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Inquiries,

Investigation

& Immersion

SHS

Republic Act 8293, section 176 states that: No copyright 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. Such agency

or office may, among other things, impose as a condition the payment of

royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by their

respective copyright holders. Every effort has been exerted to locate and

seek permission to use these materials from their respective copyright

owners. The publisher and authors do not represent nor claim

ownership over them.

This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Region 4A and Curriculum and Learning Management Division CALABARZON. All parts and sections of the module are assured not to have violated any rules stated in the Intellectual Property Rights for learning standards.

The Editors

Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or siblings of the learners, to understand how materials and activities are used in the new normal. It is designed to provide the information, activities, and new learning that learners need to work on.

Activities presented in this module are based on the Most Essential Learning Competencies (MELCs) for Inquiries, Investigation and Immersion as prescribed by the Department of Education.

Further, this learning resource hopes to engage the learners in 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.

You are expected to assist the child in the tasks and ensure the learner’s mastery of the subject matter. Be reminded that learners have to answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the IDEA instructional process. This will help you attain the prescribed grade-level knowledge, skills, attitude, and values at your own pace outside the normal classroom setting.

The module is composed of different types of activities that are arranged according to graduated levels of difficulty—from simple to complex. You are expected to answer all activities on separate sheets of paper and submit the outputs to your respective teachers on the time and date agreed upon.

Parts of the LM Description

What I need to know Thepresenting the MELC and desired learning outcomes^ teacher^ utilizes^ appropriate^ strategies^ in for the day or week, purpose of the lesson, core content and relevant samples. This allows teachers to maximize learners awareness of their own knowledge as regards content and skills required for What is new^ the lesson

What I know The teacher presents activities, tasks , contentsvalue and interest to the learners. This shall expose^ of the learners on what he/she knew, what he /she does not know and what she/he wanted to know and learn. Most of the activities and tasks must simply and directly revolved around the concepts to develop and master the skills or the MELC.

What is in

What is it

What is more The teacher allows the learners to be engaged in various tasks and opportunities in building their KSA’s to meaningfully connect their learnings after doing the tasks in the D. This part exposes the learner to real life situations /tasks that shall ignite his/ her interests to meet the expectation, make their performance satisfactory or produce a product or performance which lead him/ her to understand fully the skills and concepts.

What I can do

What else I can do

What I have learned

The teacher brings the learners to a process where they shall demonstrate ideas, interpretation, mindset or values and create pieces of information that will form part of their knowledge in reflecting, relating or using it effectively in any situation or context. This part encourages learners in creating conceptual structures giving them the avenue to integrate new and old learnings.

What I can achieve

Introduction

Development

Engagement

Assimilation

PARTS OF PIVOT 4A LEARNER’S MATERIAL

D

2. Keep thoughts intact. Establishing that sense of focus on your research paper is one of the most important characteristics that you should always observe. Clattering ideas will not make your paper enticing.
3. Don't let failure distract you. Failure is normal. It is okay to fail at times in order for us to realize what we have to do. Failure is an opportunity to recreate and refine our research work at its best. Do not be afraid to fail!
4. Always consult the opinion of other people. Feedback from others especially of a more knowledgeable others is always good to hear. It widens our understanding and opens higher chances of making the research better! Collaboration and teamwork do not only make the task lighter, but rather more successful! Always keep and observe these simple yet useful reminders as you push through in your quest towards becoming the best researcher you could ever be! The activities below will help you activate your research skills and interests, so you can start efficiently.

Learning Task 1: On your notepad, write random words that come to your mind. Any word will do. Take your thoughts in the situation where you find yourself most interested in. Do this in three (3) to five (5) minutes.

The random words that you have written on your notepad are your personal interest. These are the topics or subjects that first inspires your interest. These are the concepts and constructs that your mind has which will serve as the baseline of your formal research topic. Now, go back and look at the random words that you have written. Study them and think about each word again. Choose and encircle only three(3) from the random words that appear to be relevant, timely and interesting for you. At this time, you just have decided your research interest. It pertains to personal interests that has been screened and chosen by means of its meaning, coverage, relevance and focus.

After refining your research interest, you will be able to have a preliminary topic. This topic is already researchable, but should still be narrowed where gaps will arise. Check how to perform a few more steps below to construct your research topic. Example of Research Interest: agriculture Perform the same steps with your own topic interests. Write it on your notebook. Do this in 30 minutes. Well done! You have transformed your personal interest into research interest and now you have a preliminary topic for your research work_._ You are now geared-up towards the next steps of the research process.

1. Give specific description about the topic.

agriculture during pandemic

2. Mention an aspect of the specified topic.

possibility of doing agriculture at home

3. Note down extra-specifics about the topic.

planting/growing indoor crops

4. Construct a topic-statement. Growing indoor crops can help lessen household expenses while maintaining healthy lifestyle.
5. Refine it by adding the element of time, place and relationship.

Indoor agriculture supports healthy lifestyle and promotes practical living.

The previous task is your good starting point in pushing through with your research work. This is your springboard towards the next bigger leaps! The next parts of this learning material will be focusing on the “research plan” itself and how to prepare it.

The Research Plan In its simplest definition, a research plan is a document that includes preliminary and basic information about the research work that you would like to do. It may contain details about the topic that you intend to do, its importance or significance, the steps that you have already done, and the next actions that you are going to do in order to meet your targets or until you have answered your research questions. Technically, this is not a research proposal yet but more likely a concept paper.

VI. Timetable You may have heard about Gantt Chart of activities. This section contains the same concept but in simplified and detailed format in order for you to plan things out even more systematically and productively. A timetable guides you to be able to work on important activities necessary for you to complete your research. Please study the example timetable below to get ideas on how a plan looks like and what information can be included.

Date Objective(s) Persons Involved

Resources Needed Output

October 8, 2020

Read books, essays, articles about initial topic.

The Researcher books, newspapers, print materials

A. List of concepts and definitions related to the initial topic B. List of references read October 15, 2020

Formulate Background of the Study

The Researcher Teacher of Research

List of concepts and definitions related to the initial topic

List of references used

A. Draft of the Background of the Study

October 16, 2020

Submit the draft of the Background of the Study to the Teacher of Research for checking

The Researcher Teacher of Research

Draft of the Background of the Study Internet Access

A. Receipt of Submission B. Teacher’s Feedback

VII. List of References Present here the references that you used in the formulation of the research plan. Use the format of the American Psychological Association (APA) 6th or 7th edition style/format in constructing the entries. Ensure that the entries are alphabetically sequenced. Please revisit the styling book, so you will be guided in making the citations.

These tasks seem not so new to you, right? These are a few concepts and tasks which you have encountered already in your previous research classes. If you have inquiries and clarifications about these matters, do not hesitate to reach your subject teacher, or you may ask any of your family members who have a good grasp about these details, so they can assist you.

E

Learning Task 2: From the previous activity, you have constructed three (3) preliminary research topics. Now, choose one of them that you find most interesting. Write it on your notebook.

**Most Interesting Preliminary Research Topic

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After having a good background about the definition, parts, and purposes of a research plan, it is now time for you to give it a try!

This preliminary research topic will serve as your initial research topic which you are about to plan for. Now, on a typewriting/intermediate paper write a draft of your own research plan with the parts that were discussed earlier.

Success Indicators Self Classmate

Subject Teacher Average

1. Basic information about the researcher is complete, accurate, and has no erroneous details.
2. Background has brief but essential basic concepts and information about the research topic from relevant readings, literature and importance of the study.
3. Objectives and Methods include long term and short term objectives or targets of your research work. The plan has specific method to be used.
4. The working framework shows the variables or concepts that are involved in the paper, their connections and relationship in achieving the results of the study. It is creatively done.
5. The assumptions clearly indicate the expected results in numbered form, bulleted, or in a paragraph or two.
6. The timetable contains complete details about the possible activities and steps that the research may need.
7. The research plan has complete list of references in American Psychological Association (APA) 6th or 7th edition style/ format and are alphabetically arranged. Overall Average ____/

To know your final scores, you have to add the points in every success indicator and divide it by three. You would have to know the sum of all the average scores that you obtained in every section of the research plan to know your overall score. From this activity, you can identify which part of your research plan you should improve, enhance or still develop.

Formulating Clear Statement of Research Problem Lesson

WEEK 2

I

You have truly widen your perspectives about research as a discipline and as an engaging task! Having accomplished all the tasks in the previous lesson only shows that you have the guts and all what it takes to be a successful researcher! Let’s get it on towards another step in making you the best researcher that you can ever be! You are about to refine your research skills specifically in terms of formulating clear statements of research problems. A research problem is a statement of a concern in any area, a problem that needs immediate solution, a recurring difficulty that is necessary to be taken out of the situation, or a practical question from a scholarly inquiry in different disciplines. As an intelligent recall, Clemente, Julaton, & Orleans (2016) noted some criteria for evaluating whether or not a research problem or statement is good. May it be quantitative, qualitative, or mixed method research, research problem should bear the S.M.A.R.T. characteristics. S pecific. This refers to the quality of being exact or particular. Research problem statement should be able to communicate the specific inquiry or question that needs to be answered. M easurable. This is never an issue in a quantitative method of research. However, in terms of qualitative research method, the measurability of a research statement refers to its epistemological aspect or the state of being objectively observable. More than that, instruments of data-gathering should be present. A ttainable. The research questions should be easily answered or achieved when the appropriate procedures are performed. R ealistic. The possibility of being carried out should always be observed in formulating the research problem especially when there is a need for experimentations and observations. T ime-Bound. Time is an important element in the research work. The research questions should be narrowed enough to be attained within the set time frame. Meanwhile, Calderon and Gonzales (2014) specified general guidelines in formulating the general problem and the specific sub-problems or specific questions.

_Initial research topic:

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Factor-isolating question

Factor-relating question

Situation-relating question

Situation-producing question

D

3. Situation-relating questions. These questions emphasize the observable changes that happen to variable/s involved in the study as a result of experimentation.

Examples:

 What is the effect of the modular distance learning to the learning style and behavior of learners?  What are the impacts of flexible learning options and modalities in the educational system in the Philippines?

4. Situation-producing questions. These questions open the opportunity to create a definite course of action, policies or conditions in order to accomplish or to achieve a certain goal.

Examples:

 What project could be designed to empower parents and the community to be involved in the educational system?  What action plan could be proposed to strengthen the coordination between the family, the community and the school in achieving relevant education? Having these as basic guidelines, what do you think is appropriate for your research work? Can you apply all these types of questions in formulating the questions for your own research?

The next learning tasks will help you craft research questions that are S.M.A.R.T. and in compliance with the guidelines that were discussed. Exercise your mental nerves by accomplishing the following task. You can do it!

Learning Task 1: From your initial research topic, construct different types of questions according to purpose. Do this on your notebook.

Type of Question

Research Questions

S Specific

M Measurable

A Attainable

R Realistic

T Time-Bound

Factor-isolating question Factor-relating question Situation-relating question Situation-producing question

Learning Task 2:

To ensure that you have quality research problems/questions, assess your own questions using the SMART

characteristics of a good research problem. Copy the table on your notebook and mark the column with a check (

) if you

think it bears the specified quality in each column. Otherwise,, write a note how to enhance that question to have suchcharacteristic.

Research Questions

S Specific

M Measurable

A Attainable

R Realistic

T Time-Bound

Learning Task 5:

Choose four (4) questions from Activity B.

Evaluate the questions

whether they are SMART. Check the

column of the characteristics of a good research problem that each question has. Otherwise, cite recommendations on how thequestion would have such a characteristic. Do this on your notebook.

A Great job! You did very well in the tasks! As expected, you have already gained sufficient skills in crafting statement of research problem. Not only you were able to know the characteristics of a good research problem and the guidelines in formulating it, but you were also able to classify their type based on their purpose. It is also indeed an achievement that you can now critique statement of research problem to identify where it could be further enhanced and developed. Really great! This time, you are to write statement of research problems that you intend to answer in your own research. Learning Task 6: Go back to your initial research topic and formulate general problem statements and specific statements of the problem. Do not forget to apply all the learning that you gained from this lesson. Do this on a clean sheet of paper. Initial research topic:

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General and Specific Research Questions Comments and Suggestions of the Teacher of Research

**_Do you have message for your subject teacher? Please use this space. ______________________________________________________

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**_This is intended for the response of the subject teacher. _______________________________________________________

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