The document provides guidelines for writing an effective research title. It discusses the importance of a title in capturing readers' attention and introducing the research concisely. A good title indicates the subject and scope accurately, uses current terminology, and is limited to 10-15 words. Broad topics must be narrowed into specific, researchable questions. Procedures for formulating a title include examining literature, discussing ideas with others, and applying the topic to a specific context.
The document provides guidelines for writing an effective research title. It discusses the importance of a title in capturing readers' attention and introducing the research concisely. A good title indicates the subject and scope accurately, uses current terminology, and is limited to 10-15 words. Broad topics must be narrowed into specific, researchable questions. Procedures for formulating a title include examining literature, discussing ideas with others, and applying the topic to a specific context.
1. The document discusses research topics related to daily life and how research impacts society. Some examples of research topics that could relate to daily life are poverty, unemployment, health, education, and the environment.
2. Choosing a good research topic is important. Topics should be relevant to the learner's field of study and address problems or issues that could benefit communities.
3. The document provides guidance on formulating a research topic and problem, including considering topics not covered in class and how useful the research could be. Well-defined research problems are needed to focus the study.
1. The document discusses scope and delimitation of a research study, noting that scope refers to the coverage or specific details being emphasized in a study, while delimitation refers to boundaries that cannot be controlled by the researcher.
2. It provides examples of what should be included in defining the scope, such as variables, location, time period, population, and objectives of the study. Delimitations identify boundaries in terms of subjects, time frame, number of participants, and issues covered.
3. Narrowing the scope and clearly defining delimitations helps make a study more feasible and focused. Scope and delimitation should be used to inform readers of the limits
The document provides an introduction to the Practical Research 2 module on quantitative research. It includes information on the copyright, development team, and introductory messages for both facilitators and learners. The module aims to help learners understand quantitative research methods and appreciate their application in real-life situations. It outlines the specific learning outcomes and steps that will be covered, including identifying different variables and when to use quantitative research approaches.
Sdo navotas creative_writing_q2_m7_creating an online portfolio of the output...DepEd Navotas
The document provides instructions for creating an online portfolio using Microsoft PowerPoint to showcase creative writing outputs such as poems, stories, and scripts from Senior High School. It discusses setting up the PowerPoint presentation with the proper orientation and slide size and adding text, images, animations, audio files and videos to the digital portfolio. The final step mentioned is finalizing the digital portfolio.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
This lesson plan introduces teachers to wikis and how they can be used in the classroom. The plan is for a 30-minute session where teachers will first complete a KWL chart about wikis. They will then view a presentation explaining what wikis are and their benefits. This includes allowing for differentiated instruction. Teachers will then create their own wiki using PBworks with guidance. Finally, teachers will summarize what they learned on a sticky note and place it on the "L" section of the KWL chart before completing a survey on the session. The goal is for teachers to understand wikis and how to implement them in their own classrooms.
The document provides guidelines for writing an effective research title. It discusses the importance of a title in capturing readers' attention and introducing the research concisely. A good title indicates the subject and scope accurately, uses current terminology, and is limited to 10-15 words. Broad topics must be narrowed into specific, researchable questions. Procedures for formulating a title include examining literature, discussing ideas with others, and applying the topic to a specific context.
The document provides guidelines for writing an effective research title. It discusses the importance of a title in capturing readers' attention and introducing the research concisely. A good title indicates the subject and scope accurately, uses current terminology, and is limited to 10-15 words. Broad topics must be narrowed into specific, researchable questions. Procedures for formulating a title include examining literature, discussing ideas with others, and applying the topic to a specific context.
1. The document discusses research topics related to daily life and how research impacts society. Some examples of research topics that could relate to daily life are poverty, unemployment, health, education, and the environment.
2. Choosing a good research topic is important. Topics should be relevant to the learner's field of study and address problems or issues that could benefit communities.
3. The document provides guidance on formulating a research topic and problem, including considering topics not covered in class and how useful the research could be. Well-defined research problems are needed to focus the study.
1. The document discusses scope and delimitation of a research study, noting that scope refers to the coverage or specific details being emphasized in a study, while delimitation refers to boundaries that cannot be controlled by the researcher.
2. It provides examples of what should be included in defining the scope, such as variables, location, time period, population, and objectives of the study. Delimitations identify boundaries in terms of subjects, time frame, number of participants, and issues covered.
3. Narrowing the scope and clearly defining delimitations helps make a study more feasible and focused. Scope and delimitation should be used to inform readers of the limits
The document provides an introduction to the Practical Research 2 module on quantitative research. It includes information on the copyright, development team, and introductory messages for both facilitators and learners. The module aims to help learners understand quantitative research methods and appreciate their application in real-life situations. It outlines the specific learning outcomes and steps that will be covered, including identifying different variables and when to use quantitative research approaches.
Sdo navotas creative_writing_q2_m7_creating an online portfolio of the output...DepEd Navotas
The document provides instructions for creating an online portfolio using Microsoft PowerPoint to showcase creative writing outputs such as poems, stories, and scripts from Senior High School. It discusses setting up the PowerPoint presentation with the proper orientation and slide size and adding text, images, animations, audio files and videos to the digital portfolio. The final step mentioned is finalizing the digital portfolio.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
This lesson plan introduces teachers to wikis and how they can be used in the classroom. The plan is for a 30-minute session where teachers will first complete a KWL chart about wikis. They will then view a presentation explaining what wikis are and their benefits. This includes allowing for differentiated instruction. Teachers will then create their own wiki using PBworks with guidance. Finally, teachers will summarize what they learned on a sticky note and place it on the "L" section of the KWL chart before completing a survey on the session. The goal is for teachers to understand wikis and how to implement them in their own classrooms.
This document provides guidance on formulating an action plan for a culminating activity in social sciences. It discusses identifying opportunities in the community, setting SMART objectives, establishing the scope through the 5Ws and 1H, developing implementation steps, allocating resources, and monitoring progress. An effective plan is characterized as manager-performing, goal-driven, persistent, monitoring, and conceptualizing. It is important for achieving objectives, minimizing risk, and providing direction. The example template outlines tasks, timelines, and responsibilities to visualize the plan.
The document outlines a 30-minute staff development lesson plan on using wikis in the classroom. It includes the content standards, understanding goals, essential questions, and student objectives. The assessment evidence involves teachers completing a KWL chart and creating their own wiki using PBworks. The learning activities include an introduction, presentation on wikis and their benefits, examples of wiki uses in different subjects, creating a wiki in PBworks, and summarizing with a KWL chart. A survey is provided to collect feedback on the session's usefulness and plans to implement wikis.
Here is a sample theoretical and conceptual framework based on the research title, scope and delimitation, and problem statement from the previous modules:
Research Title:
Factors Affecting the Academic Performance of Grade 10 Students in English Subject
Theoretical Framework
This study is anchored on Bloom's Taxonomy of Educational Objectives, Maslow's Hierarchy of Needs Theory, and Vygotsky's Socio-Cultural Theory of Cognitive Development.
Bloom's Taxonomy classifies learning objectives into different domains including the cognitive, affective, and psychomotor domains. It proposes that there are different levels within the cognitive domain from the basic recall or remembering, to the more complex levels of analyzing, evaluating, and
Practical Research 1 Module 1 - REVISED.pdfAlwinSostino2
Here are the key points about Dewey's theory of connected experiences:
- Learning comes from experiences, both positive and negative. The value is in making connections between actions and consequences.
- Experiences should be exploratory and allow for reflection. Learners should be able to connect new knowledge to past experiences.
- Education is the continual reconstruction of experiences to better understand and interact with the world. It is a lifelong process.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, ePortfolio and class participation. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with lectures, tutorials and self-directed study. Students will work on two projects - the first on natural environments and the second on built environments. They will also maintain a journal on topics covered. Assessment will include these projects, the journal and an ePortfolio. The module aims to develop students' skills in recognizing environmental elements, describing characteristics, analyzing developments, and communicating ideas.
Enbemoduleoutline 150615071942-lva1-app6891Xying Lee
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments. It will focus on establishing a symbiotic relationship between the two. Students will develop observational skills, compile data, and learn to present information. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will be assessed through two projects, a journal, and an e-portfolio. The first project focuses on nature and the second on proposing a better city. The module aims to help students recognize different environmental elements and understand the relationship between nature and the built environment.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" at the School of Architecture, Building & Design. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits, and self-directed study. Students will learn to recognize different elements, describe characteristics, differentiate developments, and analyze the relationship between natural and built environments. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning approaches to facilitate an active learning process.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
This document provides information about the "Foundation in Natural and Built Environments" module, including its objectives, learning outcomes, modes of delivery, and general rules. The module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. It will be delivered through lectures, tutorials, and self-study over 18 weeks for 5 credit hours. Students will learn to recognize different environmental elements, describe their characteristics, analyze development impacts, and communicate their findings using various tools. Attendance is compulsory and late assignments will face penalties. Plagiarism is strictly prohibited.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
This document provides information about the "Foundation in Natural and Built Environments" module at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze relationships between the two environments. Assessment includes class participation, presentations, and adherence to attendance and submission requirements.
This document provides information about the "Foundation in Natural and Built Environments" module at Taylor's University. The module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. It is a 5-credit, 18-week module taught through lectures, tutorials and self-study. Modes of assessment include assignments, presentations and exams. Attendance is compulsory and plagiarism is strictly prohibited. The module uses student-centered learning and aims to develop students' cognitive and communication skills through hands-on learning activities.
The document discusses three communication models:
1) The linear model presents a one-way flow of information from sender to receiver with no feedback. The Shannon-Weaver model is an example.
2) The interactive model shows a two-way process with feedback. The Schramm model added feedback to the Shannon-Weaver model.
3) The transactional model presents communication as a simultaneous two-way process where senders and receivers can exchange messages anytime. The helical model similarly shows communication as an evolving process that depends on past experiences.
Here are the key points about the background of a research study:
- The background provides context for the research problem being investigated. It establishes why the research problem is important and worth studying.
- The background discusses the general situation or circumstances related to the research problem and how it came to be an issue. It gives a brief history or overview of the topic or issue.
- In contrast, the introduction states the specific research problem or question being addressed. It presents the purpose and significance of the study in a concise manner.
- The literature review analyzes and synthesizes previous scholarly research conducted on the topic. It summarizes and evaluates what is already known from other studies. The background provides a broader context while the
This document provides guidance on formulating an action plan for a culminating activity in social sciences. It discusses identifying opportunities in the community, setting SMART objectives, establishing the scope through the 5Ws and 1H, developing implementation steps, allocating resources, and monitoring progress. An effective plan is characterized as manager-performing, goal-driven, persistent, monitoring, and conceptualizing. It is important for achieving objectives, minimizing risk, and providing direction. The example template outlines tasks, timelines, and responsibilities to visualize the plan.
The document outlines a 30-minute staff development lesson plan on using wikis in the classroom. It includes the content standards, understanding goals, essential questions, and student objectives. The assessment evidence involves teachers completing a KWL chart and creating their own wiki using PBworks. The learning activities include an introduction, presentation on wikis and their benefits, examples of wiki uses in different subjects, creating a wiki in PBworks, and summarizing with a KWL chart. A survey is provided to collect feedback on the session's usefulness and plans to implement wikis.
Here is a sample theoretical and conceptual framework based on the research title, scope and delimitation, and problem statement from the previous modules:
Research Title:
Factors Affecting the Academic Performance of Grade 10 Students in English Subject
Theoretical Framework
This study is anchored on Bloom's Taxonomy of Educational Objectives, Maslow's Hierarchy of Needs Theory, and Vygotsky's Socio-Cultural Theory of Cognitive Development.
Bloom's Taxonomy classifies learning objectives into different domains including the cognitive, affective, and psychomotor domains. It proposes that there are different levels within the cognitive domain from the basic recall or remembering, to the more complex levels of analyzing, evaluating, and
Practical Research 1 Module 1 - REVISED.pdfAlwinSostino2
Here are the key points about Dewey's theory of connected experiences:
- Learning comes from experiences, both positive and negative. The value is in making connections between actions and consequences.
- Experiences should be exploratory and allow for reflection. Learners should be able to connect new knowledge to past experiences.
- Education is the continual reconstruction of experiences to better understand and interact with the world. It is a lifelong process.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, ePortfolio and class participation. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with lectures, tutorials and self-directed study. Students will work on two projects - the first on natural environments and the second on built environments. They will also maintain a journal on topics covered. Assessment will include these projects, the journal and an ePortfolio. The module aims to develop students' skills in recognizing environmental elements, describing characteristics, analyzing developments, and communicating ideas.
Enbemoduleoutline 150615071942-lva1-app6891Xying Lee
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments. It will focus on establishing a symbiotic relationship between the two. Students will develop observational skills, compile data, and learn to present information. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will be assessed through two projects, a journal, and an e-portfolio. The first project focuses on nature and the second on proposing a better city. The module aims to help students recognize different environmental elements and understand the relationship between nature and the built environment.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" at the School of Architecture, Building & Design. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits, and self-directed study. Students will learn to recognize different elements, describe characteristics, differentiate developments, and analyze the relationship between natural and built environments. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning approaches to facilitate an active learning process.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
This document provides information about the "Foundation in Natural and Built Environments" module, including its objectives, learning outcomes, modes of delivery, and general rules. The module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. It will be delivered through lectures, tutorials, and self-study over 18 weeks for 5 credit hours. Students will learn to recognize different environmental elements, describe their characteristics, analyze development impacts, and communicate their findings using various tools. Attendance is compulsory and late assignments will face penalties. Plagiarism is strictly prohibited.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
This document provides information about the "Foundation in Natural and Built Environments" module at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze relationships between the two environments. Assessment includes class participation, presentations, and adherence to attendance and submission requirements.
This document provides information about the "Foundation in Natural and Built Environments" module at Taylor's University. The module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. It is a 5-credit, 18-week module taught through lectures, tutorials and self-study. Modes of assessment include assignments, presentations and exams. Attendance is compulsory and plagiarism is strictly prohibited. The module uses student-centered learning and aims to develop students' cognitive and communication skills through hands-on learning activities.
The document discusses three communication models:
1) The linear model presents a one-way flow of information from sender to receiver with no feedback. The Shannon-Weaver model is an example.
2) The interactive model shows a two-way process with feedback. The Schramm model added feedback to the Shannon-Weaver model.
3) The transactional model presents communication as a simultaneous two-way process where senders and receivers can exchange messages anytime. The helical model similarly shows communication as an evolving process that depends on past experiences.
Here are the key points about the background of a research study:
- The background provides context for the research problem being investigated. It establishes why the research problem is important and worth studying.
- The background discusses the general situation or circumstances related to the research problem and how it came to be an issue. It gives a brief history or overview of the topic or issue.
- In contrast, the introduction states the specific research problem or question being addressed. It presents the purpose and significance of the study in a concise manner.
- The literature review analyzes and synthesizes previous scholarly research conducted on the topic. It summarizes and evaluates what is already known from other studies. The background provides a broader context while the
This document provides an overview of quantitative research, including its key characteristics, strengths, weaknesses, and types. It discusses how quantitative research uses numbers and statistical analysis to make generalizations about variables. The strengths include reliability and validity, while weaknesses include cost, time requirements, and limiting results to what is proved or unproved. The types of quantitative research designs covered are experimental (pre-experimental, quasi-experimental, true experimental) and non-experimental (survey, correlational, ex-post facto, comparative, evaluative, methodological). Examples of different quantitative research methods are also provided.
The document provides guidelines for stating research questions in a Practical Research II module. It defines a research problem as a specific issue addressed in a study and notes that research questions specify the scope and method for collecting and analyzing data. The document outlines characteristics of different types of quantitative research questions, such as descriptive, causal, and relationship questions. It also contrasts deductive and inductive approaches to formulating research questions. The document emphasizes that clearly formulated research questions are important to guide appropriate research decisions and focus the study.
Here are the independent and dependent variables for the research study objectives:
1. Structural empowerment and organizational commitment Nurses' job satisfaction
2. Factors like peer influence, family influence, etc. Smoking behavior
3. Pressure ulcer care protocol Prevalence of hospital acquired pressure ulcers
4. Use of social media and internet Health information obtained
5. Experiences in a clinical setting Nursing students' perceptions of teamwork
6. Patient education methods Quality of bowel cleanliness
7. Nurses’ perception for effective fall prevention interventions Prevalence of fall injuries in surgical wards
This document discusses the importance of quantitative research across various fields including anthropology, communication, medicine, medical education, behavioral sciences, education and psychology, and social sciences. It provides examples of quantitative research studies conducted in each field. Quantitative research is important because it uses empirical evidence from social science experiments and surveys to test hypotheses, understand relationships between variables, and draw generalizable conclusions about human behavior and outcomes across populations. The document emphasizes that quantitative research has been widely used in most disciplines to help solve problems, enhance practices, and inform policies through objective evidence.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. COPYRIGHT 2020
Section 9 of the Presidential Decree No. 49 provides:
“No copy 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.”
The original version of this material has been developed in the Schools Division of Surigao del
Norte through the Learning Resource Management and Development Section of the Curriculum
Implementation Division. This material can be reproduced for educational purposes; modified for the
purpose of translation into another language; and creating of an edited version and enhancement of
work are permitted, provided all original work of the author and illustrator must be acknowledged and
the copyright must be attributed. No work may be derived from any part of this material for commercial
purposes and profit.
This material has been approved and published for online distribution through the Learning
Resource Management and Development System (LRMDS) Portal (http://lrmds.deped.gov.ph) and
Division Network Academy (https://netacadsdn.com).
Printed in the Philippines by
Department of Education – Schools Division of Surigao del Norte
Office Address: Peñaranda St., Surigao City
Tel. No.: (086) 826-8216
E-mail Address: surigao.delnorte@deped.gov.ph
Development Team of the Module
Writer: Jay Mark V. Fulgarinas
Editor: Gregorio T. Llano, Jr.
Reviewers: Krystel Grace L. Calderon, Iris Jane M. Canoy
Illustrators: Danilo L. Galve, Stephen B. Gorgonio
Layout Artists: Ivan Paul V. Damalerio, Alberto S. Elcullada, Jr., Junie Gallenero
Management Team: Ma. Teresa M. Real
Laila F. Danaque
Dominico P. Larong, Jr.
Gemma C. Pullos
Manuel L. Limjoco, Jr.
4. ii
Introductory Message
For the facilitator:
Welcome to the Practical Research II Self-Learning Module on Background of
the Research Study.
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also aims
to help learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:
Welcome to the Practical Research II Self-Learning Module on Background of
the Research Study.
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.
Notes to the Teacher
This contains helpful tips or strategies that will help
you in guiding the learners.
5. iii
This module has the following parts:
Activity : This will bring understanding to what you already know
and experience to what you should learn further.
Analysis : In this phase, you will process and classify what is valid
and not for a more in-depth understanding.
Abstraction : This part leads you in reinforcing what you know and
should know more. Exercises are presented for
independent practice to solidify your understanding and
skills of the topic.
Application : This stage brings you to a more practical way that you are
going to use what you have learned and think new ways
on how it can be improved further.
6. i
CONTENTS OF THE MODULE
Page
Content Standard 1
Performance Standard 1
Learning Competency 1
Learning Objectives 1
LEARNING TASKS
Day Learning Task
1 Introduction 1-2
Review of the Previous Module
Presentation of the New Module
2 Activity 3
3 Analysis 4
4 Abstraction 5-8
5 Application 9-12
Reflect
Post-Test
References 13
7. 1
Background of the Research Study
CONTENT STANDARD
The learners demonstrate understanding of the range of research topics in the
area of inquiry, the value of research in the area of interest, and the specificity and
feasibility of the problem posed.
PERFORMANCE STANDARD
The learners should be able to formulate clearly the statement of the problem.
LEARNING COMPETENCY
Describe the background of the research (CS_RS12-Id-e-3)
LEARNING OBJECTIVES:
At the end of the module, you are expected to:
1. discuss the background of the research;
2. explain how the statement of the problem relates to the
background of the study; and
3. create a comprehensive, substantial, and relevant background of
the study
INTRODUCTION
Several reasons are behind your choice of a particular topic to research on.
Your curiosity or familiarity about an animate creature or inanimate object and its
functionality inspire you to discover more about such a person or thing. Whatever
experience or background knowledge you have about your chosen topic becomes
valuable and believable only as regards your acts of proving the validity or truthfulness
of your claims about your topic, if these ideas of yours are related to what the world or
other people already know or have already discovered or done about your chosen
topic. Aligning your thinking with other people’s ideas displayed legally and
professionally in varied literary works lends credibility to whatever ideas you have
about your research study.
This self-paced module is aimed at students in the ‘new normal’ educational
setting as prescribed by the Department of Education. It addresses a broad range of
learning objectives designed to enrich learners’ knowledge and fun-filled learning
experience in Practical Research 2. With its authentic and real world activities, you
acquire competence through gaining insights and understanding of the nature of
quantitative research and its types for deeper appreciation.
8. 2
The module promotes independent learning of the target themes, concepts, and
competencies that will develop your 21st century real life-based skills. This module
provides you with meaningful tasks to develop your skills for academic success and
the world of work. It is anchored on the general principles, goals, and objectives of the
K to 12 Basic Education program for Grade 12 that will enable you to become a self-
actualizing, productive and effective participant of the society and the world at large.
REVIEW OF THE PREVIOUS MODULE
Directions: What do you think are the attributes of a good research title? Explain why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
PRESENTATION OF THE NEW MODULE
While the findings of your study form the foreground of your research, it is
equally important to establish the background of your study. A well-written background
will provide your study with a context and prompt the readers to read the rest of your
paper.
However, most authors struggle with writing the background of the study.
Another common problem authors encounter is distinguishing between the
background and the literature review, which is the critical aspect of any research
paper. The two terms are often used interchangeably; however, they have clearly
defined roles.
This new module contains exercises to hone your skills in analyzing problems
and finding solutions based on factual information and data. Tasks and activities are
designed to improve your Higher Order Thinking Skills (HOTS) which will enable you
to employ analytic listening skills.
In this module, you will come across passages and statements from literature
and other sources and identify these statements as to their substance and meaning.
By being analytical and creative, you will organize your thoughts and ideas using
graphic organizers and other assessment tools aptly designed for independent
learning.
9. 3
ACTIVITY
Directions: Answer the following questions based on your understanding.
1. Explain what the background of the research study is.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How is the background of the study different from the introduction?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How is the background of the study different from the literature review?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
“I know you can do it. Now it’s time for you to EXPLORE the mystery behind
the picture. You’re doing great!
10. 4
ANALYSIS
Directions: In the diagram below, state based on your understanding in the previous
activity about the things to consider in formulating the background of the study.
Good job! I told you, you can do better! It is time to read on.
BACKGROUND OF THE
STUDY
11. 5
ABSTRACTION
What is Background in a Research Paper?
While there are many elements to a good research article, one of the most
important elements for your readers is the background of your study. The background
of your study will provide context to the information discussed throughout the research
paper. Background information may include both important and relevant studies. This
is particularly important if a study either supports or refutes your thesis.
In addition, the background of the study will discuss your problem statement,
rationale, and research questions. It links introduction to your research topic and
ensures a logical flow of ideas. Thus, it helps readers understand your reasons for
conducting the study.
The background of the study establishes the context of the research. This
section explains why this particular research topic is important and essential to
understanding the main aspects of the study. Usually, the background forms the first
section of a research article/thesis and justifies the need for conducting the study and
summarizes what the study aims to achieve.
Providing Background Information
The reader should be able to understand your topic and its importance. The
length and detail of your background also depend on the degree to which you need to
demonstrate your understanding of the topic. Paying close attention to the following
questions will help you in writing the background information in your research paper:
● Are there any theories, concepts, terms, and ideas that may be unfamiliar
to the target audience and will require you to provide any additional
explanation?
● Any historical data that need to be shared in order to provide context on why
the current issue emerged?
● Are there any concepts that may have been borrowed from other disciplines
that may be unfamiliar to the reader and need an explanation?
● Is the research study unique for which additional explanation is needed?
What Makes the Introduction Different from the Background of the Study?
Your introduction is different from your background in a number of ways. First,
the introduction contains preliminary data about your topic that the reader will most
likely read. Secondly, the background of your study discusses in depth about the topic,
whereas the introduction only gives an overview. Lastly, your introduction should end
12. 6
with your research questions, aims, and objectives, whereas your background should
not (except in some cases where your background is integrated into your introduction).
What Makes the Literature Review Different from the Background of the Study?
A background of the study and a literature review are essential parts of a
research paper. However, it is easy to get confused between them while writing your
manuscript. What makes it so difficult to distinguish between the two? Well, both
sections talk about the existing scientific knowledge in a research area and highlight
gaps that need to be addressed.
Many authors find it difficult to discern the difference between the literature
review and the study background. The literature review section should follow the
background section, as the second section of your manuscript/thesis. This section
basically supports the background section by providing evidence for the proposed
hypothesis. This section should be more comprehensive and thoroughly describe all
the studies that you have mentioned in the background section. It should also
elaborate on all studies that form evidence for the present study and discuss the
current trends.
To write this section, you will need to do a thorough literature search on different
studies that relate to the broad topic of your research. This will introduce the readers
to the area of your research. Following this, you should present a more focused survey
of the specific studies that are associated with the precise objective of your study. It
would be ideal to organize them thematically and discuss them chronologically so that
readers are aware of the evolution and progress in the field. In other words, separate
themes should be discussed chronologically to highlight how research in those fields
has progressed over time. This will highlight what has been done and what are the
future directions that need to be worked upon.
So how can you effectively write each section without getting confused? This
infographic lists 6 differences to help you distinguish between the background of a
study and a literature review.
13. 7
Source: https://www.editage.com/insights/6-differences-between-a-study-background-and-a-literature-review
How to make the background engaging
As the background includes a lot of information, it can become a long drag,
causing the readers to lose interest. To ensure that your background is engaging, you
should try to build a story around the central theme of your research.
Ensure that the story adheres to the core idea and does not digress into a broad
literature review. Each idea should lead to the next so that readers are able to grasp
the story and themselves identify the gaps that your study is going to address.
How to avoid common mistakes in writing the background
While writing an effective background, you ought to steer clear of some mistakes. The
most common mistakes in writing the background include the following:
● Don’t write a background that is too long or too short. Focus on including all
the important details but write concisely.
14. 8
● Don’t be ambiguous. Writing in a way that does not convey the message to
the readers defeats the purpose of the background, so express yourself
keeping in mind that the reader does not know your research intimately.
● Don’t discuss unrelated themes. Try and center your discussion around the
pivotal aspects of your research topic i.e. highlight the gaps in the literature,
state the novelty of the study, and the need to conduct the study.
● Don’t be disorganized. Not discussing the themes in a chronological manner
can confuse the reader about the progress in the field, so try and organize
your writing carefully.
Points to Note
Your background should begin with defining a topic and audience. It is
important that you identify which topic you need to review and what your audience
already knows about the topic. You should proceed by searching and researching the
relevant literature. In this case, it is advisable to keep track of the search terms you
used and the articles that you downloaded. Next, it is helpful to take notes while
reading. Be careful when copying quotes verbatim and make sure to put them in
quotation marks and cite the sources. In addition, you should keep your background
focused but balanced enough so that it is relevant to a broader audience. Aside from
these, your background should be critical, consistent, and logically structured.
Writing the background of your study should not be an overly daunting task.
Many guides that can help you organize your thoughts as you write the background.
The background of the study is the key to introduce your audience to your research
topic and should be done with strong knowledge and thoughtful writing.
15. 9
APPLICATION
Directions: In the research title you have formulated in the previous module
(application part), try to search relevant articles and make a short but concise
background of the study. Take note of the things to consider in making this part of the
research. Use separate paper if necessary.
“That was excellent! Keep it up!
REFLECT
You did it well! Congratulations on finishing the supplementary learning module!
You have just had an amazing learning journey and for sure, you will also do the same
in the succeeding modules.
For the last time, share your final insights by completing the following sentence
prompts. It was such a wonderful learning experience with you.
3 Things I learned today…
2 Things I found interesting…
1 1 Question I still have…
16. 10
POST-TEST
Directions: Multiple Choice. Choose the correct letter that best describes the question
or completes the statement. Write your answer before the number.
_____ 1. Which of the following is a good research question?
A. To produce a report on student job searching behaviors
B. To identify the relationship between self-efficacy and student job
searching behaviors
C. Students with higher levels of self-efficacy will demonstrate more
active job searching behaviors
D. Do students with high levels of self-efficacy demonstrate more active
job searching behaviors?
____ 2. A reasoning where we start with certain particular statements and conclude
with a universal statement is called
A. Abnormal Reasoning
B. Deductive Reasoning
C. Inductive Reasoning
D. Transcendental Reasoning
____ 3. Which of the following is the first step in starting the research process?
A. Identification of problem
B. Survey of related literature
C. Searching for solutions to the problem
D. Searching sources of information to locate problems.
____4. Preparing your mind how to find answers to your research questions is
_______________.
A. asking research questions
B. controlling your emotions
C. designing your research
D. deciding on your research topic
____5. Mr. Cruz identified his research topic as "classroom assessment." He
recognized very quickly his topic was far too broad. Which of the following is
likely to have led to that conclusion?
A. There was far too much written on the topic to understand it all.
B. It was difficult to organize the material he was collecting in an
effective manner.
C. The potential problems he began thinking about would be next to
impossible to study.
D. All of the above
17. 11
____6. A background of a study prior to formulating research questions allows the
researcher to:
A. Guide the development of research questions
B. Present the kinds of research methodologies used in previous
studies
C. Provide an up-to-date understanding of the subject, its significance,
and structure
D. All of the above
____ 7. Why is it important to have well formulated research questions?
A. It leads to more focused research.
B. It provides more structure to my work.
C. It gives greater clarity to the research process and what you wish to
research.
D. All of the above
____ 8. Which of the following is a criterion for a good research question?
A. Questions should be long and use complex terms
B. Questions should show where my research biases are.
C. Questions should sound contemporary.
D. Questions should connect with established theory and research.
____ 9. Designing a research is thinking _______________.
A. Critically
B. Imaginatively
C. Literally
D. Skilfully
_____ 10. The essential qualities of a researcher are
A. Spirit of free inquiry
B. Reliance on observation and evidence
C. Systematization or theorizing of knowledge
D. All the above
_____ 11. Researcher designs an experiment to test how variables interact to
influence job-seeking behaviors. The main purpose of the study was:
A. Description
B. Explanation
C. Exploration
D. Prediction
18. 12
____ 12. The feasibility of a research study should be considered in light of:
A. Cost and time required to conduct the study
B. Access to gatekeepers and respondents
C. Potential ethical concerns
D. All of the above
____13. What quantitative research measures?
A. Feelings and opinions
B. Numbers and figures
C. Numbers and feelings
D. All of the above
____ 14. Which of the following should not be a criterion for a good research project?
A. Develops the skills of the researcher
B. Demonstrates the abilities of the researcher
C. Is dependent on the completion of other projects
D. Demonstrates the integration of different fields of knowledge
____ 15. Which of the following is NOT a legitimate research problem as stated?
A. What is the relationship between the number of books a child has
read and their reading scores?
B. Should competitive games be banned from elementary schools?
C. What does it mean to be a special needs child "included" in Ms.
Pierre's fourth-grade class?
D. What are the major legal principles applied to educational cases
decided by the U.S. Supreme Court under the last Chief Justice?
“Hey, I would like to send my congratulations to you! You’re so amazing.
I hope you got a perfect score by this time. But if you still have some errors, you
may read the module again and do some additional research.
19. 13
REFERENCES
Babbie, E. 2014. The basics of social research. 6th ed. USA: Wadsworth
Cengage Learning.
Bernard, R. 2013. Social research method: Qualitative and quantitative
approach. Los Angeles: Sage.
Prieto, N., et al. (2017). Practical research 2 for senior high school. Lorimar
Publishing, Inc. pp.32-33..
Online Resources
https://study.sagepub.com/grayresearchbusiness2/student-resources/multiple-
choice-quizzes
http://www.netugc.com/multiple-choice-type-questions-and-answers-201-250
https://wps.prenhall.com/chet_airasian_edresearch_7/5/1488/380982.cw/index.html
https://global.oup.com/uk/orc/xedition/brymanbrm4exe/student/mcqs/ch02/
https://www.enago.com/academy/what-is-background-in-a-research-paper/
https://education.seattlepi.com/stepbystep-background-study-thesis-1626.html
https://www.enago.com/academy/what-is-background-in-a-research-paper/
https://www.editage.com/insights/6-differences-between-a-study-background-and-a-
literature-review
https://www.editage.com/insights/how-to-write-the-background-of-your-study
20. 14
For inquiries or feedback, please write or call:
Department of Education – Schools Division of Surigao del Norte
Peñaranda St., Surigao City
Surigao del Norte, Philippines 8400
Tel. No: (086) 826-8216
Email Address: surigao.delnorte@deped.gov.ph