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This module introduces fundamental research concepts and terminology, equipping learners with the knowledge to distinguish technical terms used in research. It covers key aspects like defining research, familiarizing oneself with research terms, and distinguishing them in context. The module also includes practical activities to reinforce learning, such as a crossword puzzle and a survey research exercise.
Typology: Summaries
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Department of Education
Quarter 4 – Module 1 Technical Terms Used in Research Z est for P rogress Z eal of P artnership
Name of Learner: ___________________________ Grade & Section: ___________________________ Name of School: ___________________________
You are now on the final phase of your Junior High School. In this stage, you will still make a lot of discoveries that will help you become more enhanced in thinking critically and more inquisitively through research. This module was designed to help you distinguish the technical terms used in research. The scope of this module permits it to be used in many different learning situations especially in conducting research to aid you to become more creative and have the sense to work systematically to increase your knowledge. The language used recognizes the diverse vocabulary level of students, and the lessons are arranged to follow the standard sequence of the course. This module contains a lesson that will lead you to: Learning Competency : Distinguish technical terms used in research (EN10V-Iva-30) After going through this module, you are expected to:
Activity 3: Pick and Write Directions: The 10 - Einstein class was asked by their teacher to conduct survey research to the Grade 10 parents if they are in favor of conducting face-to-face classes next school year. All learners were excited for the activity. They were asked to do it through online survey. From the list below, pick out the terms that you think would be important in their research, and write it in the box provided. Activity 4: Complete Me Directions : Complete the following statements by filling in the ideas about research.
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In this part of the module, you will develop thoughts or knowledge that will help you understand better the discussion of the lesson. This ensures that you will discover and understand new concepts and skills. Moreover, this section will provide you more information about the terms used in research. It is expected that you will be guided by the tasks or activities in assessing your knowledge. What Is It Research establishes facts and new findings through a systematic investigation to contribute to an existing body of knowledge Technical Terms Used in Research
Activity 5: Identify Me Directions: Read the following statements very well. Distinguish the terms used in research that correspond to the statements. Choose your answer from the pool of terms in the box. Write your answer on the space provided. _____________________ 1. It pertains to the inclusion of question-based or topic based. This may be used in the form of general questions. _____________________ 2. It discusses published information in a particular subject area. _____________________ 3. It is the part where you indicated the research instrument. _____________________ 4. It is placed where you remember that it is important to give credit where it is due. This means you acknowledge the author’s work. _____________________ 5. It refers to the process of using the information without giving due credit to the writer. Activity 6: What Do You Think Directions : Study the sample terms applied in writing research report. Distinguish how the terms were used based on the content provided. Answer the question for each item by writing the letter on the space before the number. A. _______ 1. What technical term in research was applied in the example above? A. Abstract B. Body C. Plagiarism D. Questionnaire What’s More Interview Guide Reference Plagiarism Methodology Literature Review Research Title This study was conducted to determine the possible correlation among language learning attitudes, linguistic competence, and academic performance in English among the Grade 10 students of Geras Integrated School, Isabela City, Zamboanga Peninsula during the school year 2016-2020. This was done to provide empirical data to support Gardner’s Socio-educational Model of Second Language Acquisition. Gardner (1985) hypothesized that L2 learners with positive learning attitudes toward the target culture and people will learn the target language more effectively than those who do not have positive attitudes. Source : Garil, Benigno. 2017. “Language Learning Attitudes, Linguistic Competence, and Academic Performance of Grade 10 Students.” Thesis, Western Mindanao State University.
_______ 2. What technical term is used in the second example above? A. Appendix B. Reference C. Introduction D. Results _______ 3. What technical term is used when you want to get knowledge from interacting to a group of people? A. Reference B. Interview C. Results D. Abstract _______ 4. What do you call these pieces of information taken from a survey written in forms of graphs, tables, and charts? A. Literature Review B. Plagiarism C. Results D. Introduction _______ 5. What research tool can be used in a research if you are trying to know the background of each of your classmates? A. Cultural Mapping B. Reference C. Running Text D. Body Activity 7: Sharing My Learning Directions: Assess your learning by completing the statements below. What I Have Learned A. In this lesson, I learned that research
________________________________________________________. These technical terms can be distinguished by
____________________________________________________. Alieto, Ericson O. (2013). Study Habits vis-avis Academic Performance of Senior Laboratory School of Western Mindanao State University, Zamboanga City Aque, Joyce R. (2015) Learning Style vis-à-vis Linguistic Competence of Elementary School Teachers Baker, S.K., Simmons, D.C., &Kameenul, E.J. “Vocabulary Acquisition: Synthesis of Research , Technical report No. 13 for the National Center to Improve the Tools of Educators, University of Oregon, 1995, Barnette, M. (1989). Moore than Meets the eye. NJ. Prentice Hall
B. Sample Questionnaires Survey on My Writing Disposition Indicate your level of awareness on the following environmental conservation measures using the scale below. Place a check mark on the space provided. 1 – Very much aware 2 – Much aware 3 – Aware 4 – Not fully aware 5 - No knowledge at all Statements 1 2 3 4 5
Interview Guide Rubrics in formulating the interview guide Category Expert ( 20 points) Intermediate ( 15 points) Beginner ( 10 points) Score Format The learner correctly filled out all the information in given format. The learner correctly filled out some of the information in the given format. The learner incorrectly filled out some of the information in the given format. Guide Questions All guide questions are appropriate and related to the main topic. Some guide questions are appropriate and related to the main topic. All Guide questions are inappropriate and related to the main topic. Grammar and Punctuations All statements are written correctly following the grammatical structures and punctuations. Some statements are written correctly following the grammatical structures and punctuations. All statements are written incorrectly following the grammatical structures and punctuations. Total /
Guide Questions
Directions : Read each item carefully. Choose the letter of the best answer and write it on the space before the number. ____1. This is the part where researchers present the purpose of their research. A. Introduction B. Interviewing C. Interview Guide D. Methodology ____2. What technical term is used when you acknowledge the sources used in research? A. Results B. Discussion C. Appendix D. Reference ____3. Which among the following choices is NOT an example of running text? A. According to Mualim (2021), you should adjust the world, not the world will adjust you. B. According to Ferrer (2019), where God guides, He provides. C. According to Luna 2010 life is a fruitful harvest. D. According to Remandaban (2020), you can’t buy trust, but you can lose it. ____ 4. Which of the following terms is used when you indicate the procedure on how you conducted the research? A. References B. Methodology C. Literature Review D. Appendix ____ 5. Which of the following information is placed in the Appendix? A. Questionnaire B. Literature Review C. Introduction D. Conclusion ____ 6. Which term is used when you give interest to the reader to read the entire report? A. Interview B. Abstract c. Literature Review D. Reference ____ 7. All of the examples used are forms of questions in writing a questionnaire EXCEPT: A. Checklist on students’ favorite movie genres B. Interview Guide C. A Rating Scale in Agreeing or Disagreeing with opening of classes D. Students’ pastime using multiple choice format _____ 8. In research, what do you mostly need when you want to determine the percentage of Grade 10 students who find difficulties in using online platform for learning? A. Conduct a survey. B. Provide the answers. C. Prepare the findings. D. Write the summary. _____9. Which do you think could be the narrowest research title about “Environmental Awareness”? A. Environmental Awareness of Students B. Environmental Awareness among Learners C. Environmental Awareness of the Grade 10 Students in the Monitoring System Activities of the Municipality of Basilan D. Environmental Awareness is one way to create positive attitude towards loving nature Assessment
_____ 10. Which of the examples DOES NOT show result of a survey research? A. Graph that shows the number of Grade 10 learners who have internet access at home B. Table that shows the frequency of Grade 10 learners who use mobile phones C. Chart that shows the meal plan of a patient D. List that shows the rate of consumption of oil in the Philippines Additional Activity (Optional) Activity 9: Time to be Inquisitive Directions: Using the term used in research and 5 WHs, formulate a sample question that you think will be helpful in your future research. Then, write your questions in the box Terms Used in Research Questions Research Who _____________________________________________ __________________________________________________. Interview Where ____________________________________________ __________________________________________________. Abstract When _____________________________________________ __________________________________________________. Literature Review Why _____________________________________________ __________________________________________________. Conclusion What _____________________________________________ __________________________________________________. What I Know Activity 1 Appendix 1. Reference 2. Abstract 3. Research 4. Introduction 5. What’s In Activity 2 Answers may vary. What’s New Activity 3 Abstract Appendix Interview Questionnaire Reference Results What’s New Activity 4 Answers may vary. What’s More Activity 5 Interview Guide 1. Literature Review 2. Methodology 3. Reference 4. Plagiarism 5. What’s More Activity 6 1.A
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On the field of battle, 'mid the frenzy of fight, Others have given their lives, without doubt or heed; The place matters not-cypress or laurel or lily white, Scaffold or open plain, combat or martyrdom's plight, T is ever the same, to serve our home and country's need. I die just when I see the dawn break, Through the gloom of night, to herald the day; And if color is lacking my blood thou shalt take, Pour'd out at need for thy dear sake To dye with its crimson the waking ray. My dreams, when life first opened to me, My dreams, when the hopes of youth beat high, Were to see thy lov'd face, O gem of the Orient sea From gloom and grief, from care and sorrow free; No blush on thy brow, no tear in thine eye. Dream of my life, my living and burning desire, All hail! cries the soul that is now to take flight; All hail! And sweet it is for thee to expire ; To die for thy sake, that thou mayst aspire; And sleep in thy bosom eternity's long night. If over my grave some day thou seest grow, In the grassy sod, a humble flower, Draw it to thy lips and kiss my soul so, While I may feel on my brow in the cold tomb below The touch of thy tenderness, thy breath's warm power. Let the moon beam over me soft and serene, Let the dawn shed over me its radiant flashes, Let the wind with sad lament over me keen ; And if on my cross a bird should be seen, Let it trill there its hymn of peace to my ashes. Let the sun draw the vapors up to the sky, And heavenward in purity bear my tardy protest Let some kind soul o 'er my untimely fate sigh, And in the still evening a prayer be lifted on high From thee, 0 my country, that in God I may rest. Pray for all those that hapless have died, For all who have suffered the unmeasur'd pain; For our mothers that bitterly their woes have cried, For widows and orphans, for captives by torture tried And then for thyself that redemption thou mayst gain And whe n the d ark nig ht wr ap s the gr ave y ar d ar ound With only the d e ad in the ir v ig il to s e e B re ak not m y re p os e or the m ys tery p r of ound And pe rc hanc e thou m ays t he ar a s ad hym n re s ound ' T is I, O my c ountry, r aising a s ong unto the e. And ev e n my g rav e is r em em be re d no m ore Unm ark 'd by ne ve r a c r os s nor a stone Le t the plow s we ep thr oug h it, the sp ade tur n it o' er That m y as hes m ay c arp e t e ar thly f loor, B ef ore into nothing nes s at las t the y are b lown. The n will ob liv ion br ing to me no c ar e As ove r thy v ale s and p lains I s we e p; Thr ob b ing and c le anse d in thy s p ace and air With c olor and lig ht, with s ong and lame nt I f are , E v er re p e ating the f aith that I k ee p. M y F athe rland ad or' d, that s ad ne ss to my sor r ow le nd s B e lov ed F ilip inas, he ar now m y las t g ood - b y! I g ive the e all: p are nts and k indr ed and f r iend s F or I g o wher e no s lav e be f or e the op pr es s or b e nds , Whe r e f aith c an ne ve r kill, and God r e ig ns e ' er on hig h! F are well to y ou all, f r om m y s oul tor n away, F rie nds of m y c hild hood in the home disp oss e ss ed! Giv e thanks that I re s t fr om the we ar is om e d ay! F are well to the e, too, s we e t f rie nd that lig hte ne d m y way; B e lov ed cre ature s all, f are well! In d e ath ther e is re s t! I Am a Filipino, by Carlos P. Romulo I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. As such I must prove equal to a two-fold task–the task of meeting my responsibility to the past, and the task of performing my obligation to the future. I sprung from a hardy race, child many generations removed of ancient Malayan pioneers. Across the centuries the memory comes rushing back to me: of brown-skinned men putting out to sea in ships that were as frail as their hearts were stout. Over the sea I see them come, borne upon the billowing wave and the whistling wind, carried upon the mighty swell of hope–hope in the free abundance of new land that was to be their home and their children’s forever. I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered down the centuries in deeds of courage and defiance. In my veins yet pulses the same hot blood that sent Lapulapu to battle against the first invader of this land, that nerved Lakandula in the combat against the alien foe, that drove Diego Silang and Dagohoy into rebellion against the foreign oppressor. The seed I bear within me is an immortal seed. It is the mark of my manhood, the symbol of dignity as a human being. Like the seeds that were once buried in the tomb of Tutankhamen many thousand years ago, it shall grow and flower and bear fruit again. It is the insignia of my race, and my generation is but a stage in the unending search of my people for freedom and happiness. I am a Filipino, child of the marriage of the East and the West. The East, with its languor and mysticism, its passivity and endurance, was my mother, and my sire was the West that came thundering across the seas with the Cross and Sword and the Machine. I am of the East, an eager participant in its spirit, and in its struggles for liberation from the imperialist yoke. But I also know that the East must awake from its centuried sleep, shake off the lethargy that has bound his limbs, and start moving where destiny awaits. I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove worthy of my inheritance? I shall give the pledge that has come ringing down the corridors of the centuries, and it shall be compounded of the joyous cries of my Malayan forebears when first they saw the contours of this land loom before their eyes, of the battle cries that have resounded in every field of combat from Mactan to Tirad Pass, of the voices of my people when they sing: “I am a Filipino born to freedom, and I shall not rest until freedom shall have been added unto my inheritance—for myself and my children and my children’s children—forever.”
