S2-Q3-3IS-NOTES PDF

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STEM notes made by sincos.notes Use at your own discretion. Promote them to your friends and classmates, and follow us on our social media account if you’re satisfied! NO SHARING. NO RESELLING. BUY (P200 for all subjects) TO US IF YOU WANT A COPY. IG: sincos.notes Twitter: sincosnotes TikTok: sincos.notes TABLE OF CONTENTS SEMESTER 2, QUARTER 3, INQUIRIES, INVESTIGATIONS, AND IMMERSIONS es LESSONS PAGE NO. LESSON 1: PREPARING, CONCEPTUALIZING, AND FOCUSING ON A RESEARCH PLAN 2 LESSON 2: FORMULATING CLEAR STATEMENT OF RESEARCH PROBLEM 4 LESSON 3: RESEARCH INSTRUMENT 5 LESSON 4: ETHICALLY SELECTING, CITING, AND SYNTHESIZING RELATED LITERATURE 7 ot LESSON 5: RESEARCH DESIGN LESSON 6: RESEARCH INSTRUMENT VALIDITY AND RELIABILITY TOTAL NO. OF PAGES 8 9 13.n os nc si 1 S2 Q3 Inquiries, Investigation, and Immersions 3. Keep thoughts intact. - Establishing that sense of focus on your Lesson 1. research paper is one of the most important Preparing, Conceptualizing, and characteristics that you should always observe. Focusing on a Research Plan - Clattering ideas will not make your paper enticing. Research Research is just any other task that we do. 4. Don't let failure distract you. It is like a celebration or a party that in order to be - Failure is normal. meaningful and successful, serious planning and - It is okay to fail at times in order for us to careful execution are necessary. realize what we have to do. It needs time and proper organization of things - Failure is an opportunity to recreate and and ideas. refine our research work at its best. - Do not be afraid to fail! RESEARCH IS… A careful study that is done to find and report new 5. Always consult the opinion of other people. knowledge about something. - Feedback from others, especially from more es An investigation or experimentation aimed at the knowledgeable others is always good to hear. discovery and interpretation of facts, revision of - It widens our understanding and opens accepted theories or laws in the light of new higher chances of making the research facts, or practical application of such new or better! revised theories or laws. - Collaboration and teamwork do not only make The practice of collecting information about a the task lighter, but rather more successful! particular subject. THE RESEARCH PLAN ot The following are the things that may be In its simplest definition, a research plan is a considered BEFORE starting the research activity: document that includes preliminary and basic information about the research work that you 1. A problem that is most interesting to you. would like to do. 2. Existing problems in the classroom/school/ It may contain details about the topic that you campus/university which one may solve..n intend to do, its importance or significance, the 3. Existing needs of the community or society. steps that you have already done, and the next 4. Area of interest, specialization, or event from actions that you are going to do in order to related fields. meet your targets or until you have answered 5. Offshoots of friendly conversations. your research questions. 6. Observations, intuitions, or a combination of Technically, this is not a research proposal yet but both. more likely a concept paper. os 7. The type of data you need. 8. The participants and sources. Although there is no institutionalized formatting of 9. The location and time scale of the research. a research plan just yet, the following are the 10. Prevailing theories and philosophy. basics: Moore (2009), a contributor to Ezine articles I. Basic Information offers five (5) things worth considering when ○ This part of the research plan contains your nc doing research work. basic information. ○ For a Senior High School Learner like you, it 1. Never choose a topic that is out of personal would be beneficial to include the following interest. information: - The success rate of your research work is a. Complete Name equal to the level of your interest and drive to b. Learner Reference Number (LRN) do such a research. c. School and Address - It is always easier to do something that you d. Track and Strand si really like to do and be engaged with. e. Complete Home Address - Do not let yourself be in the situation of losing that high level of enthusiasm towards your own II. Background research. ○ Short presentation of basic concepts and information about the research topic shall be 2. Never use needless words. presented in this section. - Less is more. ○ Include a few relevant readings and - Sometimes, you would think that having so literature which serve as a major much to say when it comes to research is background of your paper. an advantage. ○ Cite also your motivation for the topic and - However, we have to realize that the longer the reasons and importance of your study. or the wordy our sentences become, the more they appear less relevant and needless to III. Objectives and Methods be listened to or read. ○ Cite in this section the long term and short term objectives or targets of your research work. 2  ○ Indicate also whether you are using VII. List of References quantitative, qualitative or mixed methods ○ Present here the references that you used in of research. the formulation of the research plan. ○ Use the format of the American IV. Working Framework Psychological Association (APA) 6th or 7th ○ Through illustrative illustrations or edition style/format in constructing the diagrams, show the variables or concepts entries. that are involved in your paper. ○ Ensure that the entries are alphabetically ○ Show the connections and relationship and sequenced. role of these important constructs in achieving the results of the study. ○ The Input-Process-Output Model is commonly used. ○ However, feel free to execute your creativity and ideas in crafting the framework for your paper. V. Assumptions es ○ This part contains the expected outcome of the study. ○ What results do you anticipate? ○ It is better that you construct positive results regarding the research that you plan to undertake. ○ This can be in numbered form, bulleted, or in a paragraph or two. VI. ot Timetable ○ You may have heard about the Gantt Chart of activities. ○ This section contains the same concept but in simplified and detailed format in order for.n you to plan things out even more systematically and productively. ○ A timetable guides you to be able to work on important activities necessary for you to complete your research. ○ Please study the example timetable below to os get ideas on how a plan looks and what information can be included. nc si 3 Lesson 2. TYPES OF RESEARCH QUESTIONS Formulating Clear Statement of The following are the four types of research questions in terms of their purpose according to Research Problem Clemente, Julaton, & Orleans (2016). RESEARCH PROBLEM 1. Factor-isolating questions. A research problem is a statement of a concern in - The major concern of these questions is to any area, a problem that needs immediate categorize, label, or name factors and solution, a recurring difficulty that is necessary situations that exist or those that are to be taken out of the situation, or a practical present in the perimeter of the research work. question from a scholarly inquiry in different disciplines. Example: What are the difficulties encountered by As an intelligent recall, Clemente, Julaton, & Senior High School learners in the New Orleans (2016) noted some criteria for evaluating Normal set-up of the educational system in the whether or not a research problem or statement country? is good. 2. Factor-relating questions. es May it be quantitative, qualitative, or mixed - Establishing relationships between and method research, research problems should bear among factors that have been identified is the the S.M.A.R.T. characteristics. purpose of these questions. a. Specific. Example: ○ This refers to the quality of being exact or What relationship exists between the particular. socio-economic status of family to the ○ Research problem statements should be ot learning ability of students? able to communicate the specific inquiry or question that needs to be answered. 3. Situation-relating questions. - These questions emphasize the observable b. Measurable. changes that happen to variable/s involved ○ This is never an issue in a quantitative in the study as a result of experimentation. method of research..n ○ However, in terms of qualitative research Example: methods, the measurability of a research What is the effect of modular distance statement refers to its epistemological learning to the learning style and behavior of aspect or the state of being objectively learners? observable. ○ More than that, instruments of data-gathering 4. Situation-producing questions. os should be present. - These questions open the opportunity to create a definite course of action, policies or c. Attainable. conditions in order to accomplish or to achieve ○ The research questions should be easily a certain goal. answered or achieved when the appropriate procedures are performed. Example: What project could be designed to d. Realistic. nc empower parents and the community to be ○ The possibility of being carried out should involved in the educational system? always be observed in formulating the research problem especially when there is a need for experimentations and observations. e. Time-Bound. ○ Time is an important element in the research si work. ○ The research questions should be narrowed enough to be attained within the set time frame. 4 Lesson 3. are some instruments for scientific and Research Instrument experimental research. ○ Each discipline has its own designed devices for its operation research work. INSTRUMENTATION b. Clerical Tools. It is the process of developing, testing, and using ○ In the study if perceptions, emotions, the device which will later on be utilized for data feelings, attitude and judgments, clerical gathering. tools like - questionnaire, INSTRUMENTS - interview, It is the generic term that researchers use for a - testing and other materials are applicable. measurement device or tool (survey, test, ○ Most clerical tools are researcher-made questionnaire, etc.) which are checked and validated by experts and acceptable validation procedures. Researcher- vs Subject-Completed Instruments ○ The following are the common methods Research-Completed Subject-Completed involved in clerical tools: Instruments Instruments 1. The questionnaire method 2. The interview method es Researcher-completed Subject-completed 3. The testing method instruments are those instruments are those 4. The experimental method administered by the completed by the 5. The library method researchers themselves. participants. CHARACTERISTICS OF A GOOD DATA Rating scales Questionnaires COLLECTION INSTRUMENT Flowcharts Personality inventories ot Interview Self-checklists Performance checklists Sociometric devices Tally sheets Attitude scales Observation forms Projective devices Classification of Data According to Source.n Since research is mostly concerned about data management, it is worthy to know the classification of data. Data are classified according to source. 1. Primary Data os ○ These data come from primary sources. ○ The data may come directly from the natural 1. Brief and Effective. world, individuals, physical materials, groups - The data collection instrument should not be or organizations, legitimate practices and too long to be completed or accomplished by belief systems, laws and policies and both the researcher and the respondents. personal records. - However, it should contain rich prompts and fields to gather rich information as well. 2. Secondary Data nc - Time is always important, so making it short ○ Information from books, newspapers, without compromising the target data is ideal. publications, and transcripts are forms of secondary data. 2. Efficient. - The instrument should be able to collect THE RESEARCH INSTRUMENTS/TOOLS information far from what is available and There are several ways of collecting data. accessible to the researcher. The choice of research instruments is one of the si major decisions that the researcher will have to 3. Systematically sequential. make. - The content of the instrument should be This is crucial since the instrument will be the arranged systematically from an increasing channel through which the researcher will be able difficulty or complexity of information being to gather the data that are needed in forming asked. answers to the research problems. - Easy and less sensitive questions should be placed first before the complex and a. Mechanical Devices. confidential ones. ○ These include almost all tools available in different laboratories for various disciplines 4. Valid and Reliable. and areas. - In order to attain these characteristics, the ○ Cameras, recorders, tapes and films are only developed instrument should undergo tests of a few devices that may be used in collecting validity and reliability through processes like data for historical or social science research. pilot testing and the like. ○ Meanwhile, microscopes, telescopes, flasks, tubes, thermometers and other apparatuses 5  5. Researcher and Sample-friendly. B. Participative Observation. - The data that will be collected from the material - This interview requires the researcher to should be easy to be provided by the sample be involved in the activities of the and easy to handle on the part of the subjects. researcher. - In this way, the researcher would directly - The tabulation, analysis and interpretation of know and feel what the subject the data should not complicate the tasks of the experiences. researcher. COMMON DATA COLLECTION INSTRUMENTS C. Non-naturalistic Observation. Given the data collection methods in the previous - In this interview, the subjects are taken topic, here are the common data collection away from their usual situation and will instruments (Clemente, Julaton and Orleans, 2016; experience the ideal conditions set by the Calderon and Gonzales, 2014). researcher. 1. DOCUMENTARY REVIEW 4. QUESTIONNAIRE-CHECKLIST ○ This is the process of obtaining information ○ This is one of the commonly used data from relevant documents. collection instruments among others. ○ It is practical and efficient since the data can be ○ Questionnaire-checklists are easy to administer es manageable enough which can come from and efficient in gathering large volumes of data. public records, personal documents and ○ Basically, the respondents would provide physical evidence. answers to the prepared set of questions like the following: 2. INTERVIEW ○ In its basic definition, an interview is the process a. Tag Questions. of asking questions to key informants or - These questions are answerable by yes or no. ot respondents about the topics of the research. ○ The researcher should have enough training and background in administering this kind of Example: data-gathering. Do you have food allergies? ○ This can be done face-to-face, over the Yes ______ No _______ telephone or computer-assisted. b. Multiple Choice..n A. Structured Interview. - This is the usual way of getting - The researcher would have to construct answer/response from the respondents and organize questions which the basically by giving a question and options respondents will answer. to choose from. - The researcher does not ask other questions aside from what has been Example: os prepared prior to the interview. How do you reach your school? a. walking B. Unstructured Interview. b. public transportation (commuting) - In this type of interview, the researcher c. private vehicle holds only an outline of topics. - The questions will be spontaneously c. Open-ended Questions. asked to form a conversation with the - The respondents would have to continue nc interviewee. an incomplete statement. - Probing skills in questioning is highly necessary. Example: I prefer to study online because ________. C. Semi-structured Interview. - This is a blend of the two previous types d. Coding/Ranking. of interview. - In this type, the respondents are asked to - It is where the researcher prepares rank or give numerical ratings for the si questions and still asks follow up information required of them. questions to the interviewee for a sort of - This may come in the form of a checklist elaboration in order to form an in-depth with a scale. probing. Example: 3. OBSERVATION ○ Tracking physical, behavioral and other aspects from the target sample over a period of time is the major concern of the researcher in this method. A. Naturalistic Observation. - The researcher observes the subjects in e. Short-responses Questions. their actual setting or natural - These are subjective questions that environment without the intrusion or require short answers. involvement of the researcher. - This gives the respondents the freedom to express their ideas and opinions. 6  Example: Lesson 4. What is your opinion about Education Ethically Selecting, Citing and 4.0? Synthesizing Related Literature f. Combination. - This refers to the combination of the LITERATURE different forms of questions in a single In its conceptual definition refers to a collection of questionnaire. written work with a heightened and artistic use of words may it be fiction or nonfiction. 5. FOCUS GROUP DISCUSSION (FGD) ○ It is composed of a totally diverse set of RELATED LITERATURE individuals to express their personal views Can come and be taken from the following types of about the topic. resources (Clemente, Julaton, & Orleans, 2016): ○ They can agree or disagree with each other about the issues. a. General references. Books, monographs, ○ FGD is a way to understand perspectives which conference manuals, research articles, cannot be explained by statistical data. professional journals and similar documents. ○ The researcher should be skilled in moderating b. Primary sources. Academic research and es and documenting the conduct to gather the university research journals and reputable needed data. organizations c. Secondary sources. Articles, analyses, essays, newspaper, single or multiple authored textbooks d. Tertiary resources. Books based on secondary sources that interpret the work of others. Characteristics of Materials to be Cited ot 1. Recency ○ The materials that should be included in the review should be as recent as possible. ○ For general references, published materials 10 years ago are still sound and valid. ○ Meanwhile, primary, secondary and tertiary.n references within the last five years are ideal. ○ Archived materials may also be used as reference for theories and concepts. 2. Objectivity ○ Since research is academic and scholarly, the os materials should be fair, objective and bias-free. ○ It should not favor any extreme and obvious vested interest aside from delivering facts, information, and findings. 3. Relevance nc ○ The weight of relevance of the material to the current research undertaking must be checked. ○ Before citing it, it should bear essential information to clarify and deepen the issues and concepts of the research being conducted. ○ Otherwise, the material should not be considered for the review. si 4. Conciseness ○ The materials that the review should have must be sufficient enough, not too few and not too many, to provide the researcher and the readers strong insight about the general and specific problems that the research is trying to address or answer. The number of related literature that a review should have for a senior high school researcher is only 4 to 6 local and international publications or materials. However, in higher education, graduate and postgraduate level, the number of literature will range from 15-50. 7 Organization of the Review of Related Literature Lesson 5. 1. CHRONOLOGICAL Research Design This approach in organizing the review puts emphasis on the timeline of development or the year the materials were written. RESEARCH DESIGN Life of a research study. Example: Logical and coherent overall strategy that the Santos (2017) affirms that literature is an researcher uses to integrate all the components of efficient springboard towards introducing and the research study (Barrot, 2017, p 102). teaching language skills among Junior High In order to find meaning in the overall process of School learners. Tesoro (2018), meanwhile, doing your research study, a step-by-step found out that a literature based classroom process will be helpful to you. should always consider the context of the learners, the literature, and the context of the teacher. TYPES OF QUANTITATIVE RESEARCH DESIGN Further, Solano (2019) reported that there is a 1. Descriptive Research wider opportunity when the teaching of ○ Aims to systematically obtain info to describe language skills is embedded in the teaching of a phenomenon, situation, or population. es literature. ○ The purpose of descriptive research is basically to answer questions such as who, 2. BY TOPIC/CONCEPT what, where, when, and how much. In this case, if many or several authors have a ○ Best used when the main objective of the study comparable opinion about the same topic or is just to observe and report a certain issue, it is appropriate to use this approach. phenomenon as it is happening. Example ot It is found out that the use of music in teaching 2. Correlational Research mathematics has a significant effect in the ○ The main goal of this design is to determine if a motivation of learners which contributed to variable increases or decreases as another their increased numeracy skills (Gonzales, variable increases or decreases. 2016; Fernandez, 2013; Dionisio, 2012). ○ Seeks to establish an association between.n variables. 3. BY AUTHOR/WRITER ○ It does not seek cause and effect relationships To build credibility with the claims that the research would like to stand on, presenting like descriptive research; it measures different authors even though they have variables as it occurs. similar ideas is highly advisable. ○ It has two major purposes: (a) to clarify the relationship between os Example variables (b) predict the magnitude of the association. Clemente, Julaton, and Orleans (2016) stress ○ However, the extent of the purpose of that research suggests an action that denotes correlational research depends on the scope to look for something again. It is taken from the and delimitation of the study. composition of the word "re" and "search." Calderon and Gonzales (2014) reiterates that 3. Ex Post Facto nc research is a purposive, systematic and scientific process of discovering truth. Thus, it ○ If the objective of the study is to measure a entails systematic gathering of data to cause from a pre-existing effect, then Ex Post formulate findings and judgment. Facto research design is more appropriate to use. Ethical Ways of Citing Literature ○ In this design, the researcher has no control 1. Plagiarism. over the variables in the research study. - Republic Act No. 8293 otherwise known as the ○ Thus, one cannot conclude that the changes si Intellectual Property Code of the Philippines "protects and secures the exclusive rights of measured happen during the actual conduct of scientists, inventors, artists and other gifted the study. citizens to their intellectual property and creations, particularly when beneficial to the 4. Quasi-Experimental people." ○ Aims to measure the causal relationship between variables. 2. Copyright. ○ The effect measured is considered to have - It differs from plagiarism as it may pertain to occurred during the conduct of the current the breach of contract between the authors study. and the publishers about the coverage or scope of circulation and distribution of the ○ The partiality of quasi-experimental design original work. comes from assigning subjects, participants, or respondents into their groups. 8  ○ The groups are known to be already Lesson 6. established before the study, such as age, Research Instrument Validity and educational background, and nationality. Reliability ○ Since the assignment of subjects, participants, or respondents are not randomly assigned into RESEARCH INSTRUMENTS experimental or control groups, the conclusion These are basic tools researchers used to gather of results is limited. data for specific research problems. 5. Experimental Research Common instruments are: ○ It is based on the scientific method called 1. Performance tests experiment with a procedure of gathering data 2. Questionnaires under a controlled or manipulated environment. 3. Interviews 4. Observation checklist ○ Also known as true experimental design since it applies treatment and manipulation more The first two instruments are usually used in extensively compared to quasi-experimental quantitative research, while the last two design. instruments are often in qualitative research. es ○ Random assignment of subjects or participants However, interviews and observation into treatment and control groups is done checklists can still be used in quantitative increasing the validity of the study. research once the information gathered is ○ Experimental research, therefore, attempts to translated into numerical data. affect a certain variable by directly Characteristics of a Good Research Instrument manipulating the independent variable. 1) Concise ○ Have you tried answering a very long test, and ot because of its length, you just pick the answer without even reading it? ○ A good research instrument is concise in length yet can elicit the needed data. 2) Sequential.n ○ Questions or items must be arranged well. ○ It is recommended to arrange it from simplest to the most complex. ○ In this way, the instrument will be more favorable to the respondents to answer. os 3) Valid and Reliable ○ The instrument should pass the tests of validity and reliability to get more appropriate and accurate information. 4) Easily Tabulated ○ Since you will be constructing an instrument for quantitative research, this factor should be nc considered. ○ Hence, before crafting the instruments, the researcher makes sure that the variable and research questions are established. ○ These will be an important basis for making items in the research instruments. si Ways in Developing Research Instrument There are three ways you can consider in developing the research instrument for your study. i. First is adopting an instrument from the already utilized instruments from previous related studies. ii. The second way is modifying an existing instrument when the available instruments do not yield the exact data that will answer the research problem. iii. And the third way is when the researcher made his own instrument that corresponds to the variable and scope of his current study. Common Scales Used in Quantitative Research a. Likert Scale 9  - This is the most common scale used in RELIABILITY quantitative research. It refers to the consistency of the measures or - Respondents were asked to rate or rank results of the instrument. statements according to the scale provided. a) Test-retest Reliability - It is achieved by giving the same test to the same group of respondents twice. - The consistency of the two scores will be checked. b) Equivalent Forms Reliability - It is established by administering two b. Semantic Differential identical tests except for wordings to the - In this scale, a series of bipolar adjectives will same group of respondents. be rated by the respondents. - This scale seems to be more advantageous c) Internal Consistency Reliability since it is more flexible and easy to construct. - It determines how well the items measure the same construct. es - It is reasonable that when a respondent gets a high score in one item, he will also get one in similar items. - There are three ways to measure the internal consistency: 1. Split-half coefficient 2. Cronbach's alpha VALIDITY ot 3. Kuder-Richardson formula A research instrument is considered valid if it measures what it is supposed to measure. When measuring the oral communication proficiency level of students, speech performance using rubric or rating scale is more valid than when students are given multiple choice tests..n Types of Validity of Instrument 1. Face Validity ○ It is also known as "logical validity." ○ It calls for an initiative judgment of the instruments as it "appears." os ○ Just by looking at the instrument, the researcher decides if it is valid. 2. Content Validity ○ An instrument that is judged with content validity meets the objectives of the study. ○ It is done by checking the statements or questions if this elicits the needed nc information. ○ Experts in the field of interest can also provide specific elements that should be measured by the instrument. 3. Construct Validity ○ It refers to the validity of instruments as it si corresponds to the theoretical construct of the study. ○ It is concerning if a specific measure relates to other measures. 4. Concurrent Validity ○ When the instrument can predict results similar to those similar tests already validated, it has concurrent validity. 5. Predictive Validity ○ When the instrument is able to produce results similar to those similar tests that will be employed in the future, it has predictive validity. ○ This is particularly useful for the aptitude test. 10  SAMPLE QUIZ (Use at your own discretion) _____________10. What are the positive impacts of the pandemic to the health and medical community? I. Identify the characteristics of a good research problem according to Clemente, Julaton, & Orleans III. Study the following items very carefully. Classify (2016) described in each number. Write your answer each device whether it is a mechanical device or on the space before each number. clerical tool. Write MD for mechanical device and CT for clerical tool. _____________1. This characteristic pertains to maximizing the capacity and abilities of the _____________1. CCTV Camera researcher to solve the research problem. _____________2. Interview _____________2. This is attributed to the use of instruments in order to gather quantifiable or _____________3. Checklist observable data. _____________4. Test Tube _____________3. A research problem should be bound to what exists in the norm and practicality in terms of _____________5. Journal es the conduct of experimentations. IV. Analyze the given research scenario in every item _____________4. This quality of a research problem and identify the appropriate data collection concerns the possibility of being carried out in a instrument for it. given or target timeline. _____________1. Kurt and Jerwin are conducting their research about the behavior of their pet dogs in the different areas in their house. ot _____________5. This refers to the quality of a research question that is being clearly stated or identified. _____________2. Sandra and Justice are interested in II. Classify the following research questions/problems knowing the perceptions of students in their strand based on the four types of research questions based about the changes that are happening in the country on their purpose. Write only the letter of the correct in terms of environment..n answer on the space before each number. _____________3. A group of researchers would like to A. Factor Isolating questions describe the feelings of adolescents about being at B. Situation-relating questions home for several months. C. Factor-relating questions D. Situation-producing questions _____________4. Group B is studying the facts and papers regarding the decision of the Students' os _____________1. What appropriate learning strategy or Council about the creation of an online student technique could be used to maintain efficient portal. learning at home? _____________5. Franze and Kirsten are siblings and _____________2. What is the effect of the changes in they would like to balance the distribution of the the communities due to COVID-19 pandemic? household chores among the 6 siblings. nc _____________3. What is the relationship between the V. Read each item carefully. Choose your answer social distancing and flattening the curve? from the given options. Write the letter of the best answer on the space provided. _____________4. What are the factors contributing to increased of participation of parents in disaster risk _____________1. It is defined as a means of informing reduction and management? your readers that a certain piece of information came from a specific source and you just borrowed it to _____________5. What is the meaning of the widen the explanation of a certain situation or data of si "pandemic" among school children ages 5-7? your research. a. Literatures _____________6. Is there a significant difference b. Review between the level of optimism of people in the c. Citations depressed areas before, during and after pandemic? d. Sources _____________2. This is defined as the extraction of _____________7. What can be the detrimental health information and discussion from one or more relevant effects of wearing facemask 8 hours straight? literature. a. Synthesis _____________8. What innovative devices/ equipment b. Summary can be developed as alternative protective devices c. Conclusion against contagious diseases? d. Explanation _____________9. What platform is mostly used by _____________3. It is a manner of citation that refers to learners and teachers for communication during all of the citations that are found in all of the chapters pandemic? in the research paper. a. In-text citation 11 c. bibliography a. Individual Interview b. Out-text citation b. Observation d. referencing list c. Questionnaires d. Vlog _____________4. It is a chapter of your research paper wherein it is focused on giving an overview of all the _____________13. What is an informal or indirect writings relative to your specific topics. expression of knowledge? a. Introduction a. books c. Methodology b. knowledge b. Review of Related Literatures c. sentences d. Results and Discussion d. words _____________ 5. This guideline in citation secures that _____________14. What characterizes inquiry? all data and information, facts, ideas, or principles a. it is designed to generate multiple alternatives from your sources are discussed or explained b. it encourages an exchange of ideas separately. c. it is an open process absorption a. by topic d. all of the above b. by author es c. chronological _____________15. What is defined as seeking truth, d. bibliography information, or knowledge? a. curiosity _____________6. This is defined as the norms for b. inquiry conduct that distinguish between acceptable and c. questions unacceptable behaviors. d. research a. attitude b. ethics VI. Study the details of the references below. Create ot c. humor an in-text citation and bibliographic entry for it using d. behavior the APA Style, MLA Style, and Chicago Manual of Style _____________7. This is a citation style that uses notes and bibliography and author-date format. 1. Authors: No Author a. APA Title of the Book : Research in TVET Made Easy.n b. MLA Publisher: Colombo Plan Staff College c. CMS Date Published: 2009 d. HARVARD Place: DepEd Complex, Pasig City Page: 52 _____________8. It is the guideline that is used in making synthesis. Style In-text citation Bibliographic os a. Synthesis guide entry c. Synthesis matrix APA Style b. Synthesis chart d. Synthesis graph 2. Authors: H.E. Caintic and J.M. Cruz _____________9. It is a source of your literature that is Title of the Book : Scientific Research categorized by printed publications or writings Publisher: Manual C&E Publishing, Inc, Date Published: 2008 nc wherein a researcher reports the results of his studies. Place: Quezon City a. Primary source Page: 25 c. Tertiary source b. Secondary source Style In-text citation Bibliographic d. General reference entry MLA Style _____________10. This is a citation style that uses si author-date format only. 3. Authors: M.Q. Patton and M. Cochran a. APA Title of the Book : A Guide to Using Qualitative b. MLA Research Methodology c. CMS Publisher: Medecins Sans Frontieres, d. HARVARD Date Published: 2002 Access DateL December 15, 2015 _____________11. It is a chapter of your research paper Access Link/URL: wherein it is focused on giving an overview of all the www.alnap.org/pool/files/qualitative-reseach-method writings relative to your specific topics. ology.pdf a. Introduction Page: 21-22 b. Review of Related Literature c. Methodology Style In-text citation Bibliographic d. Results and Discussion entry _____________12. It is a process of asking questions Chicago Manual done by the interviewer to gather information in a of Style form of conversation following a structured guide. 12 Answer Key College: Pasig City Part I. 2. 1. Attainable Style In-text citation Bibliographic 2. Measurable entry 3. Realistic MLA Style Caintic and Cruz (1) Caintic, H.E 4. Time-bound 5. Specific stated that… (1) and J.M. Cruz. (2008). Scientific Part II. Research Manual. C&E 1. D Publishing, Inc: 2. B Quezon City. 3. C 4. A 3. 5. A Style In-text citation Bibliographic es 6. C 7. B entry 8. D Chicago Manual Notes & Patton, M.Q. and 9. A of Style bibliography M. Cochran. A 10. B System - … Guide to Using Patton and Qualitative Part III Cochran, 2002, Research 21-22. Methodology. ot 1. MD Medicins Sans 2. CT Author-date Frontiers, 2022. 3. CT 4. MD System - Retrieved from 5. CT …(Patton and www.alnap.org/p Cochran, 2022, ool/files/qualitati.n Part IV 21-22) ve-reseach-meth odology.pdf. 1. Observation 2. Questionnaire-Checklist 3. Interview 4. Document Review os 5. Focus Group Discussion (FGD) Part V. 1. C 2. A 3. A 4. B nc 5. B 6. B 7. C 8. C 9. A 10. A 11. B 12. A si 13. A 14. D 15. B Part VI 1. Style In-text citation Bibliographic entry APA Style According to Department of Department of Education. Education (2009). Research (2009)… in TVET Made Easy. Colombo Plan Staff 13