The document outlines the principles and competencies related to surveys, experiments, and scientific observations as part of an educational program. It includes guidelines for designing surveys, conducting research, and reporting findings, emphasizing the importance of structured questionnaires and observation methods. Additionally, it provides examples of group activities aimed at applying these competencies through practical reports and discussions.

1. EAPP
Q2

2. The learner
understands the
principles and uses
of surveys,
experiments and
scientific
observations.
The learner produces a
well-written report for
various disciplines
The learner…
1.
1.determines the objectives and structures of various kinds
determines the objectives and structures of various kinds
of reports
of reports
2.
2.designs, tests, and revises survey questionnaires
designs, tests, and revises survey questionnaires
3.
3.conducts surveys, experiments or observations
conducts surveys, experiments or observations
4.
4.gathers information from surveys, experiments, or
gathers information from surveys, experiments, or
observations
observations
5.
5.disseminates written forms of information from surveys,
disseminates written forms of information from surveys,
experiments or observations
experiments or observations
6.
6.summarizes findings and executes the report through
summarizes findings and executes the report through
narrative and visual/graphic forms, and
narrative and visual/graphic forms, and
7.
7.writes various reports.
writes various reports.
LEARNING COMPETENCIES
These competencies (#2, #3, #4, #5) will also be
covered in Research 1 & 2.
WEEKS 15-20

3. ISO 9001: 2015 CERTIFIED
ISO 9001: 2015 CERTIFIED
EAPP
Q2
Getting to know you: Mini-Survey Report
In your respective groups, answer the
following questions
Group 1 - How do you get to school?
Group 2 - What is your favorite TV program?
Group 3 - What do you normally have for
lunch?
Group 4 - What is your favorite pastime?
Group 5 - What personal characteristics do
you like most?

4. *Then from the answers kindly formulate a
headline.
For example:
Question #1. All teachers walk to school
Question #2. Teachers have packed lunch
*What possible report topics could you
research once you had these statistics?
*Be ready to present afterwards.
ISO 9001: 2015 CERTIFIED
ISO 9001: 2015 CERTIFIED
EAPP
Q2

5. “Report Says”
Make a short report paragraph
based on the mini-survey done
within the groups.
Present your work to the whole
group.
ISO 9001: 2015 CERTIFIED
ISO 9001: 2015 CERTIFIED
EAPP
Q2

6. *Why are questions in a report
important?
*In the questions given, what do you
think must be changed or
rephrased?
ISO 9001: 2015 CERTIFIED
ISO 9001: 2015 CERTIFIED
EAPP
Q2

7. ABSTRACTION
• Survey
• Interview
• Questionnaire
• Observation
• Experiment
Types of Instrument
EAPP
Q2

8. • contains planned questions which are used to
measure attitudes, perceptions and opinions
• contains responses directly related to each
specific research questions
• can either be in the form of interview or a
questionnaire
Survey
EAPP
Q2

9. • Recall
– Asks for specific information such as years of service,
age and address
• Recognition
– Asks for a response to specific question whwere options
are given (multiple choice, dichotomous and rating scale
format)
• Open-ended
– Elicits brief explanations or impressions from the
respondents
Types of Survey Questions
EAPP
Q2

10. • An instrument that allows the researcher to
qualitatively gather data.
• Responses here are usually open-ended
Interview
EAPP
Q2

11. • Pre-interview stage
– Preparing the interview guide
– Identifying and contacting respondents
• Warm-up stage
– Setting the mood
• Main interview stage
– Asking questions directly related to the research
• Closing stage
– Winding down the interview and acknowledging/thanking
the respondents
Stages of Interview
EAPP
Q2

12. • More quantifiable compared to interview
• Listing of written questions to get specific
information
• Responses are usually dichotomous
• often uses identification type of test
Questionnaire
EAPP
Q2

13. • Personal Information Section
– Name (optional), age, address, background and other
information relevant to the research
• Basic Questions Section
– Establishing rapport with the respondents
• Main Question Section
– Asking questions directly related to the research
– The greater the number of questions, the greater the possibility
of more conclusive results
• Open-ended Questions Section
– Asking a brief explanation or response
Parts of a Questionnaire
EAPP
Q2

14. • Allows the description of behavior in a
naturalistic or laboratory setting
• Usually used to cross-validate the results of
other instruments
• Most useful when answers to research
questions require description of behavior
Observation
EAPP
Q2

15. • Participant and Non-Participant Observation
• Structured and Unstructured Observation
• Covert and Overt Observation
Types of Interview
EAPP
Q2

16. • A procedure undertaken scientifically and
systematically to make a discovery and to test
hypothesis
Experiment
EAPP
Q2

17. “Testing the Waters”
1.Each group will be given a text.
2.Kindly read the text and
answer the following questions.
ISO 9001: 2015 CERTIFIED
ISO 9001: 2015 CERTIFIED
EAPP
Q2

18. The Texts
• Group 1 - Fast Food Addiction
• Group 2- Nonverbal Behavior
• Group 3- Philippines 2013 International
Religious Freedom Report Executive
Summary
• Group 4- Guides for Physics Lab Report
• Group 5- Music tuition falling, poll suggests
EAPP
Q2

19. 1. What is the function of the survey to the article?
2. On the article read, what are the
advantages/disadvantages of surveys in a
report?
3. Why are surveys important in a report?
4. What information or central idea is given in the
text?
5. Was the text written in a subjective or objective
manner? Why?
6. What is the thesis statement in the text?
6. On what purpose was the text written?
EAPP
Q2

20. • systematic, well-organized
presentation of information
• uses different approaches in data
collection to answer a research
problem
Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au
EAPP
Q2

21. Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au
EAPP
Q2

22. Q2
based on a
survey or
opinion poll/
usually presents
results of the author’s
research
based on
observation/
usually used in social
sciences to link theory
and application
based on
based on
hypothesis
hypothesis
testing or
testing or
experiments/
experiments/
Usually done to
document current
phenomenon for
future reference or
comparison
Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au
EAPP

23. • With the same article assigned to
your group fill-in the table below:
Main Idea Report Type Description
Activity 4
EAPP
Q2

24. Schema Time “Know thy Parts”
• You will be given some extracts from an article.
• Using your prior knowledge,
identify in which section of
an academic paper each of
these extracts is likely to
appear.
Activity 5
EAPP
Q2

25. Firstly, participants were told that all of the
food was colored using artificial dyes. Each
person was then allowed to choose three items
to eat. This meant they could not select one of
each color. A record was kept of the colors
selected by each person. The results were then
calculated according to food color preferences
overall and preferences by gender.
EAPP
Q2

26. Firstly, participants were told that all of the
food was colored using artificial dyes. Each
person was then allowed to choose three items
to eat. This meant they could not select one of
each color. A record was kept of the colors
selected by each person. The results were then
calculated according to food color preferences
overall and preferences by gender.
Method
EAPP
Q2

27. It has been argued that diet can be affected by the
color of food. Researches have shown that some
people have strong aversions to certain food color
combinations. People were less likely to eat food
if they disliked that color combination. Dee (1994)
found that food color preferences are affected by
age, with green being the least popular food
coloring among children.
EAPP
Q2

28. It has been argued that diet can be affected by the
color of food. Researches have shown that some
people have strong aversions to certain food color
combinations. People were less likely to eat food
if they disliked that color combination. Dee (1994)
found that food color preferences are affected by
age, with green being the least popular food
coloring among children.
Introduction/Background

29. The research indicated that even when
participants were told that all food options were
artificially colored, they still chose savory food
that looked ‘natural’ rather than food dyed blue.
This suggests that adults have preference for
food colors that look natural. However, blue is
not a color associated with food; this might have
distorted the results.
EAPP
Q2

30. The research indicated that even when
participants were told that all food options were
artificially colored, they still chose savory food
that looked ‘natural’ rather than food dyed blue.
This suggests that adults have preference for
food colors that look natural. However, blue is
not a color associated with food; this might have
distorted the results.
Results and Discussion
EAPP
Q2

31. To sum, the research claims that adults do not
select savory foods dyed blue, if given the
choice of other options of dyed food. The
‘novelty effect’ of blue products, suggested by
previous research, did not hold true for savory
food. The research found out that people
choose savory food on a different basis to sweet
food.
EAPP
Q2

32. To sum, the research claims that adults do not
select savory foods dyed blue, if given the
choice of other options of dyed food. The
‘novelty effect’ of blue products, suggested by
previous research, did not hold true for savory
food. The research found out that people
choose savory food on a different basis to sweet
food.
Conclusion
EAPP
Q2

33. Introduction
Methods
Conclusion
Recommendation
Literature Review
Abstract
Appendices
References
Title Page
Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au
Abstraction
Results & Discussion
EAPP
Q2

34. SURVEY contains planned questions to
measure attitudes, perceptions and
opinions
OBSERVATIO
N
allows description of behavior in a
naturalistic or laboratory setting
EXPERIMENT undertaken scientifically and
systematically to make a discovery
and/or to test hypothesis
Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au
Abstraction
EAPP
Q2

35. Label the parts of the texts
assigned to your group.
Application
EAPP
Q2

36. EAPP
Q2

38. 38
Complete the Budget of Work (Part 5 of 5)
Competency Codes Target/Performance
Standards
Activities/Pedagogies Assessment
APPLICATION EAPP
Q2

39. H.E.
I.A
.
I.C.T.
EAPP
Q2

40. • Sports: Keeping in mind the parts of a report,
write a survey report on problems
encountered by Senior High School athletes.
Use the data from the interviews or
questionnaires.
• ABM: Write a report on one of your or your
classmates’ business ventures.
Sample Writing Tasks
EAPP
Q2

41. • Academic: Using the appropriate format, write a report on one
experiment that you or your group mate did.
• Art and Design: Write a brief paragraph reporting on parking
problems observed earlier. Next, draw a map of the vicinity
showing nearby areas or streets where vehicles might park
without causing traffic disturbance or road obstruction. Finally,
design alternative or supplementary multilevel parking areas in
conveniently located areas nearby.
EAPP
Q2

42. EAPP
Q2