or two expressing the significance of research design and instruments. The research design and instruments are important because: , What’s More Directions: Choose one among the five good research topics intended for Grade 10 students. Determine what research design or research instruments will be used to collect or gather the data needed. 1. Present arguments that either speak for the separation of church and state or for the continued influence of the church in many pivotal legislative proceedings. 2. Is it better to isolate the students with a disability and put them in a specialized schools and subject them to specialized training or leave them in the general cycle of ordinary school life? 3. A fairly new perspective has been quickly adopted by the newer classes of students which states that exams do little save for arbitrarily gauging ones ability to sit exams and alternatives should be explored. 4. Will there ever be a universally working syllabus that produces better results than the current, dilapidated systems? 5. Children who are exposed to technology and the internet are generally more knowledgeable, approachable and less ignorant toward new concepts. 18 DAY 4 What I Can Do PERFORMANCE TASK Directions: Based on the given situation below, write a research title proposal & survey questionnaire using the given criteria as your guide. You are a Grade 10 researcher. You are tasked to propose a research title. You are also limited to do outdoor activities as a group because of the prevailing restrictions of going outside the house. You would want to take the responsibility of taking every member’s ideas and opinions in the crafting of the proposal. Using your knowledge on the basic parts of a research paper, propose a research title for your group. Write your proposal in a short bond paper. Your research title proposal shall be scored according to the following: RELEVANCE- Relates to topic, detailed, and accurate 25 points RESEARCH - Information from reputable sources 15 points MECHANICS- Elements, features, grammar, structure and format 10 points TOTAL : 50 points DAY 5 Post-test Directions: Read each item carefully and choose the letter of your answer. Write the letter on a separate sheet of paper. For items number 1-5, choose the letter of the basic parts of a research report or proposal: 1. A. Abstract C. Concrete B. Concept D. Theme 19 2. A. Bibliography B. Climax C. Hook D. Lead 3. A. Headline B. Methodology C. Statistics D. Reviews 4. A. Cover Page B. Fly leaf C. Front Page D. Feature Page 5. A. Effect B. Ending C. Resolution D. Result 6. What term refers to a detailed summary of a research study? A. abstract B. acknowledgement C. appendices D. bibliography 7. What basic part of a research paper clearly states the research question? A. assessment B. body C. conclusion D. introduction 8. What basic part of a research paper distinguishes the method used in the study? A. Headline B. Methodology C. Statistics D. Reviews 9. What basic part of research is a list of supplementary materials used in the study? A. abstract B. acknowledgement C. appendices D. bibliography 10. What basic part of a research shows historical data or defines previous theories that provide context for your study? A. abstract B. acknowledgement C. background D. bibliography 11. All of the following are the basic research designs EXCEPT: A. Descriptive research design B. Experimental research design C. Correlational research design D. Narrative research design 12. What research instrument uses set of questions to gather data from a group of respondents? A. interview B. documentary film C. questionnaires D. scales 13. What research instrument is generally a qualitative research technique of openended questions to elicit data about a subject? A. interview B. documentary film C. questionnaires D. scales 14. Which of the following research instrument refers to ways in which variables/numbers are defined and categorized? A. interview B. documentary film C. questionnaires D. scales 15. The following are the steps in making a documentary film as a primary source of information in a research report or paper. Which one is the logical sequence making a documentary film to be used as a primary source of information in a research report or paper? 1. Edit the documentary film. 2. Choose a worthy topic. 3. Write an outline of the topic. 4 Arrange the shooting schedule. 5. Research about the topic. 6. Shoot the documentary film. 7. Screen the documentary film. 20 A. 7 ,6 ,5 , 4 , 3 , 2,1 C. 2, 5, 4, 3, 7, 6, 1 B. 2, 5, 3, 4, 6, 1, 7 D. 7, 1, 2, 4, 3, 5, 6 References Text Book Liza R. Almonte et.al, Celebrating Diversity through World Literature (Philippines: Rex Bookstore Inc., 2015). Websites https://bit.ly/33xDmpO https://bit.ly/3bfYSUs https://bit.ly/3ezJJQ0 https://bit.ly/33ybphD https://bit.ly/2RHETqU The Little Prince and the Fox Basic Parts of Research Research Designs Good Research Topics for Grade 10 Data-collecting Instruments Image 1: retrieved May 10, 2021 https://bit.ly/3o5rqVG Impact of Technology in our Society Image 2: retrieved May 10, 2021 https://bit.ly/33vKRxz Laboratory Apparatuses/Equipment Images Acknowledgement English – Grade 10 Quarter 4- Module 1: TECHNICAL TERMS USED IN RESEARCH WRITING Contextualizer: MARIANNE CHRISTY M. NOBE - Teacher II, Don Vicente Rama MNHS Evaluator: Editors: ELEANOR D. GALLARDO - Assistant Principal, Quiot NHS - Teacher III, Cebu City National Science High School - MT 1, Ramon Duterte MNHS - MT II, Ramon Duterte MNHS SHERYL D. COMEROS MARY JANEJ. GAMBA JULIETO L. DUEÑAS 21