Practical Research 1 Quarter 3 Module 1 Lesson 1-8 PDF

SENIOR HIGH SCHOOL Practical Research (LEARNING AREA) 1 QUARTER 3 (QUARTER NUMBER) MODULE 1 (MODULE NUMBER) LESSON 1-8 (DO_Q3_PRACTICALRESEARCH 1_GRADE11_MODULE1_LESSON1-8) i (DO_Q3_PRACTICAL R...

SENIOR HIGH SCHOOL Practical Research (LEARNING AREA) 1 QUARTER 3 (QUARTER NUMBER) MODULE 1 (MODULE NUMBER) LESSON 1-8 (DO_Q3_PRACTICALRESEARCH 1_GRADE11_MODULE1_LESSON1-8) i (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) RESOURCE TITLE: Practical Research 1 Alternative Delivery Mode Quarter 3 – Module 1 Revised Edition, 2022 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Development Team of the Module Writers: Jovalyn Emano, Veronica M. Lumogdang, Emma Magbayao, Imee H. Mendoza, Alfred S. Mendoza Reviewers: Edna L. Llanera, Benjamin A. Dillena Jr. Editors: Joan J. Postrado, Alfred S. Mendoza, Joyce April L. Llanera Illustrator: Layout Artist: Alfred S. Mendoza Management Team: MELITON P. ZURBANO, Schools Division Superintendent FILMORE A. CABALLERO, CID Chief JEAN A. TROPEL, Division EPS In-Charge of LRMS (EPS IN-CHARGE) Printed in the Philippines by ________________________ Department of Education – National Capital Region – SDO VALENZUELA Office Address: Pio Valenzuela St., Marulas, Valenzuela City Telefax: (02) 292 – 3247 E-mail Address: [email protected] ii (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  SENIOR HIGH SCHOOL Practical Research (LEARNING AREA) 1 QUARTER 3 (QUARTER NUMBER) MODULE (MODULE 1 NUMBER) LESSON 1-8 iii (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text. Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. Lesson Nature of Inquiry and Research 1 The tool of humanity to meet demands is the skill of an intellectual being doing research. The international community is encouraging all to explore every possibility and address the present issues by enhancing the skills of an individual who searches for more effective ways to handle the present and future state of the world. This subject serves as a small bridge that achieves the discovery of cultural learning, technological advances, and improvement of the present systematical governance of the world. iv (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Research – It is a systematic compilation of steps and procedures that aims to investigate, discover, solve a problem, suggest a solution, and provide answers to a specific question made by an intelligent inquiry. Qualitative research – Exploratory in nature. This type of research is used to analyze some variables like reasoning, opinion, and drives. It presents an understanding of the research problem to generate hypotheses for latent quantitative counterparts. It is also conducted to reveal some trends in different ideas, and profoundly engage the problem. Quantitative research – Use to quantify the research problem by reciprocating numerical data that can be transformed into a statistical quantity. While in qualitative research, reasoning, opinions, and drives are critically analyzed by observation of trends. In quantitative research, these variables are quantified and interpreted by their numbers. The larger the sample size, the better the result may be closed to accuracy. Notes to the Teacher New concepts will be introduced to the students. As for starter, this module has less number of activities so that the students may focus and understand the basic concept of qualitative research. Make the learner realized that doing research is important not only in the academe but also in the real-life situations. Importance of Research in Daily Life Curiosity is the spark of research. It fuels the mind of an individual to ask and to seek answers to all of his questions. Inquiry to a certain matter triggers the interest of an individual to pursue and continue to discover other things. And after discovering the answers to his inquiry, two other questions will be formed, and the cycle of searching for answers never stop. It grows and it influence our way of life. Up to now, we enjoy the benefits of research not only in technological affects, but mostly in every simple and small thing that we do every day. Every system in our society was formed because of our ability to inquire on things that we do not know. In this cycle, we find the very purpose of research, and it is to answer the curiosity of humanity. The international community is encouraging all to explore every possibilities and address the present issues by enhancing the skills of the people in searching for more effective ways to handle the present and future state of the world. Research 5 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) serves as the bridge in achieving the goal of discovering many technological advances and improvement of the present systematically governance of the world. In the academe, the purpose of research is to contribute on the development of all disciplines, to assess theories, to give information, to suggest an action, or to develop a program. Research writing became an instrument to transfer knowledge and facilitates learning, not only in formal education but also in everyday life of an individual. Research equipped us some skills in learning management. It thought as a system on how to process knowledge and turn it into wisdom. Characteristics of Research Empirical – research is not an opinion-based paper. You must understand that research itself can’t invent another truth or theory without performing an observation or experimentation. It is necessary for the researcher to establish his argument based on the evidence that his study provided. Systematic – research follows standardized or template steps and sequential procedures. These steps are known to the academe for many years, and it continues to develop. Formats and procedures in research are also dynamic. Controlled – As a researcher, you are the one in control of selecting the topic, choosing the variables that may or may not be included in your research, setting the parameter of your study depending on your access, choosing a research design that you believe fit for the needs of your study, and more controlled matter. You are the one who sets the condition of your subjects in an observation. You are the one who sets the time on how long you need to observe and to gather some data in a case study. Employs hypothesis – you are not allowed to give an opinion, but you are allowed to have a scientific guess. This is for the researcher to guide its investigation process and think of different variables that may affect the results of its study. The hypothesis also serves as an indicator of possible threats to the validity of the research. Analytical – research requires critical analysis of all data. Research is not as easy as telling what was observed but always critical to the interpretation and subtle in performing the method used to analyze the data. You must not rush the result of your research. Giving your analysis some time to think of the data and assessing your records may help you achieve accurate results. Objective – all research should be objective. It should not be influenced by the personal beliefs or motives of its researcher. All findings are logically-based on empirical data. The honesty of the researcher is always required to achieve the objectivity of research. There should be no manipulation of data that can influence the result to become bias in favor of the motives of the one manipulating it. Results should be based on logical and critical evaluation of data without any influence of non-variable elements. Popular Research Process 6 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  By the end of the last decade, the academe suggests many ways to do your research. Some academicians recommend that it is still effective to follow the traditional way of six steps in writing research: background check, problem statements, review of literature, experiment, analysis, and conclusion. Some suggest that academic research should be shortened to introduction, concepts, data, analysis, and results. In Philippine education, the process of academic research also evolved in different steps. But no matter how many changes in these steps occurred in the past decade, we should always base this process of aptitude and compatibility on the present generation of researchers. There are some popular basic principles of studying and performing the process of research for beginners. This might be different from the other prescribed processes, but this is effective for your level as a new researcher. Here are the popular research processes: 1. Have some reading and select an area of research that you are interested 2. Write your potential research objective, questions, and expected outcome 3. More readings for your related literature and study 4. Plan your methodology and data collection 5. Gathering of data 6. Data Analysis and Reading of Trends 7. Dealing with findings, collusions, and recommendations 8. Research Compilation Ethics Ethics are moral principles designed by the society based on the cultural understanding of human morals. It is doing the right thing regardless of cultural differences if you are not doing any harm to others. In research, ethics are usually motivated by different principles in different disciplines. It protects the research participant and secures all its benefits by assuring them security on their information. This is a crucial matter regarding the integrity of the research. Any delinquency from the researcher may damage the ethical reliability of his research. Some researchers suffered tons of consequences because of the breach of research ethics. A good researcher always follows the ethical standards of research even if it causes inconvenience to the researcher. Sometimes, you can’t avoid some delays because of ethical issues. Qualitative vs. Quantitative Research Qualitative Research is primarily exploratory in nature. This type of research is used to analyze some variables like reasoning, opinion, and drives. It gives an understanding of the research problem to generate hypotheses for latent quantitative counterparts. It is also conducted to reveal some trends in different ideas, and profoundly engage the problem. Regarding the data collection of qualitative research, it uses unstructured or semi-structured techniques. Its respondents were mostly chosen purposively and usually smaller in size than quantitative research. Quantitative research is used to measure numerical data which needs 7 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) statistical tools for analysis and interpretation. While in qualitative research, reasoning, opinions, and drives are critically analyzed by observation of trends. In quantitative research, these variables are quantified and interpreted by numbers. The larger the sample size, the better the result may be closed to accuracy. Quantitative research also uses measurable data to interpret patterns in the statistical results. Its data collection method is more structured than qualitative research. 8 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Burns, Nancy, and Grove, Susan K. 2009. The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence, sixth edition. Saunders, an imprint of Elsevier Inc. United States of America. Cornell University Library Olin & Uris Libraries. 2012. The Seven Steps of the Research Process. www.olinuris.library.cornell.edu. Ithaca. NY. Krathwohl, David R. 1998. Methods of Educational & science Research An Integrated Approach, second edition. Syracuse university. Addison-Wesley Educational Publishers, Inc. United States. Leann Zarah, 2020. 7 Reasons Why Research Is Important. owlcation.com. Novariana et. Al, 2018. SENIOR HIGH SCHOOL STUDENTS’ PROBLEMS IN WRITING A Preliminary Study of Implementing Writing E-Journal as Self- Assessment to Promote Students’ Writing Skill. 2nd English Language and Literature International Conference (ELLiC) Proceedings – (ELLiC Proceedings Vol. 2, 2018). Sebelas Maret University Indonesia Nunan, D., & Bailey, K.M. 1996. Voices from the language classroom: Qualitative research in language education. Cambridge: Cambridge University Press. Nunan, D. 1997. Classroom Teachers and Classroom Research. Tokyo: Japan Association for Language Teaching Press. 9 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  Qualitative Research is an umbrella covering several forms of inquiry that help us understand and explain the meaning of social phenomena with as little disruption to the natural setting as possible. Qualitative researchers are interested in understanding the meaning people have constructed. It is assumed that meaning is mediated through the investigator’s own perceptions. Qualitative research is an effort to understand situations in their uniqueness as part of a particular context and the interactions there (Patton, 1985). After going through this module, you are expected to: 1. describes characteristics, strengths, weaknesses, and kinds of qualitative research; (CS_RS11-IIIb-1) 2. Illustrates the importance of qualitative research across fields (CS_RS11-IIIb- 2) Lesson Characteristics, Strengths, 2 Weaknesses, and Kinds of Qualitative Research After accomplishing your first module in Practical Research 1, you now understand the background of research. You have learned about the characteristics, importance, and kinds of research. The next phase of your lesson will be the understanding of the concept of Qualitative Research. Characteristics of Qualitative Research Naturalistic – researchers don’t need a controlled setting to perform their observations. They investigate and study by joining the actual situation or by observing an up-close event by talking to their subjects. Researchers of qualitative research prefers to have a face-to-face contact with the subject to catch natural data from a natural setting. Emergent – qualitative research phases of its process cannot be limit into a single plan. This means that in every development on the study, there may be a chance for some modifications in the progress like altering of questions, data collection process, or the approach to the subject. Purposeful – the selection of the subjects, focus on the topic, and other variables are purposive because it gives an enormous amount of information related to the 10 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  research problem. Notes to the Teacher Make the learner understand the characteristics of qualitative research by assisting him/her on all of the activities. Characteristics of Qualitative Research Collection of Data 1. Personal Experience and engagement – the researcher must be able to relate his personal encounter with current studies he is dealing with. 2. Empathic Neutrality – the researcher must be able to set aside his personal emotions and judgment when dealing with the data gathering. 3. Dynamic systems – the researcher must be able to be ready with any changes that will exist and be able to cope up with any situations that will arise during the process. Analysis 1. Unique Case orientation – the researcher must always consider that each situation is different from the other. 2. Inductive Analysis – the process must start with the basic principles to the complex terms to be discussed, and be able to relate each other’s relationships and connection. 3. Holistic perspective – the research must be understood in line with its relationship with the other factors that are existing. The data must be analyze in terms of the simple and complex factors involve in the studies. 4. Context Sensitive - the research must be sensitive in the details of the results in line with its historical content, as well as to its nature and significance in line with the time and underlying circumstances. 5. Voice, perspective, and reflexivity – the researcher must be able to present data with truthfulness and balance, without being bias to the result or data involve. Strengths of Qualitative Research 1. The gathered data are based from the subjects’ own perspectives. 2. This research is flexible and is able to adapt to modifications. 3. Allows the subjects to discover more the situations that surrounds them through the process. 4. Can be helpful in understanding different situations or factors that is existing. 5. Can conclude how the subjects give his own perspectives in a certain topic. 6. Point-oriented in subjects and concerns 7. Emphasis on minimal or few subjects only 8. The data analysis and process are simpler and faster. 9. The gathered date from minimal subjects can serve as a restriction to a larger 11 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  population. 10. Can focus and give certain topic in line with the current situation or present events and be able to understand it more. Weaknesses of Qualitative Research 1. Since the data is limited to minimal subjects, the concluding results is limited as well. 2. Hypothesis testing and principles are sometimes complex and challenging. 3. Outcomes of the study is sometimes far different from other’s own perspective and therefore cannot be helpful to them. 4. Results of the study can acquire less integrity to some readers and experts. 5. Results of the study is limited and relatable only to some people and not to the whole population. 6. The researcher needs to be versatile whenever a progress leads to another interesting or valuable subject. 7. Data gathering is more rigid and time-consuming compared to quantitative studies. 8. Data gathered by the subjects, is sometimes affected by the presence of the researchers while answering. 9. Quantitative analysis is somehow impossible to use and be of help. 10. The outcome can be affected by the researchers’ personal point of view. Kinds of Qualitative Research 1. Ethnography – in this type of research, the researcher takes a dip in the subjects’ field in order for him to understand their background, where are they coming from and what kind of culture do they belong or grew up to. In this way, the researcher will be able to identify underlying principles that affect the subjects through engaging himself to them and be able to witness first-hand their own concerns and encounters in line with the chosen topic or problem. 2. Narrative – in this type of research, the researcher describes the subjects’ stories or experiences through sets of interviews. Series of interviews are undertaken to be able to know the full story or sequence of events that happened on the subjects’ life, or it can also random sets of events delivered by the subjects which is connected on a certain situations or difficulties that they went through or currently facing to. 3. Phenomenological – in this type of research, an event or series of events are being studied. The researcher may opt to use the past events that occurred in connection with a certain type of subjects, or he can also use a present situation or phenomena that is being experience by a certain type of subjects. The researcher may use sets of interviews to fully illustrate and understand the specific situation, dig into related documents in line with said event or series of events, and the personal point of view of the chosen subjects. 4. Grounded Theory –in this type of research, the researcher tries to look at the probable causes on how and why an event or phenomena exists. In 12 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  contrast with the phenomenological research that only illustrates a certain event, the researcher in Grounded Theory tries to present ideas or concepts that can further elaborate why that kind of phenomena exist. The researcher needs to have larger subjects to come up with concrete concepts or theories that will be used in explaining that certain phenomena. 5. Case Study – in this kind of research, the researcher studies a specific case related to a specific subjects. Case studies can start from certain subject to a certain group or type of people such as those belonging to an organization or corporation, and can either expound, examine or illustrate a certain situation or event. The researcher uses different varieties of pool of data or information related to the topic or subjects. Experience of a Senior High School in Research Writing Excited but anxious. This are the common emotional states of senior high school students when they realize that they will be force to take three research subjects in their two- year experience at senior high school. Most of the students are worrying about the heavy reading and information overload because they based their impressions on the story of other people like friends and family, or maybe they read or watch some videos showing the struggle of many students in writing their thesis. This might be the very reason why you should study research. Most of the students overlook the significance of research writing. Problem as they see it without realizing that being knowledgeable in research is a step ahead on any career. It is a chance for a student to master some significant skills which may help them to compete on their chosen career. As the UNESCO reported last 2019, research skills are now a global requirement for every person in the planet to compete with other nationalities in achieving a successful profession in every industry. Anxiety at first in writing a research is normal. We felt nervous when we are required to do something new. It is also fine to commit mistakes at first. All researchers started just like you – afraid, anxious, nervous, or maybe they wanted to quit before they even starts. But guess what? You are just fine. In this module, we will start your journey in research writing bit by bit so it will be easy for you to digest the smallest information up to the largest chunk of data that you can chew. Research writing may test your ability to quest, write, gather information, analyze, and understand some data. Almost all your skills acquired when you are at your junior years are related to research writing. Now that you are a senior high school, there will be times that you will be required to submit different academic writing like business proposal, marketing plan, concept papers, philosophy papers, experiments, different academic essays, critique papers, statistical paper, project proposal, and more. At first, it looks like a burden. But if you pay attention to the skills needed to accomplish all of this task, you will realize that what you need to finish all of these are your research writing skills. Of course, you will encounter some difficulties. But you must try to overcome it. Novariena et. al., 2018, stated in their research entitled “SENIOR HIGH SCHOOL STUDENTS’ PROBLEMS IN WRITING A Preliminary Study of Implementing Writing E- Journal as Self-Assessment to Promote Students’ Writing Skill”, that students’ 13 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) common errors in research occurred in the students internal and external problem in writing. They says that in an internal problem in writing, students may experience difficulties in grammatical problems, word choice, and cognitive problems like usage of punctuations, capitalization, spelling, lack of content, and problem on organizing ideas. While in an external problem, students experience a lot of difficulties in lacking of knowledge in the stages of writing, lack of motivation, inadequate time for learners, and lack of practice in writing. All of these problems that Novariena mentioned may also the same in your situation. In fact, this might be the source of some of the student’s anxiety. But now that you already know this information, you can now have a good plan to overcome these problems. You might have a list of things that you should be cautious when writing your research. You can now think of someone that might help you in your internal or external problems. Or maybe, because you can now hypothesize the difficulties that you might encounter, you can teach yourself now and get ready for it. Burns, Nancy, and Grove, Susan K. 2009. The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence, sixth edition. Saunders, an imprint of Elsevier Inc. United States of America. Cornell University Library Olin & Uris Libraries. 2012. The Seven Steps of the Research Process. www.olinuris.library.cornell.edu. Ithaca. NY. Krathwohl, David R. 1998. Methods of Educational & science Research An Integrated Approach, second edition. Syracuse university. Addison-Wesley Educational Publishers, Inc. United States. Leann Zarah, 2020. 7 Reasons Why Research Is Important. owlcation.com. Novariana et. Al, 2018. SENIOR HIGH SCHOOL STUDENTS’ PROBLEMS IN WRITING A Preliminary Study of Implementing Writing E-Journal as Self-Assessment to Promote Students’ Writing Skill. 2nd English Language and Literature International Conference (ELLiC) Proceedings – (ELLiC Proceedings Vol. 2, 2018). Sebelas Maret University Indonesia 14 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Nunan, D., & Bailey, K.M. 1996. Voices from the language classroom: Qualitative research in language education. Cambridge: Cambridge University Press. Nunan, D. 1997. Classroom Teachers and Classroom Research. Tokyo: Japan Association for Language Teaching Press. 15 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  Lesson Writing a Research Title 3 After finishing your previous module in Practical Research 1, you now understand the background of qualitative research. You have learned different new concepts about the characteristics, importance, kinds, and purpose of qualitative research. The next phase of your lesson will be the understanding the concept of “research problem”. In this module, you are going to process and develop a statement of the research problem and know the reasons for conducting research. Research Title - summarizes the ideas of the researcher’s study. It contains the most essential variables of the study and helps the researcher to maintain the direction of his research. Research Problem - is the outline of the inquiry which the study addresses. It discusses the gap of the study and clarifies its importance to a specific area of discipline. Notes to the Teacher Unlike the first module, this second one has various writing activities which helps the student to attain the most essential competencies required by the curriculum. Help the student by providing samples and readymade research. It will be easy for them to digest all the new concepts they discovered. 16 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Research Title The research title summarizes the ideas of the researcher’s study. It contains the most essential variables of the study and helps the researcher to maintain the direction of his research. The research title should not be too short or too long. It should contain the least possible words that it can passably have. It should be analytically descriptive and mirror the objective of the research. Below is an example: “Students’ Journey in Coping with COVID-19 Pandemic” Eight Steps in Writing a Research Title 1. Check first the parameters of your research problem. Identify your objectives in your study and write your chosen method on how you are going to deal with the research problem. 2. Identify the keywords of your research problem. List all possible concepts that you may discuss in your proposed topic. 3. Check your keywords with your research parameters. Have an initial evaluation if your keywords suit your research objective and method. 4. Delete all the less important keywords that you list. 5. Create an initial working title. Use positive words to stimulate the reader’s interest. 6. Eliminate all unnecessary words in your initial title. 7. You may add a subtitle if you feel that it is needed to add details in your study. 8. Write the final research title. Statement of the Problem Statement of the problem is the framework of the investigation of the study. It discusses the gap of the study and clarifies its importance to a specific area of discipline. This statement shows that data collection is needed to find the answers or the truth about the inquiry. The aim of this part of the research is to expound the research inquiry by discussing the general idea of the study. Writing this part of the study will help the researcher to focus on the chosen method that he will use in his process. You need to consider the following in writing your statement of the problem: 1. Who might be the participant in your study? 2. What proposed solution can you craft based on the findings of your study? 3. Where would be the location of your research study? 4. How can you deeply describe the study? 5. What is the significance of solving the problem? 17 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Reasons for Conducting Research 1. A particular problem had occurred and needed to find an answer or explanation. 2. There is a need to prove a lie and/or support a truth. 3. There is a need for a tool for building knowledge. 4. Understanding of various Issues has a trend to be address. 5. There is a demand for aid to a business or job. Burns, Nancy, and Grove, Susan K. 2009. The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence, sixth edition. Saunders, an imprint of Elsevier Inc. United States of America. Cornell University Library Olin & Uris Libraries. 2012. The Seven Steps of the Research Process. www.olinuris.library.cornell.edu. Ithaca. NY. Krathwohl, David R. 1998. Methods of Educational & science Research An Integrated Approach, second edition. Syracuse university. Addison-Wesley Educational Publishers, Inc. United States. Leann Zarah, 2020. 7 Reasons Why Research Is Important. owlcation.com. Novariana et. Al, 2018. SENIOR HIGH SCHOOL STUDENTS’ PROBLEMS IN WRITING A Preliminary Study of Implementing Writing E-Journal as Self-Assessment to Promote Students’ Writing Skill. 2nd English Language and Literature International Conference (ELLiC) Proceedings – (ELLiC Proceedings Vol. 2, 2018). Sebelas Maret University Indonesia Nunan, D., & Bailey, K.M. 1996. Voices from the language classroom: Qualitative research in language education. Cambridge: Cambridge University Press. Nunan, D. 1997. Classroom Teachers and Classroom Research. Tokyo: Japan Association for Language Teaching Press. 18 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) After developing your research topic and composing your research title, you are now ready to conceptualize your qualitative approach in your research. In this lesson, you will develop your research questions, scope and limitations, beneficiaries, and statement of your research problem. After going through this module, you are expected to: 1. states research question; (CS_RS11-IIIce-4) 2. indicates scope and delimitation of research; (CS_RS11-IIIce-5) 3. cites benefits and beneficiaries of research; (CS_RS11-IIIce-6) 4. presents written statement of the problem (CS_RS11-IIIce-7) Lesson Identifying the Inquiry and Stating 4 the Problem At this point in time, you can now demonstrate an understanding of the key concepts of formulating a research problem. You have learned different new concepts about how to write a research title and the reasons why you must conduct research. In this module, you are going to process and develop research questions, identify the scope and delimitations of a research, and cite the beneficiaries of it. Activities and tasks were prepared to guide you in your journey on establishing a good research problem statement. Research Question - serve as a guide to the researcher. It is not a typical question of what who, or why, but rather a more complex and detailed inquiries about the research topic. Research questions also help the researcher to achieve the purpose of the research. Scope and Delimitation - boundaries including the limits in your variable, certain procedures which you include or did not include in your study, limits to the number of participants, location or setting of your study, and any elements that might affect the result of your research. Beneficiaries - the justification of the study to be labelled as an important research. It reflects the importance of a study by mentioning the specific benefits for each specific beneficiaries. 19 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  Notes to the Teacher This module also requires a lot of writing to the learner. Advise the learners on how they will accomplish their task on time and give them some review in writing techniques. Research Question Research questions serve as a guide to the researcher. It is not a typical question of what who, or why, but rather a more complex and detailed inquiries about the research topic. Research questions also help the researcher to achieve the purpose of the research. It keeps the research direction on path and focus the discussion on the most important areas of the topic. It can also set a parameter to the researcher not to tackle unnecessary or unrelated issues about the research problem. Research questions should not be answerable by facts but arguable information or concept instead. The answer should be open to at least two possibilities and complex at its nature. Like the title, it is also express in the fewest possible words. The answer to this questions should be elaborative in order for the topic to be narrowed. 8 Steps to developing a research question: 1. Review your propose title and research topic. Find a general idea which you want to focus on. Consider your research objective in selecting a general idea about your topic. Focus on the ideas which might trigger your curiosity or interest. 2. Do some readings about your selected general idea. You can have a Google search if you like, or maybe you can read some books, periodic, or any reading materials that may contain information about your selected general topic. 3. Contemplate on the idea of who might be the reader of your research. for an instance, you are a grade 11 student currently studying practical research 1, so your reader might be your classmate or students in the future with the same grade level at the time they are reading your study. Pay attention on what topic or area may interest your possible readers. 4. Start listing keywords about your general idea. Group the ideas according to their relations to each other and then select a specific area which you think has the potential to be the research question. 5. Remember the characteristics of research questions mentioned above and create an initial research question. 6. Assess your initial question by checking its clarity and potential. Omit all unnecessary words. 20 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  7. Check again your resources if you can find literature or information about your formulated research question. 8. Write your final research question. Scope and Delimitation of Research Scope and Delimitation or bound section of your research is the part where you list the things that you will do and what you won’t do in your study. You set all the boundaries including the limits in your variable, certain procedures which you include or did not include in your study, limits to the number of participants, location or setting of your study, and any elements that might affect the result of your research. The purpose of writing this part is to guide you not to write discussion on out of bounds matter. It also allows the readers to understand the range of your work. The scope and delimitation part should have: 1. The topic which you will study 2. Short statement of the research objective 3. The target participants 4. The setting of your research 5. The research time frame schedule Benefits and Beneficiaries of Research Benefits and beneficiaries of research are the justification of the study to be labelled as an important research. It reflects the importance of a study by mentioning the specific benefits for each specific beneficiaries. Common beneficiaries in research are; the students, the administrators, other researchers; and anyone possible related to the research topic. 21 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  Attride-Stirling, J. 2001. Thematic networks: An Analytic Tool for Qualitative Research. Retrieved from https://utsc.utoronto.ca/~kmacd/IDSC10/Readings/Readings/text%20ana lysis/themes.pdf. Nov. 13, 2020. Avilla, R. A. 2016. DIWA Senior High School Series: Practical Research 1 Module. Diwa Learning Systems Inc. 4/F SEDCCO 1 Bldg. 120 Thailand corner Legazpi Streets Legazpi Village, 1229 Makati City Philippines. Baraceros, E. (2016). Practical Research 1. Manila: Rex Book Store, Inc. Braun,V. and Clarke V. 2012. Thematic Analysis. Retrieved from https://www.researchgate.net/publication/269930410_Thematic_analysis. Nov. 13, 2020. Burns, Nancy, and Grove, Susan K. 2009. The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence, sixth edition. Saunders, an imprint of Elsevier Inc. United States of America. Calderon, J.F. and Gonzales, E.C. 1993. Methods of Research and Thesis Writing. National Book Store, Quad Alpha Centrum Bldg. 125 Pioneer Street Mandaluyong City 1550. Clamor-Torneo H. and Torneo A. (2017). An Introduction to Qualitative Research Practical Research 1. Quezon City: Sibs Publishing House, Inc. Cornell University Library Olin & Uris Libraries. 2012. The Seven Steps of the Research Process. www.olinuris.library.cornell.edu. Ithaca. NY. Jones, J. et al. 2016. Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, Vol. 6, No. 5 retrieved from https://core.ac.uk/download/pdf/52132811.pdf. Nov. 13, 2020. Kawulich, B. B. 2005. Forum: Qualitative Social Research. Volume 6, No. 2, Art. 43. Retrieved from http://www.qualitative research.net/index.php/fqs/article/view/466/996. Krathwohl, David R. 1998. Methods of Educational & science Research An Integrated Approach, second edition. Syracuse university. Addison-Wesley Educational Publishers, Inc. United States. Leann Zarah, 2020. 7 Reasons Why Research Is Important. owlcation.com. Novariana et. Al, 2018. SENIOR HIGH SCHOOL STUDENTS’ PROBLEMS IN WRITING A Preliminary Study of Implementing Writing E-Journal as Self-Assessment to Promote Students’ Writing Skill. 2nd English Language and Literature International Conference (ELLiC) Proceedings – (ELLiC Proceedings Vol. 2, 2018). Sebelas Maret University Indonesia Nunan, D., & Bailey, K.M. 1996. Voices from the language classroom: Qualitative research in language education. Cambridge: Cambridge University Press. Nunan, D. 1997. Classroom Teachers and Classroom Research. Tokyo: Japan Association for Language Teaching Press. 22 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Prieto N., Naval V., and Carey, T. (2017). Practical Research 1 Qualitative for Senior High School. Quezon City: Lorimar Publishing, Inc. https://measuringu.com/qual- methods/?fbclid=IwAR14fr0PecWMygM2kqRViG59wiWGRB7yfd91buEmJA1e k_K7hA54aGI t3sg Analyzing and Interpreting Findings. Retrieved from https://in.sagepub.com/sites/default/files/upmassets/18534_book_item_1 8534.pdf. Nov. 13, 2020. Drawing Conclusions and Making Inferences’ retrieved from https://www.youtube.com/watch?v=__kPIp-3n08. Nov. 19, 2020. ‘Findings’ meaning, AQR Glossary. The Association for Qualitative Research: the hub of qualitative thinking. Retrieved from https://www.aqr.org.uk/glossary/findings. Nov. 13, 2020. ‘Pattern’ activity’. retrieved from https://www.google.com/search?q=activities+on+word+patterns&tbm=isch& ved=. Nov. 13, 2020. ‘Pattern’ meanings’. retrieved from https://www.youtube.com/watch?v=qKJXUF5FIiw. Nov. 13, 2020. Qualitative Data, Analysis, and Design. https://www.sagepub.com/sites/default/files/upm-binaries/43144_12.pdf. Nov. 13, 2020. ‘Referencing’ retrieved from https://www.murdoch.edu.au/library/help- support/support-for-students/referencing. Nov. 19, 2020. ‘Reporting Research Findings’. Retrieved from http://www.nus.edu.sg/celc/research/books/cwtuc/chapter04.pdf. Nov. 13, 2020. ‘Strategies on How to Infer and Explain Patterns and Themes from Data + Examples’ Retrieved from https://www.slideshare.net/NoMore2020/strategies-on-how- to-infer-explain-patterns-and-themes-from-data. Nov. 15, 2020. ‘Synonyms of Conclusions’ retrieved from https://www.thesaurus.com/browse/conclusion. Nov. 16, 2020. ‘Synonyms of Recommendations’ retrieved from https://www.thesaurus.com/browse/recommendation?s=t. Nov. 16, 2020. https://www.pinterest.ph/pin/156711262008370920/. Nov. 16, 2020. ‘Theme’ meanings retrieved from https://www.youtube.com/watch?v=OT9Wv2ONeyg. Nov. 13, 2020. 23 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  In research, data gathering is one of the crucial yet very important part of research study. Finding the related literature for your research paper requires critical thinking skills as well as patience to gather significant data for your Review of Related Literature. Most Essential Learning Competencies 1. selects relevant literature (CS_RS11-IIIfj-1); 2. cites related literature using standard style (CS_RS11-IIIfj-2); Lesson Learning from Others and Reviewing 5 the Literature Learning from others is a nice thing to do. This will allow an individual to profound the given knowledge and gain more wisdom. In research, the way to learn from others is through gathering related literature and study. Proper citation should be done to acknowledge the works of others. use of different standard styles in citation is necessary in research. One of the important parts of research is the literature review. Most of the time, it determines how strong the research is and it helps the researchers to synthesize the research topic at hand. With a wide range of materials to use from, the researcher just must look for the relevant materials appropriate with the study. Before, researchers had to physically visit the school. Notes to the Teacher This module requires an advance knowledge on the development of Review of Related Literature. The teacher can guide the students on how to gather data during the development of this chapter. 24 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Review of Related Literature Literature – Baraceros (2016) mentioned in her Practical Research 1 book that it is as an oral or written record of man’s significant experiences that are artistically conveyed in a prosaic manner. Embodied in any literary work like essay, novel, journal, story, biography, etc. are man’s best thoughts and feelings about the world. These recorded or preserved world perceptions of man are expressed directly and indirectly. Review of Related Literature is an analysis of man’s written or spoken knowledge of the world. It is a form of learning from others even though the interaction is different. This is to obtain background knowledge of your research and to relate your study to the current conditions or situation of the world. What is a Literature Review? On the book of Practical Research 1 Qualitative by Prieto, Naval and Carey (2017), it provides an overview of what has been written about a specific topic. The review of literature provides practically all the information and data which are authoritative and *relevant to the topic of the study as in the case of the researcher and similar scholarly undertakings. In doing the RRL, you deal with both formal or direct and informal or indirect expressions of man’s knowledge. In doing the Review of Related Literature, it needs a wide range of sources such as: articles from journals theses and dissertations government reports historical records monographs books/magazines/newspaper statistical handbooks empirical studies Why do a Literature Review? To indicate the research that has been conducted in the area before, to ensure that you are not “reinventing the wheel.” To demonstrate that you’re aware of important and recent studies in your study area. This way, you ensure that you haven’t missed an important study that makes your research idea seem less brilliant than you first imagined. To ensure that you haven’t missed literature detailing a novel way for you to conduct your study or pointing you to a data-collection tool that is most appropriate for your study. 25 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  To explain the theoretical background to your proposed research project. To demonstrate your ability to critically analyze the literature in your study area. This indicates that your research idea is based on a good understanding of previous research in the area. Kinds of Literature Review Traditional – also referred to as narrative literature review, it provides a quick recovery of current studies. It helps explain why your study is important in the context of the literature and can also help you identify areas that need further research. Integrative – this review synthesizes findings from different approaches. (Whittemore and Knafl, 2005). This approach allows for the integration of qualitative with quantitative studies. Syntactic – this review synthesizes high quality empirical information to answer a given research question. Scoping – this review involves a broad research question that explores the current evidence base (Armstrong, Hall, Doyle & Waters, 2011). It can help inform areas that are appropriate for a systematic review. Characteristics of a Good Literature 1. Materials must be as recent as possible. This is important because of the changes that are going on. Sources to be investigated must give information that are attuned to the time frame indicated in the study. 2. Materials must be as objective and unbiased as possible. Avoid data and materials which are extremely one-sided. 3. Materials should be relevant to the study. Whatever kind of materials is needed to explain or support the study must have a bearing on the topic. 4. Materials must not be too few but nor too many. Use your discretion on how much or many to include but there should be enough materials included for the researcher to be able to offer insights on the study. Types of Sources in Literature Review Primary Sources – publications in which researchers report the results of their studies. Findings are communicated by the authors directly to the readers. Examples are journals which are published monthly, quarterly, or bi-annually. Secondary Sources – publications in which authors describe the work of others (Fraenkel &Wallen, 2008). Examples: Textbook, encyclopedias, research reviews and yearbooks. 26 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Cites Related Literature Using Standard Style This are the varied sources that can be used for doing a literature review. Books – A collection of books that provides information about a certain topic. Magazines – a popular work published periodically focusing on a specific subject of interest. Newspaper – a periodical publication containing news, events, interview and opinion article. Computer – a collection of electronic materials that provides information about a certain topic. Journal – a scholarly worked published periodically containing highly classified research. Film – a motion picture or movie. Can be fictional, documentary or even YOUTUBE videos. (Source: www.citation machine.net/apa/cite-a book) Referencing Styles APA (American Psychological Association) is an author/date-based style. This means emphasis is placed on the author and the date of a piece of work to uniquely identify. MLA (Modern Language Association) is most often applied in the arts and humanities, particularly in the U.S.A. HARVARD is very similar to APA. It is the most well used referencing style in the UK and Australia, and it is encouraged for use with the humanities. CHICAGO AND TURABIAN are two separate styles but very similar. They are also widely used for history and economics. Though there are choices from different referencing styles, you should use the style your school recommends. Avoid mixing or combining referencing style (www.citethisform.com/guides). Ways of Citing Related Literature By the author or writer Example: According to Felipe (2015) ………….. By topic Example: It has been found out that……(Felipe, 2015) By Chronology –according to the year, the literatures were written, usually from earliest to the latest. Only the major findings, ideas, generalizations, principles or conclusions in related materials relevant to the problem should be cited. A material maybe quoted if the idea conveyed is so perfectly stated and is not too long. Example: According to Felipe, “pregnancy is a condition were women should take extra care of themselves, there is also a need to consult whit 27 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  a doctor to check if everything, if both the mother and the baby are doing fine” (Felipe, 2015). Sample of Citations Books Last name, First name (year). Book Title. Subtitle, (edition) Place: Publisher In-Text: Example: Vega, Prieto, Carreon, 2009: Corpuz and Salandanan, 2013 Reference List Examples: Corpus B. & Salandanan G. (2013) Principles of Teaching 1, Quezon City: LORIMAR Publishing Inc. Vega V., Prieto N., and Carreon M, 2009 (Revised Edition) Social dimensions of education Quezon City: LORIMAR Publishing Inc. In-Text: O’Reilly (as cited in Bryme, 2008) argues that………… Reference List Bryme, A. (2008) web 2.0 strategies in libraries and information services. The Australia Library Journal, 57(4), 365-376 Websites For a passing reference to a website in-text, the URL is sufficient. No reference list is needed. (www.apastyle.org/learn/quick-guide- onreference.aspx) Example: Gussie-Fink-Nottie has set up a discussion forum for the new financiers. (http://gfnnfg.livejournal.com) Example: Author (date). Title of document [(formal description)]. Retrieved from http://xxxxx E-Books Whole e-book: Author, Initial (date). Title of book. Retrieved from http://xxxxxxxx Chapter in an e-book: Author, Initial (date). Title of Chapter. In E. Editor (Ed.) Title of Book (pp xx- xx) Retrieved from http://xxxxx YouTube Video: Author’s Last Name, First Initial (Screen Name) (Year, Month, day of upload) Title of Video. [Video Title] Retrieved from http://www.youtube.com/xxxxx Example: Greenland, B. [bryangreenland] (2012, January 13). Funny library montage, (year) [video file] Retrieved from https://www.youtube.com/watch?=7_a70TEnLg 28 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  Audio book or CD Author’s Last Name, First Initial (year). Book Title. Place: Publisher Example: Eide, B.E. & Eide, F.F. (2011). The dyslexic advantage: Unlocking the hidden potential of the dyslexic brain. (CD audiobook), Old Say brook CT: Tantor Audio Encyclopedia Entry, Print Author’s last name, First Initial (year) Article title: Editors 1st initial. Last name (Ed); Encyclopedia Title: (#ed; Vol.# pp#-#) place: Publisher Example: Melzshack, R. (2010) Pain theories. In I.B. Weiner & W.E. Craighead (eds.), The Corsini Encyclopedia of Psychology (4th ed.) Vol. 3, pp 1139-1141 Habeoken, N.J., Wiley. Magazine Article Entry sample: White, C. (2008, April). The spirit of disobedience, Atlantic, 312 (1871), 31- 40. Journal Article Entry Sample: Knotts, H.G. & Haspel, M. (2006). The impact of gentrification on voter turnout. Social science quarterly, 87(1), 110- 121. In using the secondary sources, try to keep their use to a minimum by getting hold of and reading the primary source. Primary sources contain more information which allows you to critically evaluate and interpret the information yourself rather than relying on another’s author’s second- hand and possibly biased account (Dempster and Hanna, 2016). They further added that too many secondary sources can give the impression that you have not really engaged with the process of researching and reviewing the literature available. Baraceros, E. (2016). Practical Research 1. Manila: Rex Book Store, Inc. Clamor-Torneo H. and Torneo A. (2017). An Introduction to Qualitative Research Practical Research 1. Quezon City: Sibs Publishing House, Inc. Prieto N., Naval V., and Carey, T. (2017). Practical Research 1 Qualitative for Senior High School. Quezon City: Lorimar Publishing, Inc. 29 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Writing synthesis as part of Review of Related Literature helps the researcher to infer relationships among sources in synthesizing information taken from your review of literature. Several methods can be done in synthesizing the RRL and those methods will apply comprehensive analysis on the entire literature review. Most Essential Learning Competencies 1. synthesizes information from relevant literature (CS_RS11-IIIfj-3); 2. writes coherent review of literature (CS_RS11-IIIfj-4); 3. Why do you have to use proper citation in doing the Review of Related Literature? Why is it important? Lesson Synthesizing Information from 6 Relevant Literature The synthesis in qualitative research is a new field and methods are still developing. There is an amplification of methods in synthesizing qualitative evidence. There are commonalities, but also strategic differences. In writing a synthesis, it is based on the materials gathered from the literature review. To synthesize is to withdraw conclusions about the findings in related literature reviewed so that you can identify how the literature addresses your research question. Notes to the Teacher The teacher can discuss several methods on how to synthesize data gathered for Review of Related Literature. It can also be done by giving/showing examples that will become student’s guide in doing their own synthesis. 30 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  A synthesis is a discussion that draws on one or more sources. Your ability to infer relationships among sources such as essays, articles, fiction, and non- written sources such as lectures, interviews and observations will be helpful in synthesizing information taken from your review of literature. When synthesizing information, you have gathered, it is vital that you select the ideas and information from each source that will make you achieve your purpose. Synthesize refers to the bringing together of materials from different sources, and the creation of an integrated whole. In the case of your research, the “whole” is your structured review of relevant works and your coherent argument for the study that you are doing. Types of Synthesis 1. Explanatory synthesis – it helps the readers to understand a topic. Its primary aim is to present the facts in a reasonably objective manner. Explanations given may entail descriptions, sequence of events or date of affairs. 2. Argument Synthesis – its purpose is for you to present your own point of view with the support of relevant facts drawn from services and presented in a logical manner. What is presented may be debatable. How to Write a Synthesis 1. Consider your purpose in writing. 2. Select and carefully read your sources, according to your purpose. 3. Formulate a thesis. It is the main ides that you want to present in your thesis. 4. Decide how you will use your source materials and take down notes. 5. Develop an organizational plan according to your thesis. 6. Write the first draft of your synthesis, following your organizational plan. 7. Revise your synthesis. Techniques in Writing Synthesis 1. Summary – it is the simplest way of organizing a synthesis. Here, you write one after the other the most relevant information and sources you gathered. 2. Example of Illustration – it is a reference to a particularly illuminating example or illustration that you have included in your review. You need to credit your source/s. 3. Two or more Reasons – this approach can be an effective method by simply stating your thesis, then give reasons why it is true. Your reasons need to be supported by evidence from your data and sources. 4. Comparison and Contrast – these techniques will lead to examining two subjects or data in terms of one another. Comparison considers 31 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  similarities while contrast, highlight differences. Writing Coherent Review of Literature Literature as in any form of writing demands the observance of coherence. The review is usually presented in a traditional narrative way though summary and synthesis becoming a body of literature by itself. There is a need for the researcher to express the reviewed literature in his/her own words to avoid presenting the whole material as a quotation or a series of quotations. A literature review is not an annotated bibliography in which you briefly summarize each article that you have reviewed or researched on. Structure of a Literature Review Use the three main components consistent across literature reviews namely: the introduction, body, and conclusion. (research.usask.ca/documents/Effective_Literature_Reviews). The introduction to the review of literature is often a single paragraph that introduces the general topic and provides scholarly or societal (e.g., policy, practice) context for the review. It also identifies the overall statement of knowledge about the topic (e.g. methodology, evidence, problem or opportunity. In the body of the literature review, you need to address previous research on the topic grouped according to theme, theoretical, perspective, method used or chronological development. This section draws together the significance of previous individual studies by highlighting the main themes, issues, and knowledge gaps. You must connect the literature to the previous research objectives within this part and describe previous work you have accomplished related to your proposed study. The conclusion to the literature review is often a single paragraph that provides a summary statement of the overall state of knowledge about the topic. This section would reconnect ideas to your introduction. It should establish the potential significance or importance of your proposed study relative to the current state of knowledge. Remember to use accurate in text citations. A literature review must contain complete and correct citations for every source. Guidelines in Writing a Literature Review Rule 1: Define the topic and the audience. When defining a topic, consider factors such as interest, importance, and recency. Rule 2: Search and re-search reference lists. Rule 3: Prepare a conceptual diagram of the need for the different types of literature review. Rule 4: Take notes while reading. Rule 5: Choose the type of review you wish to write. Rule 6: Keep the review focused and make it of broad interest. Rule 7: Be critical and consistent. Rule 8: Find a logical structure. Rule 9: Make use of feedback. For a coherent presentation, it is suggested to use phrases suggesting the tentative character of the research literature such as: 32 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  1. There appears to be strong evidence that… 2. The literature has shown… 3. The foregoing literatures have shown… 4. The data supporting the hypothesis are… The index cards are among the handiest research tools ever invented. Here’s the how of recording your source’s bibliographic information. Make a separate card for each source. Give each source a racking number. For a book include the author, title, date and pace of publication and publisher. For a periodical, also include the page numbers of the article. For a website, include the title, the sponsors and authors or editors, if known; the site and date when it was created or update and the date when you accessed the site. Using index card will help facilitate the writing of and effective review of literature. Important features and contents can be outlined and recorded on these cards. Doing this will make it easy for you, the researcher to organize and put together the needed information for this section of the research paper. 1. Where you found the information 2. Topic 3. Paraphrased information found 4. Page you found the fact on Source # 1 Where you found the information Topic Hughes’ Poetry Hughes’ Poetry is an example of the innovative & influential art of the Harlem Renaissance Page 10 Paraphrased information found Page you found the fact on 33 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Baraceros, E. (2016). Practical Research 1. Manila: Rex Book Store, Inc. Clamor-Torneo H. and Torneo A. (2017). An Introduction to Qualitative Research Practical Research 1. Quezon City: Sibs Publishing House, Inc. Prieto N., Naval V., and Carey, T. (2017). Practical Research 1 Qualitative for Senior High School. Quezon City: Lorimar Publishing, Inc. Ethics in research is a vital part that every researcher must have. It refers to the moral principles that govern the conduct of certain activities or a person’s behavior. To conduct research responsibly, research ethics should be the guiding principle. For the research not to be altered or falsified, there must be ethics because ethical misconduct poses a considerable risk. Most Essential Learning Competencies: 1. Follows ethical standards in writing related literature (CS_RS11-IIIfj-5) Lesson Writing the Review of Related 7 Literature Ethical concerns affect research. The term ethics refers to questions of right and wrong. When researchers think about ethics, the question: Is it right to conduct a particular study or carry out a certain procedure must be considered. Fraenkel and Wallen (2010) give a few examples of unethical practices related to research that violates ethical practice. First, it requires a group of high school sophomores to sign a form in which they agree to participate in a research study. Second, ask first-graders sensitive questions without obtaining the consent of their parents to question them. Notes to the Teacher This module discusses about the 34 significance of ethics in research. (DO_Q3_PRACTICAL RESEARCH 1_11 Teacher can give several examples of situations on how ethics can be MODULE 1) applied while doing the research study. Allow the learners to ponder the importance of ethics in conducting research. Ethics and Research Ethics refers to norms for conduct that distinguish between acceptable and unacceptable behavior. It also refers to the rules in making a distinction between right and wrong such as the Golden Rule; a code of professional conduct like the Hippocrates’ Oath; a religious creed like the Ten Commandments. Why is there a need for ethics? 1. Norms promote the aims of research such as knowledge, truth, and avoidance of error. 2. Norms promote the values that are essential to collaborative work such as trust, accountability, mutual respect, and fairness. They also protect intellectual property interests and encourage confidentiality even in collaboration. 3. Norms ensure researchers can be held accountable to the public. To a certain extent, they draw parameters within which ideas to write and how they should be written. 4. Norms promote a variety of other important moral and social values. Ethical lapses in research can significantly harm human and animal subjects, students, and the public. Norms help to build public support for research. This happens when individuals and organizations believe in the integrity and credibility of the researcher/s they offer to fund for the projects. The Ethical Checks to Make Before Beginning the Study The checklist aims to lead you, the researcher towards the observance of ethical standards. 1. Is the proposal sufficiently well designed to be on informational value? 2. Does the research pose any risks to participants such as physical or psychological harm by such means as the use of deception, obtaining sensitive, personal information, or using minors or others who cannot readily give consent as participants? 3. If risks are placed on participants, does the research adequately control those risks by including such procedures as debriefing, removing, or reducing risks of physical harm, guaranteeing through the procedures that all information will be obtained anonymously or if that is not possible, guaranteeing that it will remain confidential, and providing special safeguards for minors and participants who may have impairments? 4. Have I included a provision for obtaining informed consent from every participant or, if participants cannot give it, from responsible people acting 35 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) for the benefit of the participant? Will sufficient information be provided to potential participants so they will be able to give their informed consent? Is there a clear agreement in writing (the informed consent form) between the researcher and the potential participant? The informed consent should also make it clear that the participant is free to withdraw from the experiment at any time. 5. Have I included feedback information, including a debriefing if deception is used to be given to the participants at the completion of the study? 6. Do I accept my full responsibility for the ethical and safe treatment of all participants by myself and all research assistants? Definition of terms related to the subject of ethical standards in writing a literature review: Ethical Relativism –refers to the view that values are relative in the sense that a person feels his/her value is better than any other person’s value. Ethical Principles – this refers to values that are translated into rules or standards of conduct. Ethical Dilemma – It entails a situation where there is a felt conflict between values or principles and a choice of action needs to be decided. Resnik (2015), has spelled out some rules for observing ethical standards in the review of related literature in research. They are as follows: Report your findings with complete honesty. Do not misrepresent, mislead and/or intentionally misinterpret. Give appropriate credit when using other people’s work. Avoid plagiarism by fully acknowledging all contents belonging to others. To underscore plagiarism, remember this – “If you quote or paraphrase another author’s work without including a reference to it, you are plagiarizing! Research integrity means that a researcher uses word/s that can be trusted as representative truthful positions and statements. It carries special importance in qualitative research because the designs and procedures for doing qualitative research are potentially more flexible than other kinds of research. There is a need to conduct the research accurately and fairly. For instance, one sign of research integrity is the willingness to be proven wrong or even to have your earlier thinking on a matter challenged (Yin, 2011). Baraceros, E. (2016). Practical Research 1. Manila: Rex Book Store, Inc. Clamor-Torneo H. and Torneo A. (2017). An Introduction to Qualitative Research Practical Research 1. Quezon City: Sibs Publishing House, Inc. Prieto N., Naval V., and Carey, T. (2017). Practical Research 1 Qualitative for Senior High School. Quezon City: Lorimar Publishing, Inc. 36 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  In presenting a review of related literature, the first thing to do is to introduce the topic. It is also important to carry out the significance of the study. The connections of data gathered under related literature will determine the strength of one’s research study. Most Essential Learning Competencies: 1. Presents a written review of the literature (CS_RS11-IIIfj-6) Lesson Presenting the Written Review of 8 Literature As a researcher, you should provide an overview of the relevant literature. Part of this is to establish a context for the study using the literature. If there’s a gap in the knowledge, identifying it is also important. Doing the literature gave you the opportunity to gain and demonstrate skills in two areas. First, is information seeking which refers to the ability to scan the literature differently. Next is critical appraisal which refers to the ability to apply principles of analysis to identify unbiased and valid studies. Notes to the Teacher Allow the learner to understand the different techniques in presenting a written review of the literature. Let them critically analyze the literature review necessary for their research studies. 37 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) Preparing the Written Review of Literature Doing the literature gave you the opportunity to gain and demonstrate skills into two areas: a. Information seeking which refers to the ability to scan the literature differently. b. Critical appraisal which refers to the ability to apply principles of analysis to identify unbiased and valid studies. Reviews differ in format, but typically, they consist of five parts as enumerated below (Fraenkel & Walles, 2010). 1. The introduction briefly describes the nature of the problem. The researcher also explains what lead him/her to study and probe into the question and why it is an important question to investigate. 2. The body of the review briefly reports what others have found or thought about the research problem. Related studies are usually discussed together grouped under subhead to make the review easier to read. 3. The summary of the review ties together the main ideas revealed in the literature reviewed and present a composite feature of what is known or thought to date. Findings may be tabulated to give the reader ideas of how many other researchers have reported identical or similar findings or have similar recommendations. 4. Any conclusions the researcher feels are justified based on the state of knowledge revealed in the literature should be included. 5. A bibliography with full bibliographic data for all sources mentioned in the review is essential. Use the format suggested for reference lists. Structure of the Literature Review The overall structure of your review will depend largely on your study or research area. Group together and compare the differing opinions of the writers on certain topics. Your structure should consider topic areas, controversial issues, or questions to which there are varying approaches and theories. Within each section, discuss what the different literature argues and link these to your purpose or study. Linking words is important when grouping similar opinions, you may use words or phrases such as in addition, again, similarly, and also. If there is disagreement, indicate this, using linkers such as humans, conversely, in contrast, at the end of the review, including a summary of 38 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)  what the literature implies, linking the literature review to your hypothesis or main question. Remember: A good literature review needs a clear line of argument. Use your critical notes. A good literature review shows the following characteristics: Focused – it presents only ideas and reports on studies that are closely related to the topic Concise – the ideas should be presented economically. Logical – the flow within and among paragraphs should be a smooth, logical progression from one idea to the next. Developed – the ideas are fully and completely written. Integrative – it shows how ideas are related and how all reviewed materials contribute to your topic. Current – it exhibits up-to-date information related to your study. Critical Evaluation of the Literature After having written the review of related literature, use the questions below for critiquing what you have done. 1. Have you organized your materials according to issues? 2. Is there a logic to the way you organized your material? 3. Does the amount of detail included on an issue relate to its importance? 4. Have you been sufficiently critical of design and methodological issues? 5. Have you indicated when results were conflicting or inconclusive and discussed possible reasons? Baraceros, E. (2016). Practical Research 1. Manila: Rex Book Store, Inc. Clamor-Torneo H. and Torneo A. (2017). An Introduction to Qualitative Research Practical Research 1. Quezon City: Sibs Publishing House, Inc. Prieto N., Naval V., and Carey, T. (2017). Practical Research 1 Qualitative for Senior High School. Quezon City: Lorimar Publishing, Inc. 39 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1) For inquiries or feedback, please write or call: Department of Education – SDO Valenzuela Office Address: Pio Valenzuela Street, Marulas, Valenzuela City Telefax: (02) 8292-4340 Email Address: [email protected] 40 (DO_Q3_PRACTICAL RESEARCH 1_11 MODULE 1)