11

English for Academic and

Professional Purposes
Quarter 2 – Module 5:
Writing a Research Report
Grade 11 – English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 2 – Module 5: Writing a Research Report
First Edition, 2020

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English for Academic

and Professional
Purposes
Quarter 2 – Module 5:
Writing a Research Report
Introductory Message
For the facilitator:
Welcome to English for Academic and Professional Purposes
Alternative Delivery Mode (ADM) module on Writing a Research Report.

The activities in this module are arranged sequentially to help the

learners understand the topic and develop the desired skill or learning
competency.

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.

Remind the learner that if there are things he/she doesn’t

understand, he/she must not hesitate to call for your help and assistance.

For the learner:

Welcome to English for Academic and Professional Purposes
Alternative Delivery Mode (ADM) module on Writing a Research Report.

The activities in this module are arranged sequentially to help you

understand the topic and develop the desired skill or learning competency.

As a learner, you must learn to become responsible of your own

learning. Take time to read, understand, and perform the different activities
in the module. If there are things you don’t understand, do not hesitate to
call your facilitator / teacher for assistance.

The following are some reminders in using this module:

1. Use the module with care. Use a separate sheet of paper in

answering the exercises.

2. Do not forget to answer Let us Try before moving on to the other

activities in the module.

3. Read the instructions carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking

your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are

through with it.

We hope that you will find meaningful learning as you go through the
different activities in this module.

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Let Us Learn
In the English language, writing is one of the essential skills that you need to
learn and hone. As you climb the ladder from your Junior High School years to Senior
High School, the level of your ability to write is likely to increase. This is also true with
the content of your writing specifically in academic papers. You just don’t write off
the top of your head rather you are expected to create better content. That is, you
do thorough research about a certain topic in order to support your stock
knowledge by finding the right sources and citing them. So, what is this module all
about?

After going through this module, you are expected to:

1. formulate a survey questionnaire;
2. summarize survey results or findings through visual/graphic and narrative
forms; and
3. write a research report.

Let Us Try
Activity 1: Directions: Read the comic strips below. Write under each
category which source is considered a primary or a secondary data.

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I know you’re excited to fill in the table below. Just a quick reminder;
remember the clues, primary sources are data acquired firsthand by researchers.
If you are the researcher, then you have the freedom to design the instrument
that you would use to elicit specific information or data as output; whereas,
secondary sources of data are information gathered by others and they abound
in various forms such as printed and electronic.

textbooks journals observation reports interview

encyclopedias surveys commentary biographies theses/
dissertations

PRIMARY SOURCES SECONDARY SOURCES

1. 1.
2. 2.
3. 3.
4.
5.
6
7.

I bet you found grouping the data easy. Let us check further how familiar are
you with the data that you have just categorized by answering the questions
below:

1. Which of the secondary sources should Kenneth use if he wants to gather

information from recent research about school environment?
________________________________________________________________________

2. If Kenneth wants to make his report more authentic, he might need to set
a formal meeting with individuals who can share their experiences
regarding conducive school environment. What do you call such primary
source where face-to-face conversation is being held?
________________________________________________________________________

3. Among the kinds of sources that you grouped, which one should Kenneth
use if he wants to know the count of the population that has the same
opinion as his in terms of school environment?
________________________________________________________________________
4. From what source should Kenneth search if he wants to read articles that
discuss current or recent news about school environment in the
Philippines?
________________________________________________________________________

5. If Kenneth wants to get the perception or opinion of about 60 students

who are studying in the same school where he attends classes, which
primary source should he conduct to gather his data?
________________________________________________________________________

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Lesson

1 Sources of Data

Did you fare effortlessly in this activity? Great! I am absolutely sure that you will
find the next section of this module more interesting as you will come to know
the distinctions among the sources you have grouped. Are you ready?

Let Us Study
As a student, you will have to learn and write various kinds of papers.
Usually, it starts with an essay where you simply share your opinions. Then,
you will be introduced to research report writing where you will collect
information through exploration of a topic in different sources and materials
which afterwards you will summarize in a well-thought manner. As you continue
your academic journey, your skills in forming opinion and finding reliable sources
are now fused in creating a research paper. This is when the selection of
information becomes crucial in an academic writing. Let us now distinguish each
one from the other.
Data can be collected in two ways:

(1) Primary Sources are results of firsthand knowledge which means they are
created by a person who actually witnessed an event such as written accounts
of an individual’s thoughts or observations. This kind of data directly came from
the data source which made it more reliable, accurate, and unbiased. Below
are the most commonly used primary sources in research:
a. Surveys are “conducted to get the pulse, perception, perspective, and
preferences of a particular group of people” (Dapat, 2016). It usually
consists of a set of questions about a particular topic directed to specific
participants. The data collected from surveys aim to provide a forecast,
statistical analysis, or discovery of trends and behavior. A survey is a
common instrument preferred in research projects since its cost-efficient,
entails unbiased responses, and protects respondents’ identity (Cristobal &
Cristobal, 2017).

b. Interview is a formal meeting between two or more persons where

exchange of information occurs thru an in depth conversation. An
interview schedule or topic guide, a list of questions or topic areas, is
prepared by the interviewer (Amorado, Boholano, & Talili, 2017). It may be
conducted individually or by group. Interviews done in groups are also
called a focus group discussion.

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c. Observation is another way of collecting data systematically, where
researchers can partake in the conduct of research (Cristobal & Cristobal,
2017). In a non-participant observation, there is a limited interaction
between the researcher and the people one observes; whereas,
participant observation allows the researcher to engage in the activities of
the research participants. Either way, the researcher needs to prepare an
observation checklist or observation guide where observable events in
relationship to the topic of interest are recorded.

Primary sources are not limited in the abovementioned data sources. Primary
sources for the different fields of research vary.

Research field Primary Sources

History • Letters and diaries
• Photographs and video
footage
• Official documents and records
• Physical objects

Art and literature • Novels and poems

• Paintings and art installations
• Films and performances

Communication and social studies • Interview transcripts

• Recordings of speeches
• Social media posts

Law and politics • Court records

• Legal texts
• Government documents

Sciences • Empirical studies

• Statistical data

Source: https://www.scribbr.com/citing-sources/primary-and-secondary-
sources/

(2) Secondary Sources are data that someone has already done on a subject.
When a researcher uses a secondary source, he/she relies on the expert’s
conclusion about the topic. Secondary sources are usually utilized to provide
description or explanation of the primary data since it often involves
“generalization, synthesis, interpretation, commentary or evaluation in an
attempt to convince the reader of the creator's argument” (“Primary and
secondary sources,” 2020). Examples of secondary sources are:
a. Biographies are detailed description of a person's life written by someone
else.

b. Commentaries are “spoken or written discussion in which people express

opinions about someone or something” (Commentary, 2020). Moreover, it

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also focuses in providing a complete analysis and detailed description of
a specific text. Commentaries serve as a medium where a variety of
perspectives can be discussed (“How to,” 2019).

c. Encyclopedias are set of books that contain facts about various subjects.
It is comparable to a database where articles on all branches of
knowledge can be located and arranged alphabetically (Encyclopedia,
2020).

d. Journals are collection of articles such as research that are published all
year round. These articles are written by experts and are published either
on printed or online format. The different types of articles that are
published in a journal are original research, review articles, short reports or
letters, case studies, methodologies (“Types of journal,” 2020).

e. Reports are information presented in an organized format either in

narrative, graphic, or tabular form. Its primary purpose is to inform
particular audience about events, occurrences, or specific subjects
(Report, 2020). Although reports can be presented verbally,
comprehensive reports in a form of written documents are more preferred.
(Nordquist, 2020).

f. Theses / dissertations are both academic research paper but they have
distinctions, too. A thesis is done by someone who is graduating from a
master’s program to prove that he/she has mastered the knowledge
required by his/her degree while a dissertation is done by someone in the
doctoral program with the aim to contribute new knowledge, introduce
concepts, and develop theories to his/her field of study. In both cases, a
researcher needs to defend the worth of his/her paper.

g. Textbooks are the most common resources there is either in the classroom,
library, or resource room. A textbook is “a collection of the knowledge,
concepts, and principles of a selected topic or course” (Teacher Vision
Staff, 2020). These learning materials are meticulously created by
authorities in a specific field such as teacher and college professors.

Now that you already learn the kinds of primary and secondary sources,
kindly go back to the previous activity and see if you answered it correctly. If yes,
good job! It means you have probably been using these sources in your Junior
High School years. If you got a few incorrect answers, don’t worry; you still have a
lot of opportunities to get yourself acquainted with those different sources in the
near future.

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Lesson
Survey Questionnaire
2

Activity 2. Your Opinion Counts

What is your answer for question no. 5 in the

previous activity? If you agree that Kenneth needs to
create and use a survey to gather the perception of the
students in his school regarding their school environment,
then you are right! Survey is the perfect tool that he needs
to accomplish his data gathering.

If you have ever wondered what a survey is, let me

give you a firsthand experience of answering a survey
questionnaire. Below is a sample survey questionnaire that
Kenneth may use to gather relevant data for his report.
Imagine that you and Kenneth are in the same grade
level and attend the same school. He asked you to
participate in the survey. Your task is to evaluate your school environment based
on the survey questions indicated.
Directions: Express your level of agreement or disagreement to the following
survey questions by checking the appropriate rating scale.

SURVEY QUESTIONNAIRE

SCHOOL ENVIRONMENT AND STUDENT LEARNING

Name (optional): _____________________________________ Section: _____________

Directions: Please imply your level of understanding as you assess your knowledge
and awareness of the subject under study by putting check mark on the column
that corresponds to your rating.
5- Strongly Agree 4- Agree 3- Neutral 2- Disagree 1- Strongly Disagree

Survey Questions 5 4 3 2 1
1. The curriculum / program has encouraged
me to be more refined, educated,
respectful, involves, and disciplined in
school and to be serious about my studies.
2. I get along with my teachers.
3. My teachers know how to draw the line
between what is being taught and how it
could apply to my life.
4. I feel comfortable asking the teacher s

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question when do not understand.
5. My teachers attend to our needs
individually during the class period.
6. When I encounter difficulty in answering
exercises or understanding the lesson, I do
not mind because I know I will eventually
get it.
7. My teachers will make sure that the rules
are followed every day.
8. My classes are not hampered too often by
student behavior.
9. My teachers follow a particular routine in
the classroom for smooth run of things.
10. My teachers explain comprehensively and
patiently on how to use some learning
materials.
11. My teachers explain what I need to know
and be able to apply it practically.
12. My teachers provide us with opportunities
to participate in class activities.
13. My teachers use various ways for us to
learn through the materials aside form
lecture.
14. We learn because school laboratories are
updated and conducive to use.
15. School personnel are friendly to us.

1. How do you feel answering the survey questionnaire?

____________________________________________________________________

2. Based on your answers, can you provide some recommendations on

how the school administration can improve the academic experiences
of their students?

____________________________________________________________________

3. In what way do you think your answers have contributed to the success
of Kenneth’s data gathering?

____________________________________________________________________

I’m glad you’re able to answer the survey questionnaire honestly and
objectively. You definitely were able to help Kenneth in his school task. Kudos to
you!

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Surveys and polls could be seen anywhere. It is shown in commercials to
make the public aware how effective a particular product is, compared to its
competitor. Polls are made to easily view public votes on issues that they agree
or disagree on. But have you ever thought when did surveys start? If you think
that survey was invented just some years ago,
well, let me give you a bit of a trivia. It is actually
hard to determine when the first survey was
conducted, but several accounts in the Bible
5- Strong agree
would attest that survey has already existed a 4 – Agree
long time ago. It started with a census when the 3 – Neither agree or
disagree
congregation of the Israelites were counted at Mt. 2 – Disagree
Sinai in 1446B where the recorded number of 1- Strongly disagree

population of adult Israelite men reached 603,550

(“The Israelites, 2020).

Yes, that’s how old it is. But surveys

nowadays are used in various ways other than
census. The goals of surveys according to
Weisberg, Krosnick, and Bowen (1996) are to be
able to answer the following questions: “(a) the
prevalence of attitudes, beliefs, and behavior; (b)
changes in them over time; (c) differences between groups of people in their
attitudes, beliefs, and behavior; and (d) causal propositions about these
attitudes, beliefs, and behaviors.”
Surveys play a significant role in acquiring essential data for different fields.
In Journalism, survey aims to measure public opinion for newspapers and
magazines. In the field of politics, perceptions and insights of people are
measured during election campaigns. Preferences and interest of consumers are
also studied in the field of market research so they could determine which
product to manufacture and what features of the product will most likely attract
buyers and the list goes on from survey reports of crime rates to economic
forecasting, from service satisfaction to change of social trends, and so on. No
wonder why survey has become a part of the contemporary life.

Now that you already know the uses of survey, let’s get you ready to write
your own survey questions.

Types of Survey Questions

1. Open-ended questions. Researchers use open response questions when

they do not have an idea how the respondents will answer an inquiry or
when answers cannot be listed to a set of options or possible responses.
In this case, the respondents are given the freedom to express their
knowledge, emotions, and understanding. Hence, it is also known as the
“free-form survey questions” (“Open ended questions,” 2020) or “essay

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questions” since it usually starts with ‘how’, ‘tell’, and ‘why’ (“Open
ended questions,” 2020).

Example:

Now that you are enrolled in K-12, I wonder if you will tell me how you feel
about it.
1. What do you like most about this new system?
2. What do you dislike most about it?
3. Are you satisfied with this new program? Why or why not?
4. Is there any possibility that this might be changed? Why or why not?

Source: Dapat, J.O. (2016). Applied English for Academic and Professional
Purposes. Philippines: JFS Publishing Services.
2. Closed-ended questions. These survey questions are precise and
focused since it only provides the respondents with a limited number of
options to select from (Developing and writing, 2013). Closed-ended
questions are also known as fixed alternative questions.

Types of Closed-ended questions

a. Dichotomous Questions. These questions are consist of two answer
options such as true and false, yes and no, and agree and
disagree.

Example:

1. What is your gender?

Male Female
2. Have you played video games on your smartphone?
Yes No
3. Do you like playing video games on your smartphone?
Yes No
4. Which platform do you prefer for playing video games?
Online Computer

Source: Clow, K.E. & James, K.E. (2014). Essentials of marketing

research: Putting research into practice. USA: Sage
Publications, Inc. Retrieved from
https://methods.sagepub.com/Book/essentials-of-
marketing-research/n11.xml

b. Demographic Questions. Researchers may include these questions

if they want to ascertain personal information from the
respondents. By asking these questions, researchers are provided
with the factors that may have influenced a survey-takers’
responses, belief, or judgment. Basically, demographic questions

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ask the following information: “age, gender, professions, incomes,
education level, and ethnicity” (“Make asking, n.d.).

Example:

What is your age?

Under 18 years
_____18 to 24 years
_____25 – 34 years
_____35 – 44 years
_____55 – 64 years
_____Age 65 or older
What is your marital status?
_____Single
_____Married
_____Separated
_____Widowed
What is your educational qualification?
_____Elementary graduate
_____High school graduate
_____College graduate
_____Others (please specify): _____________________

c. Ranked Responses. This type of question response format allows

the researchers to establish prioritization among a set of options
(Lavrakas, 2008). These options will be ranked by the respondents
by numbering them from 1 to a certain maximum number as
indicated in the instruction.

Example:
Rank the following factors that you see in choosing a course. Write 1 for
that you consider as the most important, 2 for the second most
important, 3 for the third most important and so on.
_____interest
_____family decision
_____chance to leave the country
_____career opportunities

Source: Dapat, J.O. (2016). Applied English for Academic and

Professional Purposes. Philippines: JFS Publishing Services.

d. Rating Scale. This question type requires the survey-takers to share

their opinions or feedback by “assigning a value to a particular
object or subject” (“Rating scale, 2020). This means that
researchers can measure the respondent’s attitude or evaluation
toward something. Scale is usually used to appraise product

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performance, skills of employees, processes, or services among
others.

The most common rating scale that is used in conducting surveys is

the Likert Scale. This kind of survey is composed of declarative
statements that allow the respondents to express their agreement
or disagreement with a particular statement (Cristobal & Cristobal,
2017). It usually uses a five- or seven-point scale.

Example:
Likert scale to measure attitudes towards Mathematics

ITEMS
1. I am interested in solving numbers and equations. SA A D SD
2. I enjoy using calculators.
3. I am so engrossed in reading too many instructions.
4. Symbols and numbers are visibly catchy.
5. I find it easy to memorize formulas.

Legend: SA – Strongly Agree A – Agree D – Disagree SD – Strongly

Disagree
Source: Cristobal, A.P. & Cristobal, M. D. (2017). Practical research 2 for
senior high school. Quezon City: C&E Publishing, Inc.

Are some of the question types familiar to you? Probably you have already
encountered them when you were invited for an interview or you may have
answered demographic questions if you have participated in a poll or a survey.
Now that you have already acquainted yourselves with the different types of
questions that are used in a survey, it is time for you to understand how
construction of survey questions should be made.
Since surveys are usually self-administered, it very essential that you take
into consideration the wording of a question. It is said that “slight changes in the
way questions are worded can have a significant impact on how people
respond” even if it’s just a minor change (“Question Wording,” 2017). The
possibility of acquiring accurate and reliable data may be compromised if
proper wording of survey questions is overlooked. To avoid this from happening,
you should consider the following points when making your questions:
1. Avoid ambiguity. Ambiguity refers to a word or a sentence that has unclear
intention or meaning (Ambiguity, 2020). If a question is ambiguous, respondents
have the chance to interpret it in different ways. When conducting a survey,
you, as the researcher, would like to observe the accuracy of responses you will
receive from the survey-takers; therefore, your questions should be clear and
specific.

Example:
Do you attend mass regularly?

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How you define “regularly?” Perhaps you would say everyday, right?
However, terms that involve time may have varying interpretations to different
people. In this case, the survey question could be revised like this:

How many times have you attended mass in the past month?

The time element “regularly” may be remarked by others as often or

frequently. It can also be that they attend church at least once monthly or they
always attend church only during Easter Sunday. To prevent this, state your
intention clearly. Remember, asking more specific question will yield exact
answer from the respondents.

Source: https://web.ma.utexas.edu/users/mks/statmistakes/morewording.html

2. Avoid jargon. A jargon is a “specialized term or technical language that is only

understood by those who are members of a group or who perform a specific
trade” (“Jargon examples”, 2020). What do we mean by specialized term or
technical language? Let’s take the example below:

1. I need a script in order to pick up the medicine

2. I need a nurse to room 12 stat.

What does “script” mean to you? In literature, this is a piece of writing that
contains a character’s dialogue in a drama or play while in computer
programming; it refers to a “list of operating system commands” (Script, 2020).
How about “stat”? You may have thought of it as a school subject – statistics,
right? However, surprisingly, both “script” and “stat” are medical terms, too.
Script refers to prescription where stat means rush or urgent.
In writing survey questions, the use of jargons should be avoided or at least
use to a minimum. Questions can be easily understood if they are written in the
language that the target audience understand. If the use of specialized
language cannot be prevented, the term can be defined in the question.
Acronyms can also be considered a jargon so it should be spelled out
completely when first used (Developing and writing, 2013).

3. Avoid compound questions. As someone who inquires, it is inevitable that you

combine two questions in one statement; thus, making an inquiry complex since
the two ideas are expressed at the same time. This act of combining two
questions in one questionnaire item is called double-barreled or double-direct
question. Let’s take a look at the statement below:
Example:

Do you think that people suffering from obesity should eat less and exercise
more?

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What is your answer? Did you answer “yes” to both questions or you
answered “no” to the former and “yes” to the latter? If you opt for the second
one, then you are thinking just the same as the rest of respondents who would be
asked the same question. However, in the real scenario of taking survey, you will
be given just one option for your answer since these two inquiries are fused into
one statement. So how do we avoid constructing double questions in order to
get two exact answers? Let’s see the revised version of the example.

1. Do you think that people suffering from obesity should eat less?
2. Do you think that people suffering from obesity should exercise more?

If you answered that two questions should be constructed; then, you are
correct. You separate the two questions by creating one statement for each.
Furthermore, to check if you have included a compound question on your
survey, look for the conjunctions “and” or “or” (Delighted team, 2019). If you do
find them, chances are you may be seeking answers about several things. In this
way, you will be able to discover the real intention of the respondents which will
render useful data for your analysis later on.
4. Avoid double negative. According to Lavrakas (2008) double negatives refers
to “the use of two negatives in one statement or question.” In writing survey
questions, the inclusion of double negatives is a no-no. Let’s have an example:

Was the facility not unclean?

What does the question mean? Does it mean that the facility is messy or
that it is clean? If you answered that the facility is clean, you got it right.
However, if the survey-taker will not give enough attention to the two negatives
used in the statement, – not and un-, the question item adds confusion to the
respondents. According to Johnson (2011), “disagreement with the negatively
worded statement means a positive response on the part of the respondent
while agreement with the statement means a negative response to the
statement (p. 77).” This means that double negatives can easily trick the
respondents to give an answer contrary in meaning to the one they really
intended to give. To avoid this, any statement containing double negatives
should be rephrased or removed. The example above should be reworded this
way:

How would you rate the cleanliness of the facility?

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Source: https://delighted.com/blog/biased-questions-examples-bad-survey-
questions

On the part of the respondents, they should be mindful of the following:

Check for double negatives by looking for instances of “no” or “not” paired
with the following types of words:
• No/not with “un-” prefix words (also in-, non-, and mis-)
• No/not with negative adverbs (scarcely, barely, or hardly)
• No/not with exceptions (unless + except)

Source: https://delighted.com/blog/biased-questions-examples-bad-survey-
questions

5. Avoid biased questions. Biased questions, also known as leading questions, are
questions items that “may cause a respondent to answer in a biased particular
way” (Allen, 2017). This happens when the phrasing of the statement suggests
and makes the respondent feel that a certain answer is better and more
acceptable than others. Thus, instead of going to the other direction, leading
questions make the respondents hold an opinion just like what most other people
have. Let’s see the example below:

How great is our hard-working customer service team?

Source: https://delighted.com/blog/biased-questions-examples-bad-survey-
questions

How would you answer the question if it describes the team as great and
hardworking? You can no longer disagree, right? If that is the case, then, you
have just responded to a leading question. Leading questions are usually
accompanied by “subjective adjectives and context-laden words” (Delighted
team, 2019). Framing a question in this way gives a positive or negative
impression to the respondents. To avoid this, the question item should be
rephrased this way:

How would you describe your experience with the customer service team?

Source: https://delighted.com/blog/biased-questions-examples-bad-survey-
questions

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With the revised question, the statement is objective. There were no
insinuations that the team is “great” or “hard-working.” It provides avenue for the
respondents to give think critically before giving their own judgment.
How did you find your new learning? I hope you found it interesting and
useful. Now, let’s test how well you learn. Please proceed to the next activity.

Activity 3. Identifying Error

Directions: Read each statement and identify the error in the survey
questionnaire. Write your answer on the blank which number corresponds to the
question item. Write whether the question item is ambiguous, jargon, double-
barreled, double negative, or bias.
SURVEY QUESTIONNAIRE
PARENTING STYLES ADAPTED BY GRADE 11 SENIOR HIGH SCHOOL PARENTS
Name (optional): Section:

Direction: Please indicate your level of agreement as you assess your knowledge
and perception of the subject under study by putting a check mark on the column
that corresponds to your rating.

5- Strongly Agree 4- Agree 3-Neutral 2-Disagree 1-Strongly disagree

INDICATORS 5 4 3 2 1
A. Authoritarian
1. My parents dictate me what to do and
force me to do it because they said so.
2. My parents get very angry with me when I
disagree with them.
3. My parents are not unaffected when I
misbehave.
4. My parents become stringent with me
especially when I disobey the rules in our
home.
5. My parents impose that they have control
over family matters and children just
follow.
B. Authoritative
6. My parents help me understand the
effects of my behavior and they
encouraging me to talk about the
consequences of my own action.
7. My parents admit their mistakes when they
do something that hurts or offends my
feelings.
8. My parents consent me not to disobey the
rules just because they said so,
9. My parents tell me how I should act and

16
explain to me why.
10. My parents talk and discuss to me the
things I do and how I should behave.
C. Permissive Uninvolved
11. My parents are uninvolved in my
education.
12. My parents are not uninterested with my
achievements.
13. My parents are withdrawn from my
emotional needs.
14. My parents display no concern towards
my feelings.
15. My parents show disgust when I commit
mistakes.
D. Permissive Indulgent
16. My parents tolerate my misbehavior.
17. My parents coddle me with the things I
want.
18. My parents never set parental restrictions.
19. My parents do not disagree with me when
I do things that may cause
embarrassment.
20. My parents do not disallow me to decide
for myself.

1. ____________________________________ 11. ___________________________________

2. ____________________________________ 12. ___________________________________

3. ____________________________________ 13. ___________________________________

4. ____________________________________ 14. ___________________________________

5. ____________________________________ 15. ___________________________________

6. ____________________________________ 16. ___________________________________

7. ____________________________________ 17. ___________________________________

8. ____________________________________ 18. ___________________________________

9. ____________________________________ 19. ___________________________________

10. ___________________________________ 20. ___________________________________

17
Was the activity easy? If you answered it effortlessly, that’s great! If not,
don’t worry you have more chances to practice in our succeeding activities. But
for now, we will go to the next process of obtaining and analyzing our data.

For you to utilize the results of your data source such as the survey
questionnaire, you need to collect the responses of your survey-takers and treat
the gathered data using appropriate statistical formulas. The easiest is to count
the responses, tabulate it, and get its percentages. Later on, the results may be
presented through visual forms such as graphs and table or through narrative
form.

Lesson
Graphs and Tables
3

When you see graphs, most likely you’ll think of Math. In its simplest
definition, a graph is a pictorial representation or a diagram. This visual form
contains data or values illustrated in an orderly way. Moreover, graphs are used
to demonstrate trends, patterns and relationships between sets of data (“Types of
Graphs,” 2019). That’s why it is also used in other areas. In the field of research, graphs
are used to report findings while in the field of journalism and broadcasting, graphs are
useful to support arguments or point of view.
Another way of presenting data is through the use of tables. Usually a table is
used to aid comparison. It is structured with rows and columns to present specific
numerical figures. The elements of a table are title, rows, columns, column labels /
titles, and data.
Utilizing visualization in a report or presentation engages the brain to process
graphical data differently as compared to data in a narrative form. This is the reason
why graphics draw the readers’ attention because the brain “subconsciously seeks a
visual center” (“Types of Graphs,” 2019). Let’s see if you still remember them. Can
you identify the types of visual forms described in the following statements?

1. It usually appears horizontally or vertically. It contains two axes: the x and the y
axes. The horizontal axis or the x-axis shows the data categories while the vertical
axis or the y-axis displays the scale.

2. It is divided into edge-like sectors which makes the size of portions easier to
understand. A proportionate part of the whole is represented by each wedge
and its total value is always %.

3. Its data points are designed and linked using a line in a dot-to-dot fashion. It is
also consist of horizontal axis and vertical axis. The horizontal axis is also known as
the independent axis while the vertical axis is called the dependent axis.

18
4. It usually presents numbers to compare with other numbers. It also summarizes
or defines concepts, terms, other details of a study.

Were you able to identify the visual representations described above?

Great! Now, check out the example below how data are presented in a visual
form and answer the questions that follow.

Reference: https://www.math-only-math.com/worksheet-on-bar-graph.html

1. What kind of graph is used?

______________________________________________________________________________
2. In which month the average attendance is minimum or maximum?
______________________________________________________________________________
3. In which month the average attendance was less than 40 given the data
below?

______________________________________________________________________________

4. Find the difference between the maximum and minimum average

attendance if the most number of attendees is 50 and the least is 20.
______________________________________________________________________________

Did you get all the answers correctly? Perfect! Let’s learn more about
presentation of data.

In academic writing, the results presented in visual forms are accompanied

with written description and explanation. These data-focused writing subtasks
are called data commentaries. According to Swales and Feak (2012), “The
amount and level of specificity of commentary provided for a data set can vary
considerably depending on the type of text being written.” Some data
commentaries may be short just like in the case of journal articles and it may be
lengthy such as in the case of technical report.

Why is a data commentary essential in the analysis and presentation of data?

Here are some of its purposes as stated by Swales and Feak (1994).
• Highlight the results.

19
• Assess standard theory, common beliefs, or general practice in the light of
the given data.
• Compare and evaluate different data sets.
• Assess the reliability of the data in terms of the methodology that
produced it.
• Discuss the implications of the data.
•
Here is an example of a data represented using a table. Below it is a data
commentary. Read the through it and answer the questions that follow:

Table 5 Source of Computer Virus Infections

Source of Virus Percentage
E-mail attachments 87%
Disks from home 4%
Disk (other) 2%
Unknown 2%
Download (from internal or external sources) 2%
Distribution CD 1%
Disk (sales demo) < 1%
Automated software distribution < 1%
Disk (shrink-wrapped) < 1%
Disk (from LAN manager) < 1%
Malicious person < 1%
Browsing WWW 0%
Disk (from repair person) 0%
Total survey respondents
299

1) A computer virus is a program that is specifically and maliciously designed

to attack a computer system, destroying data. 2) As businesses have become
increasingly dependent on computers, email, and the internet, concern over
the potential destructiveness of such viruses have also grown. 3) Table 5 shows
the most common sources of infection for U.S. businesses. 4) As can be seen, in
a great majority of cases, the entry point of the virus infection can be
detected, with e-mail attachments being responsible for nearly 9 out of 10
viruses. 5) This very high percentage is increasingly alarming, especially since
with a certain amount of caution such infections are largely preventable. 6) In
consequence, e-mail users should be wary of al attachments, even those from
a trusted colleague or a known sender. 7) In addition, all computers used for
e-mail need to have a current version of a good antivirus program whose virus
definitions are updated regularly. 8) While it may be possible to lessen the
likelihood of downloading an infected file, businesses are still vulnerable to
computer virus problems because of human error and the threat of new,
quickly spreading viruses that cannot be identified by antivirus software.

1. Where does the data commentary actually start? State the number of the
sentence.
__________________________________________________________________________________

20
2. What are the purposes of sentences 1 and 2?
__________________________________________________________________________________

3. What are some of the features of this text that make it an example of written
academic text?
__________________________________________________________________________________
4. Which sentence contains the author’s key point? State the number of the
sentence.
__________________________________________________________________________________

5. The author has chosen to comment only on e-mail attachments. Do you think
this is enough? Why? If not, what else should be discussed?
__________________________________________________________________________________

6. Based on the purposes in writing a data commentary, list three categories the
sample data commentary fall?
__________________________________________________________________________________

7. E-mail attachments constitute 87% of the total. In sentence 4, this is expressed

as “nearly 9 out of 10.” Which do you think is the best alternative for the phrase?

Circle the letter of your answer.

a. about 90%
b. just under 90%
c. as much as 87% of all
d. nearly all

Structure of Data Commentary

Elements of a data commentary usually follow this order:

1. Location elements and/or summary statements. This part of the data

commentary points out to the reader the important information illustrated in a
graph or in a table. The highlighted portion of the data commentary below
consists of the location element and summary statement.

3) Table 5 shows the most common sources of infection for U.S. businesses. 4) As
can be seen, in a great majority of cases, the entry point of the virus infection can
be detected, with e-mail attachments being responsible for nearly 9 out of 10
viruses. 5) This very high percentage is increasingly alarming, especially since with
a certain amount of caution such infections are largely preventable. 6) In
consequence, e-mail users should be wary of al attachments, even those from a
trusted colleague or a known sender. 7) In addition, all computers used for e-mail
need to have a current version of a good antivirus program whose virus definitions
are updated regularly. 8) While it may be possible to lessen the likelihood of
downloading an infected file, businesses are still vulnerable to computer virus
problems because of human error and the threat of new, quickly spreading viruses

21
that cannot be identified by antivirus software.

To start a data commentary, the location element and summary statement can
be written in two ways: active or passive form.

Starting a Data Commentary using Active Form

Location Element Summary
a. Table 5 shows the points of entry of computer viruses for U.S. businesses.
b. Table 2 provides details of the fertilizer used.
c. Table 2 plots the two series for the last five year.

Starting a Data Commentary using Passive Form

Summary Location Element
a. The most common modes of computer infection for are shown in Table 5.
U.S. businesses
b. The details of the fertilizer used are provided in Table
c. The two series for the last five year 2.
are plotted in Table 2.

Here is a list of verbs that you may use in reference to a visual

Active Passive
shows shown in
presents illustrated in
illustrates presented in
summarizes given in
demonstrates listed in
contains seen in
provides provided in
depicts summarized in
lists seen from
reports

2. Highlighting statements (making a claim). This section provides the essential

components of details of the data. Note that the common structure in
introducing informative statements is the linking as-clause.

3) Table 5 shows the most common sources of infection for U.S. businesses. 4) As
can be seen, in a great majority of cases, the entry point of the virus infection can
be detected, with e-mail attachments being responsible for nearly 9 out of 10
viruses. 5) This very high percentage is increasingly alarming, especially since with
a certain amount of caution such infections are largely preventable. 6) In
consequence, e-mail users should be wary of al attachments, even those from a
trusted colleague or a known sender. 7) In addition, all computers used for e-mail
need to have a current version of a good antivirus program whose virus definitions
are updated regularly. 8) While it may be possible to lessen the likelihood of
downloading an infected file, businesses are still vulnerable to computer virus
problems because of human error and the threat of new, quickly spreading viruses
that cannot be identified by antivirus software.

22
Generalizations drawn from the data are presented in the highlighting
statements. Hence, this is the part where you should demonstrate the following:

• identifying trends or consistency in the data,

• separating more salient findings from less important ones, and
• making claims of appropriate strength.

With those mentioned, you should avoid the following pitfalls when writing your
highlighting statements:

• simply repeat all the details in words,

• attempt to cover all the information, or
• claim more than is reasonable or defensible.

Swales and Feak (2004) focuses on two important elements in writing highlighting
statements. These are the qualifications and strength of claim and qualifying
comparisons.

Qualifications and Strength of Claim

a. Probability. The term probability refers to the degree to which something is

feasible or apparent. Thus, in academic writing, it is essential that writers use
cautious language which is often referred to as “hedging.” By using hedging
devices, it helps the writers strengthen or weaken their stance about a particular
topic. Let’s see the examples below. These sentences have the same concept
but by utilizing modal auxiliaries as hedging devices, the claim gradually
weakens.

Sleeping 7-9 hours each day will result in better performance.

Sleeping 7-9 hours each day may result in better performance.
Sleeping 7-9 hours each day might/could result in better performance.

Here are other sample phrases that you may use to weaken the strength of your
claim.

Stronger It is certain that . . .

It is almost certain that . . .
It is very probable / highly likely that . . .
It is probable / likely that . . .
It is unlikely that . . . sleeping 7-9 hours each
Weaker It is very / highly unlikely that . . . day will result in better
Stronger There is a definite possibility that . . . academic performance.
There is a strong possibility that . . .
There is a good possibility that . . .
There is a slight possibility that . . .
Weaker There is a little possibility that . . .

b. Distance. Another way to soften a claim is to observe distance from the data.
Here are a few examples:

23
Based on the limited data available,
In the view of some experts, different employees react
According to this preliminary study, to the same situations
Based on an informal survey of nine department differently.
managers,

c. Generalization. The conventional way of qualifying a generalization is to use

the verb tense.

Children living in poverty have a history of health problems.

Children living in poverty tend to have a history of health problems.

Another way of defending a generalization is to qualify the subject.

Many children living in poverty have a history of health problems.

A majority of children living in poverty have a history of health problems.
In most parts of the world children living in poverty have a history of health
problems.

An alternative to the first two strategies is to include exceptions.

With the exception of a small number of countries such as Japan,

Apart Sweden, and Thailand, student loan schemes are
Except for almost exclusively reserved for higher education.

d. Weaker verbs. The strength of a claim can also reduce its strength by
employing a weaker verb.

Stronger Unsound policies of the IMF led to the financial crisis.

Weaker Unsound policies of the IMF contributed to the financial crisis.

e. Combined Qualifications. In academic writing, are being combined to create

a logical highlighting statement. Here is an example of a big claim:

The use of seat belts prevents physical injuries in car accidents.

Let’s use one of these qualifications and see what happens.

prevents reduces weaker verb
reduces may reduce adding probability
+ in some circumstances weakening the
+ certain types of injury generalization
+ according to simulation weakening the
studies generalization
adding distance

24
So our highlighting statement will turn into this:

According to simulation studies, in some circumstances the use of seat belts may
reduce certain types of physical injuries in car accidents.

Observe that in the example above, the writer exhibits being “confidently
uncertain”; thus, making his claim less assertive by only expressing possibility.

f. Organization. Highlighting statements are usually arranged from general to

specific. Hence, major claims are stated first followed by minor claims.

Qualifying Comparisons
As mentioned in the earlier part of this section, information seen in a table should
not be simply repeated in words. As alternative, you may use the following
phrases:
Almost exactly twice . . .
A marginally smaller . . .
Slightly over twice . . .
Close to three times . . .
. . . exceeded . . .

3. Concluding a Data Commentary or Results Section

3) Table 5 shows the most common sources of infection for U.S. businesses. 4)
As can be seen, in a great majority of cases, the entry point of the virus
infection can be detected, with e-mail attachments being responsible for
nearly 9 out of 10 viruses. 5) This very high percentage is increasingly alarming,
especially since with a certain amount of caution such infections are largely
preventable. 6) In consequence, e-mail users should be wary of all
attachments, even those from a trusted colleague or a known sender. 7) In
addition, all computers used for e-mail need to have a current version of a
good antivirus program whose virus definitions are updated regularly. 8) While
it may be possible to lessen the likelihood of downloading an infected file,
businesses are still vulnerable to computer virus problems because of human
error and the threat of new, quickly spreading viruses that cannot be identified
by antivirus software.

These are the typical elements that comprise the content of a conclusion. They
generally appear in this order:

Explanations and/or implications Usually required

Expected results or unsatisfactory data If necessary
Possible further research or possible future If appropriate
predictions

25
Activity 4. What Does It Say?

Directions: Below is a pie chart that shows the devices used by people ages 16
and above in accessing the internet both at home and in other places. Your task
is to write a data commentary based on the information presented in the chart.

This graph shows ___________________________________________________________

_________________________________________________________________________________.

The participants mentioned four main devices _____________________________________

__________________________________________________________________________________

As can be seen in the pie chart, it is clear that the majority of the participants prefer

to use ___________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

In conclusion, ____________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_________________________________________________________________________________.

26
Lesson
Parts of a Research Report
4

You may be wondering where you would use your knowledge of writing
survey questions and data commentary. Well, these concepts are part of a bigger
picture which is the research report writing. A research report is a kind of academic
writing that presents and provides findings, analysis, interpretation, and argument
about a phenomenon based on in-depth experiments as well as previous
conducted studies. Furthermore, it is a scholarly work as it gives detailed
explanations and discussed the findings of a study and not just a collection or series
of unsubstantiated opinions or quotation / notes lifted from various sources that are
threaded or looped together. The content that a research report contains is a
product of formal investigation and scientific inquiry (Barot, 2016).

Parts of a Research Report

1. Title Page
This portion contains the title of the research paper, the name of the author/s
and their affiliations, and the date of submission.

2. Abstract

An abstract is a short summary of a research work either a published or

unpublished dissertation or thesis. A good abstract aims to provide the readers the
gist or essence of a paper. It should spark the interest of the readers to decide
whether to read the full paper or not. Moreover, the summary gives detailed
information, analysis, and arguments in a research work. Usually an abstract is consist
of 6 – 7 sentences or 150 – 250 words. It may seem short but it should contain these
parts: (1) rationale / objectives; (2) research problems; 3) methodology; (4) results /
major findings; and (5) conclusions and implications.

The Effects of Teenage Pregnancy on the Educational Attainment of Girls at

Chorkor, a Suburb of Accra

Recently, the incidence of teenage pregnancy has been very high in Ghana. The
study therefore was designed to explore the effects of teenage pregnancy on the
educational attainment of the girl-child at Chorkor. A total sample size of fifty-five
(55) respondents was used for the study. Questionnaire, in-depth interview, focus
group discussions and observation were used to collect data for the study. With
respect to factors that lead to teenage pregnancy, it was evident that poor
parenting, poverty and peer influence are the major causes of teenage
pregnancy. The study also revealed that most of the teenage mothers drop out of
school. The study therefore recommended that teenage mothers should be
helped in their psychosocial development and job skills development.

Reference:
https://www.researchgate.net/publication/256482306_Effects_of_teenage_pregna
ncy_on_the_educational_attainment_of_girls_at_Chorkor_a_suburb_of_Accra

27
3. Introduction

This section primarily provides the description of the problem as well as

discussions about the practical and or theoretical significance of the issue or topic
being studied. Usually it presents the global, national, and local status of the
problem. Furthermore, it presents contributions the study could make to address the
research gaps. Another sub-part of the introduction is the statement of the problem.
Often these are statements or questions depicting how the variables are associated
or related to each other. Lastly, this section also includes definition of terms.
Remember that various terms used in a study may have uncommon meaning or
may have several meanings that are only used particularly for the said study.

Bullying all over the world is becoming a primary concern among children,
adolescence and even adults. According to Abe (2012), it can occur in any
context in which human beings interact with each other. This includes school,
church, family, workplace, home, and neighborhoods. It is even a common push
factor in migration and it can exist between social groups, social classes and even
between countries.
In Safe Schools/Healthy Students Albemarle/Charlottesville Project
conducted in 2012 among 3,387 grades 6-8 students in Virginia, USA, up to 9% of
them reported that they are bullied at least once a week, with verbal bullying
frequently occurring. In 2011, about 28 % of students between the age of 12-18
reported having been bullied at school during the school year and 9% reported
having been cyber-bullied (American Institutes for Research). Most of them are
males and had experienced name calling, hitting and intimidation. What is more
critical is it is not confined to a one time occurrence or for a short time but can be
going on for months (41%) and years (11%) and it is confounded by short and long
term effects (Stop ABully School Reports from 2011-2012).
In the countryside, despite the passing of the Republic Act 10627 or the Anti-
Bullying Act and the Department of Education (DepEd) Child’s Protection Policy,
the DepEd documented more than 1,700 cases of child abuse and bullying in
school year 2013-2014. Of these, 60 percent were only resolved (Flores, 2014).
Furthermore, in 2012- 2013 DepEd report, 80% (1,165 out of 1,456) of the child
abuse cases involved acts of bullying (Malipot, 2013). Among the psychological
and verbal violence experienced in school in elementary and high school in 2009,
ridiculing, cursing and humiliating were the most rampant incidences (Dinopol,
2013).
In Binakayan National High School, Kawit, Cavite, there is a reported 36
bullying cases for SY 2013-2014 which emanate from name calling, playing
offensive jokes, hiding or getting someone’s personal belongings, and inflicting
physical injury. These had turned into physical bullying where kicking, slapping and
beating up another person in the school are the most common cases. Based on
interview and teachers’ records; however, verbal bullying such as name calling,
mocking, and hurtful teasing happen frequently inside and outside the classroom
which are not usually reported to school authorities and resolved immediately
instead.
Hence, this descriptive study is aimed at investigating the bullying
experiences of students and classroom discipline techniques employed by the
teachers towards the crafting of an anti-bullying program in the school. It has the
following objectives: determine students and teachers’ profile relevant to main
variables; assess the occurrences of direct and indirect bullying incidences among

28
students and the classroom discipline techniques employed by teachers; test the
independence of the profile variables from bullying incidences; create a model
localized to the concerned school that adequately explains classroom discipline
techniques employed by the teachers; and propose an anti-bullying program of
the school.

Source: Cardona, R.S., Reyes, A.S., & Tangalin, M.M. (2015). The bullying
experiences and classroom discipline techniques in an urban national
high school in the Philippines: A basis for anti-bullying program.
American International Journal of Contemporary Research, 5(2), 49-52.

4. Literature Review

Writing a research report entails a lot time reading a variety of materials and
references. This section includes a summary and synthesis of the said sources related
to your study. In research report, the literature review is divided into parts: related
literature and related studies.

For readers to have a better understanding of the study; related literature

provide definition, description, and explanation of the concepts and theories
related to the topic. You can find useful information for your related literature by
reading published books, textbooks, manuals, and other materials (Cristobal &
Cristobal, 2013).

Clinical Supervision and Level of Performance of Elementary Teachers (Lisud, 2013)

On Supervision. The redefinition of supervision, according to Sergiovanni
and Starratt (1998) necessitates the disconnection of supervision from hierarchical
roles. It is viewed as a more democratic and profession process, involving multiple
skills that are equally available to teachers and supervisors. This new supervision
embraces different configurations of teachers as colleagues working together to
increase the understanding of their practice. It establishes new connection with
developmental roles. “Staff development and supervision are not joined in such a
way that they are often undistinguishable (Sergiovanni & Starratt, 1998, p. 106.)”
One of the most critical problems facing the profession is how to improve
the development of teachers. Novice teachers find their first few years of teaching
a trying and often defeating experience (Glatthorn, 1990). Entrance into the
teacher profession is marked by an initial period of challenges and opportunities.
Teachers begin their careers facing the most difficult assignments with a lack of
time for planning supervision, and interaction with colleagues (Odell & Ferrano,
1992).

On Teacher’s Needs. Educational leaders in schools must “support

successful teacher induction in the ways they respond to these beginning
teachers’ needs” (Reiman & Thies-Sprinthall, 1998). As Robinson (1998) pointed out,
to be successful, beginning teachers must meet their challenges with
perseverance, hard work, and quality assistance from experiences teachers and
administrators who are willing to provide and recognize extensive support for
teachers during the first year or two of their teaching careers. Effective supervision
and coaching programs at the induction level have been found to ameliorate
beginning teacher concerns, and to increase beginning teacher focus on
instruction (Huling-Austin, 1990).

29
The problems experienced by teachers should not lead supervisors to
conclude that all induction programs should focus solely on survival issues.
Professional development, as a desired outcome of supervision, must be a key
issue in induction, given that novice teachers are future educational leaders.

On Preferences of Supervision. Teachers differ in their preference and

choices for supervision (Beach & Reinhartz, 2000). While there are teachers who
like to be left alone to do their job, other teachers appreciate comments about
their teaching (Augustyn, 2001). According to Glatthorn (1990), beginning
teachers can also be characterized in terms of their preferences for certain kinds
of supervisory practices. There is general agreement that most beginning teachers
require the intensive assistance of clinical supervision. To improve their instructional
performance, the supervisor should also work with them using two other styles – a
direct supervisory style and flexible collaborative style.

Stemming from the need for improved supervision of teachers is an urgency

to develop a connection between supervision and professional development. The
route taken in professional development should parallel teacher needs (Jonasson,
1993). Professionalism of beginning teachers depends on how their particular
needs are satisfied.

It is the purpose of administrators as supervisors to provide necessary and

effective models of supervisory practice for professional development. Teachers
need to have a choice among supervisory styles available for their academic
growth. Thus, personal and professional development is the outcome of the
effective supervision.

Source: Cristobal, A.P. & Cristobal M.D. (2017). Practical research for senior high
school 2. Quezon City: C&E Publishing, Inc.

Related studies, on the other hand, present a synthesis of a collection of

studies similar to the present study. This means that the previous studies and the
present study use the same variables, indicators, concepts, and they even have the
same subjects or topic of the study.

Remedial, Reinforcement, and Enhancement Modular Learning Activities in

Science and Health in Elementary Schools: An Action Research (Jamin, 2015)

Various studies have been conducted on different instruction and

problems. They are the following:

A study was done by Labro who developed self-instructional materials to

meet the selected deficiencies in Physics, in the bachelor’s degree of Science
and Information Technology curriculum at the Samar Polytechnic College. The
findings revealed that the developed instructional materials were more effective
in attainment and remediation purposes. He recommended that instructional
materials should be developed further based on the difficulties or deficiencies of
the leaners.

30
Labro’s study is parallel with the present study since both focused on
development of instructional materials to address the problem of unmastered skills
among learners.

The study of Cabidog on Modular Skills-Focused Curriculum in Physical

Education for Intermediate grades pupils showed that the majority of the teachers
have inadequate preparation in Physical Education. The degree of compliance
on teaching a modular lesson in arm-up activities, health-related fitness concepts,
teaching skills development, as well as skills activities fairly developed or
undertaken signals that a modular focused curriculum on Physical Education
should be aligned and implemented. This present study is related to the work of
Cabidog in the sense that they both gave importance or value to the modular
approach in teaching for skills development. However, these studies differ on the
subject focus. The present study is on Science and Health. On the other hand,
Cabidog’s study was on Physical Education. Meanwhile, Talua developed
instructional modules in Health Education for first year high school. Her study
revealed that teachers were wanting and waiting for this type of instructional
modules to improve the students’ performance in Health Education. Her study
concluded that learning components on areas in Health Education were failrly
developed. This implies the necessity for the researcher to develop and construct
instructional modules in Health Education for first year high school students.

Calapre, on her study on the effect of modular instruction on the

achievement of the Grade VI pupils on rational numbers, indicated that the result
was significant to the aforementioned pupils. She improved the modules by using
the language of the children. Directions of the modules were reworded to ensure
readability. The study conducted by Calapre bear significance on the present
study because it recognizes the importance of modules as instructional materials
to improve learner’s performance.

The study conducted by Valeriano which aimed to develop action game-

type modules oral language skills for Grade I is related to the present study since
both aim to develop instructional materials in modular form for pupils’ skills
development and for teachers’ use to sustain for the entire school year in
teaching. The difference lies in the respondents of study since Valeriano’s study
had Grade 1 pupils as respondents while the present study had Grade IV pupils as
respondents. Meanwhile, Valeriano’s study focused on language development
while the present study is on Science and Health skills.

Globio conducted another study which attempted to determine the

development of modules for remedial instruction in Science and Health for Grade
IV pupils in Maydolong District, Division of Eastern Samar. To find out the
effectiveness of the instructional material, she first conducted a pre-rest before
administering the module to the respondents. She found out that those who
utilized the instructional modules have a fast concept development.

In the study of Costibolo, which employed the descriptive research method

through a survey questionnaire and reading proficiency test to gather data, it was
revealed that fourteen (14) out of eighteen (18) complete elementary schools in
Dagami North District got a qualitative description as “Needs Remediation.” One
of the recommendations, in order to improve the academic performance of the

31
children in English language, is that teachers should be creative and innovative in
using different teaching aides or materials and various manipulative activities to
make learning more effective. In addition, the use of English Language for Grade
IV is recommended in Dagami North and South districts. The study of Costibolo is
the same as the present since the utilization of modules as instructional materials is
important in improving or developing the skills of pupils. The only difference is in the
learning domain and the level of learners. Costibolo focused in improving the
English language skills of Grade UV pupils. N the other hand, the present study
emphasizes the development of Science and Health skills of Grade IV pupils.

Source: Cristobal, A.P. & Cristobal M.D. (2017). Practical research for senior high
school 2. Quezon City: C&E Publishing, Inc.

It is worthy to note that in some instances, the literature review is incorporated

in the introduction section of a research report.

5. Methodology

The methodology section of a research report contains a description of how

tests or experiments were conducted. It is comprised of several subcategories. These
are the locale and participants, the instruments used such as survey questionnaire,
the data gathering procedure, and data analysis. Let us understand each concept
by reading the examples below.

Participants and Locale

The participants or respondents are the primary sources of information during

data gathering. It is them by which the interventions or process are applied
(Cristobal, A. & Cristobal, M., 2017). The participants in a study can be individuals or
groups. On the hand, the research locale is the environment by which the research
is conducted. In describing the research locale, the research should take into
consideration the significant characteristics of the place that have relationship to
the research (Bueno, 2016).

Correlates of the Financial Literacy Profile and Work Performance among

Elementary Teacher (David, 2014)

The respondents of this study were the public elementary school teachers in
the First Congressional District based on the Personal Service Itemizatio – DepEd
Bataan (2012). When it comes to the population of teachers per district, Abucay
has 148, Samal has 127, Orani has 223, Hermosa has 207, Morong has 114,
Dinalupihan East has 175 and Dinalupihan West has 210 with a total of 1204
permanent teachers. Out of the total number, 300 were taken as samples of the
study. The teachers were selected randomly from each district through cluster
sampling using the Slovin’s formula.

The sample is presented in Table 1.

After determining the desired sample size for each district, systematic
sampling was used to get the actual respondents of the study. Systematic

32
sampling was carried out by choosing randomly a number r, say 5, from a series of
numbers (e.g. from 1 to 1000). Selection number 5 was done through the lottery
technique. Thus, the 5, a teacher from the master list was selected as a
respondent. Teachers listed as 15, 25, 35, 45, and so on were made respondents. If
all positions in this order had been exhausted, another r was randomly selected
and the procedure was followed until all respondents were selected. This sampling
procedure was done separately per district.

Table 1. Frequency Distribution of Respondents According to District

Name of District Population Sample

Abucay 148 37

Dinalupihan East 175 44

Dinalupihan West 210 52

Hermosa 207 52

Morong 114 28

Orani 223 55

Samal 127 32

TOTAL 1204 300

Source: Cristobal, A.P. & Cristobal M.D. (2017). Practical research for senior high
school 2. Quezon City: C&E Publishing, Inc.

Instrument

The selection of instrument that you will use in your research plays a vital role
in your data collection. When describing the instrument, you should detail how it is
being designed and utilized in your study (Bueno, 2016). Some examples of
instruments used in research are questionnaire, interview, observations, and tests
among others. It is important to note that instrument becomes valid for use once it
underwent the validity and reliability testing.

Competency-based Modular Learning Material in Chemistry for Third Year

Students: An Action Research. Tacloban: Unpublished Thesis, Asian Development
Foundation College, Inc.

The instruments employed in the study were achievement test for the students and
survey questionnaire for the teacher. These two instruments were described as
follows.

Achievement Test for Students. The achievement test was a 100 item-test that was
developed by the research and designed to determine the achievement level of
third year high school students in Chemistry. The content of the test was based on

33
the Philippine Secondary School Competencies.

The Survey Questionnaire for the Teacher. The survey questionnaire for the teacher
is composed of three parts. It elicited to what extent the skills in Chemistry were
developed among third year high school students, the technique used by the
teacher in teaching the subject, and the problems encountered in teaching
concepts relative to the subject.

Source: Cristobal, A.P. & Cristobal M.D. (2017). Practical research for senior high
school 2. Quezon City: C&E Publishing, Inc.

Data Gathering Procedure

This part of the research report describes the processes that the researcher
has undergone to conduct his study. It usually starts with obtaining permission and
approval from the head of the institution or agency where the participants are
employed. Once the researcher acquired permission, he can administer the
research tool or instrument to the participants. It is also in this section where the
schedule or date of the administration and retrieval are stated.

Competency-based Modular Learning Material in Chemistry for Third Year

Students: An Action Research. Tacloban: Unpublished Thesis, Asian Development
Foundation College, Inc.

Gathering of necessary data for the study was done through a survey
questionnaire. This questionnaire elicited the following pertinent information:
teacher’s profile, financial attitudes, behaviors, and knowledge of teachers.

Data on the work performance of teachers in relation to their instruction

competence, their school, home and community linkages, and their personal
circumstances, social growth and professional characteristics were gathered
through their CB-PAST or Competency-based Performance Appraisal Systems for
Teachers in the Division of the Department of Education.

In addition, data on the number of elementary teachers per district in the

Division of Bataan were also gathered from Personal Services Itemization –
Teaching and Non-teaching Personnel – Public Elementary Schools – Department
of Education, Division of Bataan.

Permission to administer the survey questionnaire was requested from the

Division Superintendent through channels. The researcher personally administered
the survey throughout the district. This was done so the proper instructions were
given to the teachers. The survey questionnaires were retrieved as soon as the
teachers had completed answering the questionnaires.

Source: Cristobal, A.P. & Cristobal M.D. (2017). Practical research for senior high
school 2. Quezon City: C&E Publishing, Inc.

34
6. Results and Discussion

This section serves as the heart of the research report. It is where pertinent findings
are presented, interpreted, analyzed, and discussed. The Results and Discussion can
also appear under the header of “Presentation and Discussion” or “Analysis of
Findings. The Results and Discussion includes four major elements as mentioned by
Cristobal, A. and Cristobal, M. (2017).

• Presentation of data – This part uses charts, tables, or figures accompanied by

textual interpretation for easier comprehension of the data by the readers.
• Analysis – Essential data are emphasized in this part which will be used as
basis of the findings.
• Interpretation – After statistical data have been translated, the researcher
can create logical and coherent statements.
• Discussion – This part provides the principles, relationship and generalization
reflected by the results. Moreover, it is in the discussion part where results are
compared and interpreted against previous studies that have already been
published (Bueno, 2016). Note that the discussion of findings follows the
sequence of the research questions.

100

90

80

70

60

50

40

30

20

10

0
English Mathematics Social Sciences Management

Figure 21.2 Sample Level of Performance (%) of Senior High School (grade 11)
Students in Various Subjects

Since this study is conducted in the Accountancy and Business Management

track, it is projected that senior high school (Grade 11) students will perform highly
in the specialization subjects. The table shows graph shows increasing grades 75%
to 90%. The lowest performance is noted in the English subject at 75% is a proof
that senior high school students lack competencies in English which is one of the
most needed skills in business. Meanwhile these students perform on the average
in other subject areas such as Social Science and Mathematics.

35
The results of this study negate the findings of Jaytee (2012) whose study
revealed that secondary students got the lowest performance rating in
specialization subjects. The presented figure and data of Magno (2012) in the
SEAMEO INOTECH report the K to 12 Program agrees with findings of the study that
Filipino students compared to the ASEAN counterparts perform poorly in English
and Mathematics.

Source: Cristobal, A.P. & Cristobal M.D. (2017). Practical research for senior high
school 2. Quezon City: C&E Publishing, Inc.

7. Conclusion

Enclosed in the conclusion are “insights drawn from the findings per sub-
problem” (Cristobal, A. & Cristobal, M., 2017). These insights are stated in a straight-
forward manner providing answers to the stated problem. Explanations or
elaborations are unnecessary.

Based on the findings of the study, the following conclusions were drawn:

Intrapersonal and interpersonal competencies are highly related to each

other. The home management styles, hobbies, involvement to civic and cultural
organizations, self-esteem, self-monitor, and intrapersonal competency are
positively but negligibly related to school effectiveness, while age, educational
attainment, training, home atmosphere, locus of control, risk-taker, all specific
variables of interpersonal competency are negatively and lowly related to school
effectiveness.

Human virtues and Machiavellianism are positively slightly related t school

effectiveness while administrative experience is negatively slightly related to
school effectiveness. The factors of school effectiveness are human relation skills,
professionalism, and management capability.

The proposed human relation intervention program is strongly agreed to be

implemented.

Source: Cristobal, A.P. & Cristobal M.D. (2017). Practical research for senior high
school 2. Quezon City: C&E Publishing, Inc.

8. References

This part contains the different primary and secondary sources you used in
your study. The referencing style varies among institution, teachers, or field of study.

36
Let Us Practice

Activity 5. Dissect this.

Directions: Read the research report below and answer the questions that follow.

Effects of Social Networking Media to the Academic Performance of the Students

I. INTRODUCTION
Social networking media is about sharing or communicating with other people. It
has spread its wings to various other fields and education is one of the new sectors
where the concept of social media is making a great role (Anonymous, 2014). They
are communication channels or tools used to store, aggregate, share, discuss or
deliver information with friends and colleagues using the internet (Reynolds, 2015).
They involve the use of web-based technologies to transform one-way
communication into an interactive online dialogue (Dixon, 2012). It is a creation and
exchange of user-made content. At school or in any office, social media is used by
students and teachers to share original content the articles or the publications.
Students, in particular, use it and provide an opportunity to seek to questions they
may have related to their course. Thus, the use of social media has extended
throughout the community (Roblyer, et al., 2010).

In the previous years, social media websites have become common. It gives
young people a new way to interact with each other and communicate with the
world. Social media networking became popular between 2004 and 2006, after
Facebook and MySpace were created. Facebook, for example has over 500 million
members and it is still growing and approximately 85% of undergraduate students
are Facebook users (Schneider, 2009). During the second quarter of 2008, 75% of
Internet surfers used “Social Media” by joining social networks, reading blogs, or
contributing reviews to shopping sites. This represents a significant rise from 56% in
2007. The unlimited growth is not only limited to teenagers or to one of the members
of Generation X. Today, 35 – 44 years old people have increasingly joined the
population and counted as joiners, spectators, and critics. Therefore, it over the past
years. They have helped many people feel as if they belong to a community and
make connection not only on campus but with friends outside of school.Due to the
increased popularity of social networking media, economists and professors are
requesting the clientele to go to different websites for efficient paper works ignoring
how much time spent on these different sites (Choney, 2010).

Moreover, college students nowadays (which consist of Baby Boomers,

Generation Xers, and Millenials) are exposed to all types of technologies in many
aspects of their live and form of large proportion of users on social media networks
such as Facebook, Twitter, Instagram, MySpace and many more (Guy, 2012). In
particular, in the University of New Hampshire, the students use Facebook and
YouTube than any other social media platform. Blogs, Twitter, MySpace, and
Linkedln had significantly lower amounts of student users. The students from the

37
business school had the highest percentage of users of blogs, Twitter, and Linkedln
while Liberal Arts students were the highest percentage of My Space users (Martin,
2013).

With the above data, one could say that social networking media sites have
become a habit for some students and it was found out that it is difficult for them to
study for one hour without logging in to one network site. They become very smart
because of the information they get from these sites and it easy to get almost any
materials for school assignment. But some students become very poor academically
(Egedegbe, 2014). According to the research of Brubaker (2013),
the current generation of college students has been exposed to a technology which
led them to rely on social media such as Facebook and Twitter. It has an impact on
the academic performance when students overuse or multitask while doing their
school work.

A study found out that 90% of college students visit social media networking sites
in a regular basis using desktop computers, laptops, e-readers, tablets, and cell
phones to actively engage in social networking, text messaging, blogging, content
sharing, online learning, and much more daily (Guy, 2012). As an effect, most of the
users have the good quality of communication skills through the use of social
networking media over the computer [Sponcil and Gitimu (n.d.)]. They were able to
communicate with friends and family by posting information and they spent much
of the time viewing information. The face-to-face interactions via the computer
facilitate communication which allows users to keep in touch with family and friends
in a convenient way and to learn about social events and issues.

Said finding was corroborated by the work of Anonymous (2014) who

maintained that creating Facebook Group has good effects to the students. They
can share topics online. Study groups and students can use it to connect with each
other outside of the classroom while the bad effect is that students may want to add
as friends to make trouble or some personal reasons. Also, the students can also
access to a world of knowledge through the use of social networking media and
other forms of digital communication. Slaughter (2007) said that social networking
media have deeply transformed the learning. When students are connected to
social networking media it will helps them to earn better grades at school (Skiera,
Hinz & Spann, 2015).

In studying the total number of hours spent by the users, Wang, Chen and Liang
(2011) disclosed that 45% of their samples admitted that they spent 6 – 8 hours per
day checking social media sites, while 23% spent more 8 hours; 20% spent 2 – 4 hours
and only 12% spent less than 2 hours on this task. Results showed that social media is
a college interest in the Wales University. Students consume a lot of time on social
networking sites especially the adolescents. They are involved in
uploading/downloading, getting information related to their academic or future
career, chatting with friends and watching online movies (Kanagarathinam, 2014).
Twitter is one of the most important media companies in the world. It is now one of
the top 10 most visited sites. With more than 500 million users, the students can find
teachers, schools, and perhaps more important professionals, lead publications in
their areas of interest (Anonymous, 2013).

38
Blogs can be used in classroom environment for diary entry; it also can be a
useful tool to link communication between study groups within a class or other
classes or even schools. Blogs can highly motivate the students, especially those who
otherwise might not become participants in the classrooms. It gives excellent
opportunities for students to read and write effective forums for collaboration and
discussion, and powerful tools to enable scaffolding learning or mentoring to occur
(Nguyen, 2015). According to the study of Head and Eisenberg conducted in 2009,
Wikipedia provides the students with a summary about a topic, the meaning of
related terms, and also got students started on their research and offered a usable
interface and one of the expectable workarounds that many students use,
especially during the first stages of their research process. In University of
Washington’s Information School, most of the college students use Wikipedia and
they know its limitation. Because of its quick way to get started, they use Wikipedia
just as most of people do but not deep and credible.

In other words, knowledge on the social networking media is a basic asset that a
college student nowadays must possesses in order to survive in his chosen volition. In
this regard, a question may be asked: Is any use of social networking media
beneficial to students? Unfortunately, studies revealed different results. Accordingly,
the use of technology such as internet is one of the most important factors that can
influence educational performance of students positively or adversely. The effect of
SNS usage will depend on the type of SNS the student is using, if student uses the
internet for the purpose of leisure activity that interferes with academic, it will affect
the student academic performance negatively (Egedegbe, 2014). According to the
study of Tayseer, et al., (2014), result showed that most of the students who spend
many hours in using social networks have a high GPA at the Petroleum University.

In short, social media has several effects on academic work, some are more
positive than others. But with around 96% of all college students on Facebook, only
the most dedicated academics would consider giving up social media for a slightly
better GPA. Also, social media may have a positive impact on students’ sense of
themselves in the community. Social media-using students were twice as likely as
other students to feel well-liked by their peers and to participate in extracurricular
activities. However, negative effects abound.

Students who use social networking media sites and hit the books simultaneously
found their multitasking led to 20% lower grades that those of their more focused
peers. It also made less money during school from part-time work, putting in around
five hours per week as opposed to 16 hours per week for a typical, unplugged
counterpart (O’dell, 2011). According to the research of Ferrer conducted in 2013 at
the University of Southern Mindanao, 93.8% of Bachelor of Arts in English was a
member of social media networking and 48.94% got an excellence General Point
Average.

A particular study by Kumar (2014) revealed that social networking media gave
a sense of belonging to an academic community, as the students online with their
friends were mostly they met in college. Two step flow interactions, student to
student and teacher to student favored academic learning through social networks.
The use of these networks has to be disciplined as it can lead to distraction from
education. The social networks used for educational tutoring and social networking
sites that students used for academic purposes are the YouTube, WhatsApp and

39
Facebook. Meanwhile, not only the students are benefiting. For example, the
National Association for College Admission Counseling (NACAC) discovered that
85% of college admission offices reported using at least one form of social media to
recruit prospective students in 2008 and increase from 61% last 2007 (Anonymous,
2014)

In sum, we can say that there are benefits and risks associated with using any
social network even though there have been reports regarding its effect on
students’ academic performance. Accordingly, some researchers found a poor
effect and influence when the media is overuse in such a way that do not
academically improve learning or its process. There are still other researchers who
examined this same problem but have found no conclusive data affirming the
significant relationship between using social networking and student academic
performance (Al- Rahmi and Othman, 2013).

Since available research data are inconclusive of the effects of social

networking media on the academic performance of students, it is timely and an
imperative necessity to study on whether or not the exposure to social networking
media of the students of the Institute of Middle East and Asian Studies (IMEAS) of the
University of Southern Mindanao (hereinafter referred to as USM), Kabacan,
Cotabato can explain their high academic performance.

Statement of the problem

This study was conducted to determine the effects of social networking media
to the academic performance of IMEAS students. Specifically, it sought to answer
the following questions: (1) What are the different types of social networking media
subscribed by the scholar students of the IMEAS?; (2) What are the different types of
IT gadgets commonly used by the respondents in accessing social networking
media?; (3) What are the perceived effects of social networking media to the
academic performance of the IMEAS students?; and (4) What is the relationship of
the social networking media and the respondents’ academic performance?

Significance of the study

The results of this study shall be beneficial to the school administration, the
faculty, the students, and the public in general. To the University of Southern
Mindanao (USM) officials, the results would guide them empirical bases in the
improvement of the existing educational policies, curriculum and strategies, or the
formulation new ones, towards a more effective delivery of learning in this
information age.

To the curriculum committee and the academic affairs office, output of this
research would provide them a first-hand information on how social networking
media affects the academic performance of the students in the University, in
general, and in the institute of Middle East and Asian Studies (IMEAS), in particular, so
that they would design measures to further improve, upgrade and expand the
coverage of the internet service in the school campus. Further, for the guidance
counselors, this study also gives them clear perspective on how the specific behavior
of students is affected by social networking media. To the IMEAS students, findings of
this work shall guide them on how to properly design their study habits thereby
improving their scholastic achievements. This will provide them information on how
to exploit the use social media to improve their studies. To the future researchers on

40
social networking media, the results would serve as a baseline data for them to
conduct the same study in order to validate the findings.

Scope and limitation of the study

Due to time and financial constraints, this study recognizes many limitations not
only in terms of its scope and focus but also in its statistical tools, time frame,
sampling methods, and others. On its scope and time-frame, it focused only on the
effects of social networking media to the academic performance of IMEAS students
who were officially enrolled in the First Semester, 2015-2016. Moreover, only basic
statistics were employed since the study is descriptive in nature. Finally, the purposive
sampling was employed in choosing the respondents of the study.

Setting of the study

The study was conducted in the Institute of Middle East and Asian Studies
(IMEAS), University of Southern Mindanao (USM), Kabacan, Cotabato during the
second semester of the academic year 2015-2016. Occupying a total land area of
about 1,024 hectares, the University of Southern Mindanao (USM) is situated in
Poblacion Kabacan, Cotabato which is about 600 meters away from the national
highway. It is accessible by land transportation from any of the four main cities in
Mindanao: 104 kilometers to Cotabato City, 143 kilometers to Davao City, 135
kilometers to General Santos City, and 196 kilometers to Cagayan de Oro City.

USM is claimed to be the pioneering land grant University in southern Philippines.

It was formerly given the name Mindanao Institute of Technology (MIT) which was
founded by the late Bai Hadja Fatima Matabay Plang, the wife of former Senator
and retired Brigadier General Salipada K. Pendatun, which became operational on
October 1, 1954. It achieved a university status on March 13, 1978 by virtue of
Presidential Decree No. 1312 signed by then President Ferdinand E. Marcos. At
present, the University is consisting of nine (9) colleges and two (2) institutes,
including the Institute of Middle East and Asian Studies (IMEAS). At present, the
Institute is consisting of only two (2) academic departments, viz: International
Relations and Islamic Studies. In the First Semester, 2015-2016, the former had one-
hundred eighteen (118) enrollees while the latter had nine hundred nineteen (919).

II. RESEARCH DESIGN AND METHODOLOGY

In general, this study employed a descriptive research design which made use
of both the primary as well as the secondary data. In trying to look for the perceived
effects of social networking media of the respondents to the academic
performance of the IMEAS students, the study used a questionnaire method. The
second type of data was gathered from written materials available in the different
libraries in the University as well as those found on-line. Moreover, correlation analysis
was used to interpret the relationship of the socio-demographic characteristics of
the respondents and the effects of social networking media to their academic
performance.

Respondents of the study

The respondents of the study were the ninety-one (91) students from the IMEAS
who were taken as samples from the one thousand and thirty-seven students who
were officially enrolled in the first semester of the school year 2015 – 2016. They were
chosen using the Slovin’s formula as follows:

41
Where:
N = Population
n = sample size
e = Marginal error (10%)

Computation:

Sampling Procedure
Three types of sampling methods were used in this research. The first is the
purposive/selective sampling, which is employed in the choice of the respondents
considered in the study. As previously mentioned, the student-respondents are
selected due to their most accessibility. Proportionate stratified random sampling
was employed in getting the prescribed total number of respondents from the two
sample academic departments, that is, 81 from the Islamic Studies Department
while only 10 from the International Relations Department. The third and the last type
of sampling method is the systematic random sampling which is employed in the
selection of the respondents from the list of enrollees available in the Institute. This is
done by selecting the names of the respondents from the list of enrollees by having
five interval names for every draw until the desired total number of respondents from
every Department had been chosen.

Research Instrument
In gathering the primary data, the only instrument used in this research was a
structured questionnaire. It consisted on two parts. Part 1 contains the socio-
economic profile of the respondents while Part 2 comprises questions regarding the
description of social networking media of the respondents and its perceived effects
to the academic performance of the students.

Data Gathering Procedure

First, the researchers sent a letter addressed to the USM President through the
registrar asking approval to get the Grade Point Average of the students and to
IMEAS dean for the conduct of the study. Second, the researchers conducted
administered the pretesting of the questionnaire for validation of the said instrument.
Third is the sampling and actual identification by the researchers of the actual
respondents. Questionnaires were retrieved right away after the respondents have
answered them all.

Statistical Analysis
The statistical tools used in the study were the descriptive statistics such as
percentage, frequencies, and averages. Furthermore, Pearson-coefficient tool was
used to determine the relationship of the sociodemographic profile of the
respondents and the perceived effects of social networking media to the academic

42
performance of the respondents.

III. FINDINGS AND CONCLUSION

For the socio-demographic profiles of the respondents, it was revealed that most
of the respondents were at the age of 18 to 20. This confirms the claim by Lennon,
Rentfro, and Curran (2012) that the young adults whose ages range from 18 – 20
oftentimes use social networking sites compared to those belonging to the higher
age brackets. In terms of sex, the study gathered that female respondents
dominated the samples who constituted 81.32% of them. This is not surprising since
nowadays, the women out numbered men and there is a numerical difference
between the two sex’s increases with age. In France, eight centenarians in ten are
women (Anonymous, 2015).

Moreover, greater of the respondents were single whose monthly incomes range
500 to 1000 weekly which came out in form of living allowances. As to the access of
students to social media networking sites, the study revealed that the respondents
availed of the following social media networks (in descending order): (1) Facebook,
(2) Twitter, (3) MySpace, (4) Instagram, (5) Flicker, (6) Frienster, (7) Blogs, (8) Podcast,
(9) Youtube, (10) Tumblr and (11) Skype. This finding corroborated the data in a
research that Facebook now has more than 1.5 billion users, more than 1 billion of
which use the service daily in the first quarter of 2015. It was revealed that Facebook
has passed 1.55 billion monthly active users and 1.39 billion are mobile users. As of
last year, Facebook also shared that it had a 1.01 billion daily active users and 894
million mobile daily active users (Protalinski, 2015). This may imply that Muslim
students of the
Philippines also follow with the social network trend in the world over.

In accessing these networks, the respondents used the following information

gadgets (in rank order): (1) cell phones, (2) tablets; (3) laptops; (4) desktop
computers; and (5) e-readers. The students of the Institute used the social networking
media for the following purposes (in rank order): (1) to like the post of their friends,
topics and etc.; (2) downloading; (3) chatting; (4) uploading pictures, writings, etc.;
and (5) post comments to friends. This is found supportive to the finding of a study by
Fox News’ Dr. Manny that teenagers used their social networking media accounts to
likes, comments and follow and they base their selfworth on the number of likes,
comments and followers they obtain from it (Talreja, 2013). Although, all the
respondents were students but this data show that they were not fully using their
social media activities for academic purpose but for social purpose, like connecting
with friends.

Furthermore, aside from the enumerated purposes above, the respondents used
the social networking media due to the following reasons (in rank order): (1) to
communicate with people who are away from them; (2) to be updated with latest
news; (3) to gain knowledge for academic purposes; (4) for pleasure and fun; and
(5) and other similar reasons. This finding validates the above output that student
users of the Facebook are spending much of their time for social purposes. On the
question of frequency of their use of social media, it was revealed that student
respondents used the social networking media almost daily since majority of them
answered to have used said form of media 5-6 days a week at about 1-2 hours
every session. According to the survey conducted in 2013, 63% of the students check
their social networking media sites at least once a day and the 33% who check 6+

43
times a day (Anonymous, 2014). This means that much of the time of the
respondents was spent in the internet usage rather than in their class activities.

On the perceived effects of social media network to the respondents, the data
disclosed the following (in rank order): (1) helps them to become updated on
current issues and events that can help on their studies; (2) helps them to improve
their communication skills; (3) helps them to share topics online; (4) gives them
information related to their academic or future career; (5) helps them to find
answers for their school works; (6) helps them to become smart because of the
information they get from the sites; (7) gives them an excellent opportunity for
effective forums in class discussion; (8) helps them to earn better grades in school, (9)
helps them to improve their participation in school; and (10) highly motivates them
to become participative in the classroom with 56.04% of the IMEAS students. This
output may imply that the main purpose of the students in using internet is different
from their actual activity whenever they already accessed the sites. While their
common main objective of accessing the networks was for academic purposes (i.e.,
to communicate with people who are away from them) but in practice they were
using their internet time for social purposes (i.e., to like the post of their friends, topics
and etc.).

Finally, as to the relationship of selected socio-demographic characteristics and

academic performance of the respondents, the study found out that only sex was
significantly related to the social network media and to the academic performance.
This means that female students of the Institute were more exposed to the social
networking media than the males. As an effect, their academic performance is
much better as compared to the male students who seldom used said form of
media. This is similar with the findings of Lennon, Rentfro, and Curran (2012) who
maintained that women are more likely than men on the social networking media
sites. Women are joining social networks even if they got married, but married men
joined the social networking media only occasionally.

IV. RECOMMENDATIONS
First, the USM, in general, and IMEAS, in particular, must implement policies and
projects designed for more easy access of the students to the Facebook network
site in the school campus. However, part of the said project must incorporate
policies that must regulate the proper time usage by the students in order not to
intervene with their classroom activities. Moreover, making the in-campus internet
access available for every student shall make them safer in accessing as compared
to availing the same service outside the campus during evening time.

Second, the USM must modify its academic curricula to incorporate more
subjects on information technology in all baccalaureate degrees to make their
graduates more competitive in the world market. Further, this educational policy
may also help the students to gain appropriate knowledge from their professors on
how to use wisely their time in the social networking so as not to affect their
academic activities.

Third, there must the proper and regular monitoring of parents in the use of the
social network media by their children to protect them from obscenity,
pornography, internet bullying and addiction which tendencies may seriously affect
their studies.

44
Fourth, the students of the IMEAS, especially those who are slow learners, must
exert more efforts on how to use and exploit all the available avenues of social
networking media in order to compete with their fast-leaner classmates. Finally, it is
further recommended that similar but more intensive study on the relationship of the
social networking media and academic performance of students be conducted.
This study, being limited in scope, objectives, purposes, tools and statistical methods
used, needs to be deepened, broadened and expanded to include all the other
academic units of the USM, if not all the universities in the entire Philippines, in order
to analyze comprehensively and understand exhaustively the more encompassing
aspects of the social networking not only in the University under study but in the
context of the entire country as well.

Source: Kulidtod, R.C. & Pasagui, N.S. (2017). Effects of social networking media to
the academic performance of the students. Advances in Economics, Business
and Management Research, 45, 59-64.

1. What was the main issue the authors wanted to address in their research report?
__________________________________________________________________________________

2. Who benefited from the study and how?

__________________________________________________________________________________

3. Who were the respondents of the study?

__________________________________________________________________________________

4. What instrument was used by the researchers in their data collection?

__________________________________________________________________________________

5. Cite three (3) findings of the study.

__________________________________________________________________________________

6. What significant learning did you acquire from the research report that you just
read?
__________________________________________________________________________________

Let Us Practice More

Activity 6. Writing Survey Questions

Directions: Complete the survey with question items about the topic: “Technology
Integration and Classroom Teaching.” Refer to the rubric provided for the guidelines
in formulating your survey questions.

Hint: You may formulate survey questions/statements pertaining to the following

subtopics related to “Technology Integration and Classroom Learning”:

• What technological devices/tools do students use in their studies?

45
• How useful are these technologies to students?
• How does technology facilitate learning in the classroom?

The first few survey questions/statements are done for you.

SURVEY QUESTIONNAIRE

TECHNOLOGY INTEGRATION AND CLASSROOM LEARNING

Name (optional): _____________________________________ Section: _____________

Directions: Please indicate your level of agreement as you assess your

knowledge and perception of the subject under study by putting a check
mark on the column that corresponds to your rating.
5- Strongly Agree 4- Agree 3- Neutral 2- Disagree 1- Strongly Disagree

Technology used by students 5 4 3 2 1

1. I have access to the internet.

2.

3.

4.

5.

Usefulness of technology
6. I share and receive digital files real time (e.g.
photos, videos, digital documents, links, etc.).
7.

8.

9.

10.

Ways how technology enhances classroom learning

11. It increases my involvement in classroom
activities
12.

13.

14.

15.

46
Rubric for Survey Questionnaire
Category 4 3 2 1
Focus All Most Most Almost all
questionnaire questionnaire questionnaire questionnaire
items are items are items are not items are not
related with related with related with related with
the area of the area of the area of the area of
research research research research
questions. questions. questions or questions or
the relation is the relation is
very vague. very vague.
Clarity All question Most question Most question Almost all
items are clear items are clear items are question items
and easy to and easy to ambiguous or are ambiguous
understand. understand. A not precise or not precise
Furthermore, couple of allowing for allowing for
there are no questions are multiple multiple
negatively ambiguous or interpretations. interpretations.
framed not precise
questions. allowing for
multiple
interpretations.
Writing style Language is Language is Language is Language is
simple and simple and not simple in not simple in
natural. There natural in most most question almost all
are no excess question items. items. Jargon question items.
words and In some and/or excess Jargon and
jargon is question items words are used excess words
avoided. there is use of often. are used often.
jargon and/or
excess words.
Bias All questions Most questions Most questions Almost all
are unbiased. are unbiased. encourage a questions
particular encourage a
response. particular
response.
Double- Each of the Most of the Most questions Almost all
barreled questions questions are double- questions are
questions addresses only address one barreled. double-
one issue or issue or barreled.
concept. concept. Some
questions are
double-
barreled.
Spelling and There are no There is a There are some There are
Grammar misspellings or couple of spelling and/or several errors in
grammatical spelling and/or grammatical spelling and/or
errors. grammatical errors. grammar.
errors.
Source: Konstantinidis, A. (2016). Questionnaire development rubric. Research methods of
language professional modules, Master of Arts in Digital Technologies of Language Teaching
programme, University of Nottingham, UK.

47
How did you find the topic on Technology Integration and Classroom
Learning? I know you were able to relate with it since students like you along with
your teachers are already using different kinds of technological devices and even
platforms to enhance both the teaching and learning experience. With that, I
believe you were keen to identify the errors in the previous activity.

Activity 7: Let me see the numbers

Directions: Read the article below about the ten deadliest diseases in the world.
Then fill in the table below with the data required based on the survey results.

Ten Deadliest Diseases in the World

1. Coronary Heart Disease

Also called Ischemic Heart Disease, CHD occurs when the blood vessels that
supply blood to the heart become narrowed. The World Health Organization (WHO)
estimates that about 7.4 million people died of ischemic heart disease in 2012. That
was about 13.2 percent of all deaths.

2. Stroke
According to WHO, stroke was responsible for 6.7 million deaths around the
world in 2012. That figure represents about 11.9 percent of all deaths.

3. Chronic Obstructive Pulmonary Disease (COPD)

COPD is a chronic, progressive heart disease that makes it hard to breathe.
Chronic bronchitis and emphysema are types of COPD. Still according to WHO,
about 3.1 million deaths were attributed to COPD in 2012. That represents about 5.6
percent of deaths, a rate that has held steady since 2000.

4. Lower Respiratory Infections (pneumonia, bronchitis, and influenza)

WHO estimates that lower respiratory infections caused about 3.1 million, or
5.5 percent of deaths in 2012.

5. Trachea, bronchus, and lung cancer

The main causes of this type of cancer are smoking, second-hand smoke,
and environmental toxins. WHO estimates that in 2012, 1.5 million people died from
the trachea, bronchus, and lung cancers. These cancers represent about 2.9
percent of all deaths globally.

6. Human Immunodeficiency Virus (HIV)

Human Immunodeficiency Virus attacks the immune system. HIV can cause
AIDS, or acquired immunodeficiency syndrome. AIDS is chronic and life-threatening.
According to the Foundation for AIDS Research (amfAR), since the start of the
pandemic, almost 39 million people have died due to HIV/AIDS. In 2013, about 1.5
million people lost their lives to AIDS. That’s about 2.7 percent of deaths worldwide.
By the end of 2012, 35.3 million people around the world were infected with HIV.
Every day, about 5,700 more become infected.

7. Diarrheal Diseases
This disease enables the body to lose too much water and salt. Death is due
to dehydration. Diarrhea is usually caused by an intestinal infection transmitted

48
through viruses, bacteria, or even parasites. This type of infection can easily spread
through contaminated water or food. It’s particularly widespread in developing
nations that have poor sanitary conditions. WHO estimates that 1.5 million people
died from diarrheal diseases in 2012, which comprises about 2.7 percent of deaths.
Fortunately, that’s down from 2.2 million in 2000. Diarrheal disease is the second top
killer of children under age five. Tragically, about 760,000 children die from diarrheal
diseases each year.

8. Diabetes Mellitus
Diabetes is a group of diseases that affect insulin production and use. In type
1 diabetes, the pancreas can no longer produce insulin. The case is not known. In
type 2 diabetes, the pancreas doesn’t produce enough insulin, or it can’t be used
effectively. Type 2 Diabetes can be caused by some factors, including poor diet,
lack of exercise, and carrying too much weight. In 2012, about 1.5 million died from
diabetes-related causes, according to WHO. People In low to middle-income
countries are more likely to die from complications of diabetes.

9. Preterm Birth Complications

According to WHO, in 2012, as many as 1.1 million deaths were due to
prematurity and complications due to low birth weight. Three-quarters of these
deaths happen within the first week of life. Lack of skilled medical care makes this a
huge problem in developing countries. Many newborn deaths could be avoided
with good prenatal and postnatal care.

10. Tuberculosis (TB)

TB is an airborne disease that is often successfully treated. Some strains of TB
are resistant to conventional treatments. Second-line drugs used to treat these
patients are in limited supply. Some strains fail to respond to second-line treatment
as well. In 2012, about 900,000 people lost their lives to TB, according to WHO
estimates. The majority of TB-related deaths happen in poorer countries. It is one of
the top causes of death for people who have HIV.

Table 1 The Deadliest Diseases in the World

Disease Number of deaths Percentage
1. Coronary heart disease 7,400,000 13.2%
2.
3.
4.
5.
6.
7.
8.
9.
10.

49
Let Us Remember
You have finally reached the end of module 5. I know you have acquired
so many ideas which you can use and incorporate with your other subjects. Now it’s
time to recall the concepts that you learned by competing the statements below.

1. Data or information can come from two sources. These are the ________________
and ________________.
2. A ________________ is an example of a primary source that is often used as an
instrument in writing research papers.
3. In writing survey questions, the following pitfall should be avoided:
_________________, _________________, _________________, _________________, and
_________________.
4. Aside from narrative form, survey results can be reflected through
_________________.
5. The structure of a data commentary is usually consists of _________________,
_________________, and _________________.
6. Writing research report is essential in various disciplines because _________________
_________________________________________________________________________________.

Let Us Assess

Directions: Read each question carefully. Write the letter of your answer in your
answer sheet.

_____1. Which of the following is a double-barreled question?

A. Do you think your family members would like product X?
B. Do you agree that boys who play football is not uncommon?
C. Would you be for or against not allowing the sale of alcohol in schools?
D. Should the government spend less money on the military and more on
education?

The studies on the correlation of academic achievement have paved way for control
and manipulation of related variables for quality results in schools. In spite of the facts
that schools impart uniform classroom instructions to all students, wide range of
difference is observed in their academic achievement. The study sought to determine
the relationship between study habits and academic achievement of students. A
survey design was employed in this descriptive correlation study. The target population
included the 9th standard students at Spicer Higher Secondary School. Stratified
random sampling was used to select the respondents, study habits inventory by N.M.
Palsane and school examinations records was the main instrument for data collection.
Quantitative method was used to analyze field data collected. Interpretation and
recommendations of the findings was made accordingly as per computed Pearson’s
product moment coefficient of correlation. Results of this study revealed a positive
relationship of 0.66 between study habits and academic achievement. The results
implied that the study habits need a significant attention if we are to improve
performance. There was a clear finding that the teachers and students seem not to
take effort in developing good study habits.

50
_____2. Which part of a research paper does the paragraph belong?
A. abstract
B. summary
C. conclusion
D. introduction

For items 3 -5

160

140

120
Number of Absentees

100

80

60

40

20

0
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Days

_____3. On which day the maximum and minimum students were absent?
A. Friday and Saturday
B. Monday and Tuesday
C. Tuesday and Sunday
D. Wednesday and Thursday

_____4. How many students were absent on Wednesday and Friday?

A. 140 and 165
B. 125 and 160
C. 130 and 155
D. 135 and 150

_____5. On which days the same number of student was absent?

A. Friday and Saturday
B. Tuesday and Sunday
C. Monday and Thursday
D. Wednesday and Friday

_____6. Which of the following questions contains jargon?

A. Do you like fruits and vegetables?
B. Do you worry that you may have halitosis?
C. Do you like our product to be cheaper and more value for money?
D. Do you agree with most people that capital punishment should be
restored?

51
The studies on the correlation of academic achievement have paved way for control
and manipulation of related variables for quality results in schools. In spite of the facts
that schools impart uniform classroom instructions to all students, wide range of
difference is observed in their academic achievement. The study sought to determine
the relationship between study habits and academic achievement of students. A
survey design was employed in this descriptive correlation study. The target population
included the 9th standard students at Spicer Higher Secondary School. Stratified
random sampling was used to select the respondents, study habits inventory by N.M.
Palsane and school examinations records was the main instrument for data collection.
Quantitative method was used to analyze field data collected. Interpretation and
recommendations of the findings was made accordingly as per computed Pearson’s
product moment coefficient of correlation. Results of this study revealed a positive
relationship of 0.66 between study habits and academic achievement. The results
implied that the study habits need a significant attention if we are to improve
performance. There was a clear finding that the teachers and students seem not to
take effort in developing good study habits.

_____7. Which part of a research paper does the paragraph belong?

A. abstract
B. summary
C. conclusion
D. introduction

_____8. Which visual form is often used to illustrate relationships and trends in data
that are usually seen in research articles, scientific reports, and textbooks?
A. table
B. pie chart
C. bar graph
D. line graph

Therefore, the ratings on the level of performance of instructors of the Accountancy

Department and School of Law by their academic heads are not significantly different
to the ratings of their students. This means that their ratings are unanimous, that is, the
perception of the academic heads about the level of performance of instructors is
affirmed by their students. Meanwhile, the ratings on the level of performance of
instructors of the Business and General Education Departments by their academic
heads are significantly different from the ratings of their students. Comparing the
grand weighted means of the academic heads (WM – 3.67) to that of the students
(WM – 4.18), the students gave a higher rating.

_____9. Which part of a research study the abovementioned statements could be

found?
A. conclusion
B. summary
C. recommendation
D. interpretation

_____10. Which of the following questions is a double negative?

A. I enjoyed the amazing product your company has offered.
B. Please rate the timeliness and quality of service you received from out

52
staff.
C. I usually do not have one or more outfits that are not of the very latest
fashion.
D. Please agree or disagree with the following statement: Cars should be
faster and safer.

In this study, researcher-made questionnaire was used to gather the needed data
for the student’s profile. The draft of the questionnaire was drawn out based on the
researcher’s readings, previous studies, professional literature, published and
unpublished thesis relevant to the study. The requirements in the designing of good
questionnaire were considered. Open-ended options were provided to accommodate
to free formatted views related to the topics or issues. In this way, valid responses can
be obtained from the students.

_____11. Which visual form is divided into segments to display relative magnitude or
frequency of the categories?
A. table
B. pie chart
C. bar graph
D. line graph

_____12. The paragraph above is an example of _____.

A. research locale
B. research design
C. research instrument
D. research procedure

In this study, data were collected at two well baby clinics in the Piet Retief
(Mkhondo) area. Although the name Piet Retief was changed to Mkhondo during the
course of this study, the name Piet Retief was retained for the purposes of this study, as
it was mentioned in the title approved for the study by the University of South Africa
and all the documentation in the study referred to Piet Retief.

_____13. Which part of a research study does the paragraph contain?

A. research design
B. research environment
C. data gathering procedure
D. respondents of the study

All Grade VI pupils currently enrolled this Academic Year 2016 in Barretto-II
Elementary School were taken as the population for the study. The researcher decided
to consider the total of pupils to maintain the reliability and validity of the data
gathered through the questionnaire.

The distribution of respondents per section is shown in Table 1. The distribution shows
equal percentages per section. With this number of pupils per class, the teacher can
be able to easily identify the learning modalities of her pupils; thus, easier to facilitate
the class.

53
_____14. Which part of a research study does the text belong?
A. background of the study
B. review of related literature
C. participant of the study
D. significance of the study

_____15. What are the two ways to display data?

A. letters and images
B. number and shapes
C. poetic and narrative style
D. graphical representation and tabulation

Let Us Enhance

Activity 8: Interpret this.

Directions: Review the tabulation below and create a data commentary. Write your
composition in your answer sheet.

Table 13 Percentage of Adolescents Reporting the Following Parental Restrictions

on Their Lives (N = 200)
Girls Boys
Limitations on
Opportunities to go out at night 56% 35%
Uses the family car 15% 40%
Time of expected return 30% 61%

Interference in
Choice of friends 19% 23%
Future education choices 18% 52%
Spending of self-earned money 12% 27%

___________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

54
Rubric for Data Commentary

Category VGE GE LE NE
5 pts. 4 pts. 2 pt. 1 pt.
Does my data commentary follow the
proper structure?
Does my data commentary overview
the meaning the figures presented on
the table?
Does my data commentary explain likely
reasons for the data communicated by
the figures?
Does my data commentary clearly
communicate what I want to say?
Does my data commentary avoid errors
in grammar such as verb tenses, subject-
verb agreement, and article agreement
among others?
Does my data commentary use proper
mechanics in capitalization,
punctuation, and spelling?

Legend: VGE - To a very great extent; GE - To a great extent; LE – To a little extent;

N - Not at all

Rating: VGE: 23 – 30 ; GE: 16 – 22; LE: 8 – 15; N:1 - 7

Let Us Reflect
The last task will be an easy breezy one. Below is an evaluation of how well
you have gone so far in our first lesson. The Self-Assessment Tool will help you
reflect which areas you still need to improve and which ones you have already
mastered.

Activity 9: How much did I learn?

Directions: Answer this section as objectively as possible. Tick the column that you
best describe your ability in understanding and formulating survey questions.

Usually Sometimes Seldom Never

5 pts. 3 pts. 1 pt. 0 pt.
1. I understand the different
question types used in a survey.
2. I can distinguish between and
among question types.
3. I can write survey questions
correctly.
4. I construct survey questions
congruent to the objective/s of
my topic.
5. I reflect the weaknesses of
the question item before

55
including it in the survey.
6. I realize the significance of
producing quality survey
questions to obtain reliable
data.
7. I can present data using
various visual / graphical forms.
8. I appreciate the use of visual
/ graphical forms in presenting
gathered data.
9. I can identify the different
parts of a data commentary.
10. I can confidently construct
highlighting statements using
different phrases to strengthen
or soften my claims.
11. I ensure that my data
commentary is free from
misspelling and grammatical
error.
12. I am able to identify the
parts of a research report.
13. I understand what content
each part should contain.
14. I can construct a good
content for each part.
15. I value the important role of
research report in various fields.
Scoring: Usually – 3 points, Sometimes – 2 points, Seldom – 1 point, Never – 0 point

Score Level of Proficiency

66 – 75 Advanced 36 – 45 Developing
56 – 65 Proficient 35 and below Beginning
46 – 55 Approaching
Proficiency

56
57
Let Us Practice Activity 4. Writing a Data Continuation:
Activity 5 Dissect this. Commentary Graphs and Tables
Answers may vary. Answers may vary. 1. bar graph
2. pie chart
3. line graph
Activity 6: Writing Survey 4. tables
Questions Bar Graph
1. bar graph
See rubric 2. December, October
3. 36.75
4. 30
Data Commentary
1. 3
2. Introductory sentences
3. Answers vary
4. 3
5. Answers vary
6. highlight the results,
compare and evaluate
different data sets, discuss
the implications of the data.
7. A
Activity 2. Your Opinion Activity 3. Identifying Error Let Us Try
Counts! 1. double-barreled Activity 1
Answers vary 2. bias 1. surveys
3. double negative 2. observation
4. jargon 3. interview
5. double-barreled Secondary Sources
6. double-barreled 1. textbooks
7. bias 2. encyclopedias
8. double negative 3. journals
9. double-barreled 4. commentary
10. double-barreled 5. reports
11. bias 6. biographies
12. double negative 7. theses / dissertations
13. jargon Activity 1B
14. bias 1. journals
15. bias 2. interview
16. bias 3. surveys
17. jargon 4. reports
18. jargon 5. theses / dissertations
19. double negative
20. double negative
Answer key to Activities
58
Let Us Reflect Activity 7. Let me see the
Activity 8. How much did I numbers.
learn?
Answers may vary. Let us Enhance
Activity 8. Interpret this
Answers may vary.
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For inquiries or feedback, please write or call:

Department of Education – Davao City Division

Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: [email protected]