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
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.
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
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.
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 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 curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
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.
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
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.
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 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 curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
The excerpt discusses calories, which are a unit of measurement that represents the energy required to heat a kilogram of water by one degree Celsius. While calories are often associated with food, they can be used to measure the energy in any substance, such as the 8,200 calories contained in a liter of gasoline. Calorie is another term for kilocalorie, and calories are an important unit for understanding energy in substances.
The passage discusses calories and how they are defined. It states that a calorie, also known as a kilocalorie, is a unit of energy that represents the amount of energy needed to heat 1 kilogram of water by 1 degree Celsius. While calories are often associated with food, the passage notes that calories can measure the energy in any substance, providing the example that there are 8,200 calories in a liter of gasoline.
1. The document is a weekly lesson plan for a Practical Research 1 class taught by Wauei P. Densing.
2. The lesson plan covers objectives, procedures, activities and assessments for teaching students about the reasons for conducting research, determining the scope and delimitations of a research topic, identifying benefits and beneficiaries, and writing a problem statement.
3. The activities include class discussions, analyzing sample research papers, developing research topics and writing assignments to measure students' understanding of key research concepts.
This document provides an overview of a curriculum studies module prepared by Dr. Grace Nyagah. It includes 17 sections that cover: the curriculum studies module content and objectives, prerequisite knowledge, time allocation, materials, module rationale, content overview and graphic organizer, general and instructional objectives, teaching and learning activities, key words, required readings, useful links, learning activities, appendices, module synthesis, summative evaluation, and references. A pre-assessment test is also included to evaluate students' prior knowledge on curriculum studies concepts.
The document provides information about lesson planning, including what a lesson plan is, why lesson planning is important, basic principles of lesson planning, components of an effective lesson plan, and examples of lesson plans for different subjects. Specifically:
- A lesson plan is a teacher's framework for instruction that includes objectives, procedures, materials, and assessments. It helps teachers anticipate and address issues that may arise.
- Lesson planning is important to ensure student needs are met and objectives achieved. It facilitates activity selection and sequencing.
- Effective lesson plans have coherence, variety, and flexibility. They clearly communicate instructional activities to meet subject-matter objectives.
Homework Use textbook and other reliable sources to create a 3-5 PazSilviapm
Homework: Use textbook and other reliable sources to create a 3-5 slide
(plus title slide and reference slide) power point presentation with the following:
1. Identify how and why they are at risk
2. Determine priority health concerns & other issues
3. List strategies for prevention or nursing actions
4. Include an NCLEX-style question at the end of your presentation to quiz you audience on the content you just presented.
Note; please cite the textbook and any other source
Lesson Plan Template
Section 1: Lesson Preparation
Name:
Grade Level:
Date:
Content Area:
Geography Strand
Instructional Plan Title:
Lesson Objective(s)
In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics of the classroom)
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the MS Social Studies Standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience?
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson.
For example:
· I will use a visual of the Civil War and ask students to describe what general do they see.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs ...
Part 1 Lesson Plan Analysis 30.0 Lesson plan analysis is comp.docxkarlhennesey
This document contains a lesson plan analysis and template. The analysis scored highly (30/30) for comprehensively understanding the template. The lesson plan identifies a specific academic standard and relates it to grade-level expectations and higher-order learning objectives for students to Know, Understand and Do. Assessments are designed to effectively measure the standard and objectives. The template sections include lesson preparation, instructional planning, and differentiated strategies for representation, engagement and expression to meet all student needs.
Through Modular Training Increasing the Efficiency of Educationijtsrd
Professional development through modular training in the article the masses of the wider use of its possibilities to make education more effective are described and appropriate conclusions are made, recommendations are given. G. H. Nigmatova "Through Modular Training Increasing the Efficiency of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35794.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/35794/through-modular-training-increasing-the-efficiency-of-education/g-h-nigmatova
The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.
BEHAVIORAL OBJECTIVES IN SOCIAL SCIENCE.pptxJunrivRivera
This document provides information about lesson plans and how to write behavioral objectives for lesson plans. It discusses the key components of a lesson plan including objectives, subject matter, procedures, evaluation, and assignments. It also outlines Bloom's Taxonomy for categorizing educational objectives into cognitive, affective, and psychomotor domains. Specific guidelines are provided for writing measurable behavioral objectives, including specifying conditions, behaviors, and criteria. Key aspects like making objectives SMART (Specific, Measurable, Attainable, Relevant, Time-bound) are also covered.
This course guide provides an overview of the HMEF5103 Qualitative Research Methodology course. It discusses that the course is a 3-credit hour course offered to Master of Education students over 8-15 weeks. It introduces qualitative research concepts and their application in educational settings. Students are expected to spend 120 study hours on the course. The course is divided into 9 topics that cover qualitative research traditions, types of qualitative studies, research design, data collection and analysis.
Module 2 - Inquiry Identificatio and Problem Statement.pptxRonan Santos
This document provides guidance on formulating a research problem and developing key components of a research proposal, including choosing a topic, writing a title, developing a background, statement of the problem, research questions, scope and delimitations, and significance. It outlines the steps to identify a problem area and refine the research question. Key sections of a proposal like the objectives, investigative questions, and parameters are also described. Examples of titles and components like scope and significance are provided.
Topic 1.5. Research Questions, Scope, Delimitations.pptxGEORGEPELIGRO1
This document discusses how to develop research questions and define the scope and delimitations of a study. It provides examples of how to contextualize a problem, explain its importance, and set aims and objectives to create good research questions. The scope describes what is being analyzed, while the delimitations establish boundaries like sample size, location, and timeframe. Defining scope and delimitations informs readers of the study's limitations and specific focus.
English10_Mod1_Distinguish Technical Terms Used in Research_final.pdfJacquelineMendoza31
This document discusses key terms used in research. It defines concepts, theories, variables, hypotheses, sampling, qualitative and quantitative methods. Concepts abstractly describe objects or ideas, while theories are organized bodies of concepts that explain phenomena. Variables are qualities that can take different values. Hypotheses provide tentative explanations. Sampling selects participants to represent a larger group. Qualitative research uses words and feelings while quantitative uses numbers. Writing a successful research paper requires understanding these terms and following the SMART guidelines - being specific, measurable, attainable, realistic and focused on timeframes.
The document discusses effective teaching practices including using clear instructional objectives, employing different teaching formats appropriately, demonstrating characteristics of effective teachers, avoiding negative effects of expectations, and understanding the teacher's varying roles in direct instruction versus constructivist approaches. Specifically, it recommends using objectives to guide lessons and assessments, using lectures for content delivery while seatwork and homework provide practice, employing questioning and discussion to develop higher-order thinking, and adapting instruction based on an understanding of how expectations can influence student learning and performance.
Here is a draft lesson plan on hair coloring techniques:
Course Title: Cosmetology
Subject: Hair Coloring
Topic: Basic Hair Coloring Techniques
Objectives:
By the end of this lesson, students will be able to:
1. Identify the different types of hair color and their effects
2. Demonstrate proper hair sectioning and application techniques
3. Explain the importance of a patch test and consultation
Teaching Aids:
- PowerPoint presentation on hair color theory
- Video on proper hair sectioning
- Mannequin heads
- Color swatches
- Gloves, towels, bowls
- Developer and various hair color
The document provides information on field study courses for teacher education students. It includes the following key points:
1. Field study courses provide practical learning experiences aligned with professional education courses to allow students to observe, verify, and reflect on concepts and strategies from their courses.
2. There are 6 field study courses that support different professional subject areas like human growth and development, principles of teaching, and assessment.
3. Sample syllabi and activities are provided for the field study courses to give students opportunities to experience teaching methods, develop instructional materials, and reflect on learning theories.
4. Guidelines help students successfully complete at least 17 hours of activities for each field study course to earn credit while demonstrating proper conduct
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The excerpt discusses calories, which are a unit of measurement that represents the energy required to heat a kilogram of water by one degree Celsius. While calories are often associated with food, they can be used to measure the energy in any substance, such as the 8,200 calories contained in a liter of gasoline. Calorie is another term for kilocalorie, and calories are an important unit for understanding energy in substances.
The passage discusses calories and how they are defined. It states that a calorie, also known as a kilocalorie, is a unit of energy that represents the amount of energy needed to heat 1 kilogram of water by 1 degree Celsius. While calories are often associated with food, the passage notes that calories can measure the energy in any substance, providing the example that there are 8,200 calories in a liter of gasoline.
1. The document is a weekly lesson plan for a Practical Research 1 class taught by Wauei P. Densing.
2. The lesson plan covers objectives, procedures, activities and assessments for teaching students about the reasons for conducting research, determining the scope and delimitations of a research topic, identifying benefits and beneficiaries, and writing a problem statement.
3. The activities include class discussions, analyzing sample research papers, developing research topics and writing assignments to measure students' understanding of key research concepts.
This document provides an overview of a curriculum studies module prepared by Dr. Grace Nyagah. It includes 17 sections that cover: the curriculum studies module content and objectives, prerequisite knowledge, time allocation, materials, module rationale, content overview and graphic organizer, general and instructional objectives, teaching and learning activities, key words, required readings, useful links, learning activities, appendices, module synthesis, summative evaluation, and references. A pre-assessment test is also included to evaluate students' prior knowledge on curriculum studies concepts.
The document provides information about lesson planning, including what a lesson plan is, why lesson planning is important, basic principles of lesson planning, components of an effective lesson plan, and examples of lesson plans for different subjects. Specifically:
- A lesson plan is a teacher's framework for instruction that includes objectives, procedures, materials, and assessments. It helps teachers anticipate and address issues that may arise.
- Lesson planning is important to ensure student needs are met and objectives achieved. It facilitates activity selection and sequencing.
- Effective lesson plans have coherence, variety, and flexibility. They clearly communicate instructional activities to meet subject-matter objectives.
Homework Use textbook and other reliable sources to create a 3-5 PazSilviapm
Homework: Use textbook and other reliable sources to create a 3-5 slide
(plus title slide and reference slide) power point presentation with the following:
1. Identify how and why they are at risk
2. Determine priority health concerns & other issues
3. List strategies for prevention or nursing actions
4. Include an NCLEX-style question at the end of your presentation to quiz you audience on the content you just presented.
Note; please cite the textbook and any other source
Lesson Plan Template
Section 1: Lesson Preparation
Name:
Grade Level:
Date:
Content Area:
Geography Strand
Instructional Plan Title:
Lesson Objective(s)
In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics of the classroom)
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the MS Social Studies Standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience?
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson.
For example:
· I will use a visual of the Civil War and ask students to describe what general do they see.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs ...
Part 1 Lesson Plan Analysis 30.0 Lesson plan analysis is comp.docxkarlhennesey
This document contains a lesson plan analysis and template. The analysis scored highly (30/30) for comprehensively understanding the template. The lesson plan identifies a specific academic standard and relates it to grade-level expectations and higher-order learning objectives for students to Know, Understand and Do. Assessments are designed to effectively measure the standard and objectives. The template sections include lesson preparation, instructional planning, and differentiated strategies for representation, engagement and expression to meet all student needs.
Through Modular Training Increasing the Efficiency of Educationijtsrd
Professional development through modular training in the article the masses of the wider use of its possibilities to make education more effective are described and appropriate conclusions are made, recommendations are given. G. H. Nigmatova "Through Modular Training Increasing the Efficiency of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35794.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/35794/through-modular-training-increasing-the-efficiency-of-education/g-h-nigmatova
The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.
BEHAVIORAL OBJECTIVES IN SOCIAL SCIENCE.pptxJunrivRivera
This document provides information about lesson plans and how to write behavioral objectives for lesson plans. It discusses the key components of a lesson plan including objectives, subject matter, procedures, evaluation, and assignments. It also outlines Bloom's Taxonomy for categorizing educational objectives into cognitive, affective, and psychomotor domains. Specific guidelines are provided for writing measurable behavioral objectives, including specifying conditions, behaviors, and criteria. Key aspects like making objectives SMART (Specific, Measurable, Attainable, Relevant, Time-bound) are also covered.
This course guide provides an overview of the HMEF5103 Qualitative Research Methodology course. It discusses that the course is a 3-credit hour course offered to Master of Education students over 8-15 weeks. It introduces qualitative research concepts and their application in educational settings. Students are expected to spend 120 study hours on the course. The course is divided into 9 topics that cover qualitative research traditions, types of qualitative studies, research design, data collection and analysis.
Module 2 - Inquiry Identificatio and Problem Statement.pptxRonan Santos
This document provides guidance on formulating a research problem and developing key components of a research proposal, including choosing a topic, writing a title, developing a background, statement of the problem, research questions, scope and delimitations, and significance. It outlines the steps to identify a problem area and refine the research question. Key sections of a proposal like the objectives, investigative questions, and parameters are also described. Examples of titles and components like scope and significance are provided.
Topic 1.5. Research Questions, Scope, Delimitations.pptxGEORGEPELIGRO1
This document discusses how to develop research questions and define the scope and delimitations of a study. It provides examples of how to contextualize a problem, explain its importance, and set aims and objectives to create good research questions. The scope describes what is being analyzed, while the delimitations establish boundaries like sample size, location, and timeframe. Defining scope and delimitations informs readers of the study's limitations and specific focus.
English10_Mod1_Distinguish Technical Terms Used in Research_final.pdfJacquelineMendoza31
This document discusses key terms used in research. It defines concepts, theories, variables, hypotheses, sampling, qualitative and quantitative methods. Concepts abstractly describe objects or ideas, while theories are organized bodies of concepts that explain phenomena. Variables are qualities that can take different values. Hypotheses provide tentative explanations. Sampling selects participants to represent a larger group. Qualitative research uses words and feelings while quantitative uses numbers. Writing a successful research paper requires understanding these terms and following the SMART guidelines - being specific, measurable, attainable, realistic and focused on timeframes.
The document discusses effective teaching practices including using clear instructional objectives, employing different teaching formats appropriately, demonstrating characteristics of effective teachers, avoiding negative effects of expectations, and understanding the teacher's varying roles in direct instruction versus constructivist approaches. Specifically, it recommends using objectives to guide lessons and assessments, using lectures for content delivery while seatwork and homework provide practice, employing questioning and discussion to develop higher-order thinking, and adapting instruction based on an understanding of how expectations can influence student learning and performance.
Here is a draft lesson plan on hair coloring techniques:
Course Title: Cosmetology
Subject: Hair Coloring
Topic: Basic Hair Coloring Techniques
Objectives:
By the end of this lesson, students will be able to:
1. Identify the different types of hair color and their effects
2. Demonstrate proper hair sectioning and application techniques
3. Explain the importance of a patch test and consultation
Teaching Aids:
- PowerPoint presentation on hair color theory
- Video on proper hair sectioning
- Mannequin heads
- Color swatches
- Gloves, towels, bowls
- Developer and various hair color
The document provides information on field study courses for teacher education students. It includes the following key points:
1. Field study courses provide practical learning experiences aligned with professional education courses to allow students to observe, verify, and reflect on concepts and strategies from their courses.
2. There are 6 field study courses that support different professional subject areas like human growth and development, principles of teaching, and assessment.
3. Sample syllabi and activities are provided for the field study courses to give students opportunities to experience teaching methods, develop instructional materials, and reflect on learning theories.
4. Guidelines help students successfully complete at least 17 hours of activities for each field study course to earn credit while demonstrating proper conduct
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
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Main Java[All of the Base Concepts}.docxadhitya5119
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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.
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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.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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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.
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
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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: Mae Araceli C. Macarayo
Editors: Gregorio T. Llano, Jr., Krystel Grace L. Calderon
Reviewers: Iris Jane M. Canoy
Illustrators: Danilo L. Galve, Stephen B. Gorgonio
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Management Team: Ma. Teresa M. Real
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4. Introductory Message
For the facilitator:
Welcome to the Practical Research II Self-Learning Module on Scope and
Delimitation of the 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 Scope and
Delimitation of the 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. 1
CONTENT STANDARD
The learners demonstrate, understanding of the range of research 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 research
problem.
LEARNING COMPETENCY
Indicate scope and delimitation of study (CS_RS12-ld-e-5).
LEARNING OBJECTIVES:
At the end of the module, you should be able to:
1. Define what is scope and delimitation of the research study;
2. Value the scope and delimitation of the research study; and
3. Illustrate the difference between scope and delimitation.
INTRODUCTION
You are given a topic, it is broad. Your teacher tells you to limit its scope. Scope
refers to the coverage. How can you limit the topic? Give the specific details that you
want to emphasize. Delimitation of the study – refers to the borderline of the research,
there are influences that the researcher cannot control. Delimit is by citing the
variables that are not to be included and the boundary in terms of time frame, number
of subjects, participants, participants or respondents who are excluded.
In this module, you will know the differences between the scope and
delimitation. You will encounter exercises that will hone your skills in writing a research
study.
6. 2
REVIEW OF THE PREVIOUS MODULE
As previously discussed, there are different types and approaches of
quantitative research questions. As a review and to be guided in the next module, state
one type of quantitative research question and elaborate its definition. Write your
answer on the space provided.
PRESENTATION OF THE NEW MODULE
This new module contains drills in identifying scope and delimitation of the study
based on the information given. Activities are structured to improve your thinking skills.
In this module, you will come across terms, definitions and statements that are
relevant to the topic.
ACTIVITY
Direction: Put a ( / ) if the statement is true and ( X ) if the statement is false. Write
your answer on the space provided.
____1. It is important to narrow down your thesis topic and limit the scope of your
study.
____2. The delimitation identifies the boundaries of the study in terms of subjects,
objectives, facilities, area, time frame, and the issues to which the
research is focused.
____3. The researcher should inform the reader about limits or coverage of the
study.
____4. The scope is used to make study better and more feasible and not just for
the interest of the researcher.
____5. The delimitation of the study is delimiting a study by geographic location,
age, sex, population, age sex, population traits, population size, or other
similar considerations.
7. 3
____6. Scope aims to narrow the scope of a study.
____7. Research is usually limited in scope by sample size, time and geographic
area.
____8. The scope of the study contains the explanation of what information or the
subject is being analyzed.
____9. Delimitation of the study is the description of the scope of the study.
____10. Scope explains why definite aspects of a subject were chosen and why
others were excluded.
ANALYSIS
Directions: Answer the following questions briefly.
1. Based on your understanding, what is a scope and delimitation of the study?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What is the importance of scope and delimitation of the study?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Good job! I told you, you can do better! It is time to read on.
ABSTRACTION
As mentioned, too broad topics will lead the research nowhere. The scope and
delimitation of the study sets boundaries and parameters of the problem inquiry and
narrows down the scope of the inquiry. The scope is the domain of your research-what
is in the domain and what is not. You need to make as clear as possible what you will
be studying and what factors are within the accepted range of your study. For example,
if you are studying the impact of a particular program of the Department of Social
Welfare and Development (DSWD), you have to specify the program and specify the
local government unit in which it is being implemented.
Scope and delimitation of the study is considered as one of the important parts
of the study. It helps us identify the area covered and the limits of the study. This
specifies the boundaries of the research in paragraphs. Scope describes the coverage
of the study. It refers to what is covered in terms of concept. The number of subjects
8. 4
or the population is also included and the timeline when the study was conducted. It
answers the basic questions: what, where, when, why, who how.
a. What –includes the variables and the topic of investigation.
b. Where – refers to the venue
c. When – the time when the study was conducted
d. Why – the general objectives of the research
e. Who – refers to the focus of the study which includes the subject, sample
population
f. How – refers to methods on how to conduct the study which also includes
research design, and the research instrument
Formulating research questions delimits the research topic to a specific area.
Doing so reduces variety and thus, structures the field under study. Important aspects
are brought to the fore; others are regarded as less important and left in the
background or excluded.
Note: Delimitations aim to narrow the scope of a study. For example, the scope may
focus on specific variables, specific participants, specific sites, or narrowed to one type
of research design (e.g., ethnography or experimental research). Limitations,
however, aim to identify potential weaknesses of the study.
Example of Scope and Delimitation of the Study from Actual Studies
Title of the Study: Water Quality Analysis of Mapaso Wellness Hot Spring in
Barangay Magsaysay, Mainit, Surigao del Norte
The study focused on the analysis of water quality in Mapaso Wellness Hot
Spring. Specifically, this assessed the quality of the water in terms of Temperature and
Turbidity which are physical parameters and pH, Conductivity, Salinity, Total Dissolved
Solids, Resistivity, and Dissolved Oxygen of the water samples gathered. The study
limits on the Mapaso Wellness Hot Spring in Barangay Magsaysay, Mainit, Surigao
del Norte as the area and the source of the water samples.
The water samples are in the upper and lower stream only. It was gathered
early in the sunny morning. The results and conclusions are limited to the sample
tested. Generalizations are based on the findings and should be made with utmost
caution.
9. 5
APPLICATION
Direction: In the previous Module (Module 4.2), you have formulated your research
title. Now, it is time for you to write the scope and delimitation of your research title.
Make sure to consider the things you have learned in this module. “You can do it!”
“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…
10. 6
REFERENCES
Baraceros, E. 2017. Practical Research 2. Rex Book Store
Faltado, R,.et.al 2016. Practical Research 2. Lomari Publishing
Prieto, N., et al. (2017). Practical research 2 for senior high school. Lorimar
Publishing, Inc. pp.37-38.
11. 7
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