Senior High School

Grade 11

English for Academic and Professional Purposes

ENGLISH LEARNING KIT

Second Quarter – Week 4

Objectives and Structures of

Various Kinds of Reports

Development Team of English Learning Kit

Writer: Mary Ronette V. Magtulis

Illustrators: Armand Glenn S. Lapor, Mark T. Dasa
Layout Artists: Lilibeth E. Larupay, Armand Glenn S. Lapor, Jun Victor F. Bactan
Ricky T. Salabe, Ma. Jonalyn O. Gegato
Division Quality Assurance Team:
Lilibeth E. Larupay, Dr. Ruby Therese P. Almencion
Armand Glenn S. Lapor, Ma. Jonalyn O. Gegato
Ruby D. Blando, Bonafe T. Davasol
Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason, Jr.
Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Ruby Therese P. Almencion

Grade 11-English for Academic and Professional Purposes 1

Competency: Determines the objectives and structures of various kinds of reports
(CS_EN11/12A-EAPP-IIe-j-6)
Grade 11-English for Academic and Professional Purposes
Competency: Determines the objectives and structures of various kinds of reports (CS_EN11/12A-EAPP-IIe-j-6)
Objectives and Structures of
Various Kinds of Reports

TARGETS

At the end of this lesson, you should be able to:

1. define what reports are;
2. determine the objectives of various kinds of reports; and
3. give the structures of reports.

EXPLORE

In your previous grade levels, have you been

required by your teacher to interview somebody?
What did you do with the result of your interview?
How did you relay it to your teacher or to your
classmates?
In this lesson, you will learn more about the
objectives and structures of different kinds of
reports. But before that, please answer the activity
below.

Directions: Rearrange the following jumbled letters to form key words that you
will learn in this lesson. Write your answers in your EAPP activity
notebook.

1. HERASRE PETRRO (two words) 3. IDFLE

2. YRUVES 4. TCEFCINSII

KEEP THIS IN MIND

Great! You have successfully done the

activity because you are a critical thinker-a quality
of an EAPP student. This time, we are going
to determine the objectives and structures of
various kinds of reports.

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Research Report1

What is a Research Report?

• It is an expanded paper that presents results and interpretation of

a phenomenon so that the readers can better understand it.
• It is produced through formal investigation and scientific inquiry, not a
summary of different articles or ideas that are presented uncritically.

What are the different types and objectives of reports?

1. Survey Report- presents the results of the author’s research.

It communicates the survey findings.2
2. Field report- used in the field of social sciences to link theory and application.
It contains the author’s observations when out on the field.
3. Laboratory or Scientific Technical Report- written by those in the sciences
mainly to persuade others to accept or reject a hypothesis, record
the
details for future researches, and document a current
phenomenon for future reference comparison.

PARTS OF A RESEARCH REPORT

Generally, a research report includes the following sections: title page, abstract,
introduction, literature review, methodology, results, discussion, conclusion, and
references.

1. Title page- contains an informative title which describes the content of the paper,
name of author/s and addresses or affiliation, and date when it is submitted.
2. Abstract – contains the summary of the findings and conclusions. It briefly
presents the context of the study, research questions or objectives,
methodology, major findings, conclusions, and sometimes implications, with
minimal number of citations and statistical data.
3. Introduction - explains the current state of the field of discipline and identifies
research gaps addressed by the research. It presents the research focus in a
way that it addresses the identified gaps and puts the research topic in
context.
4. Literature Review- contains the summary and synthesis of all available sources
directly related to the study. It is divided into two sections: the related concepts
and related studies which both help the researcher explain the
phenomena
which may arise during the study.

Related concepts- explain some of the fundamental concepts and

theories needed by readers to better understand the study. These are defined,
explained and described.

1
Dr. Jessie Barrot and Philippe John Sipacio, Communicate Today: English for Academic and Professional Purposes for Senior High School, (Quezon City,
Philippines: C&E Publishing, 2016), 232.
2
“Presenting Survey Results-Report Writing”, Accessed October 25, 2020, https://www.qgso.qld.gov.au/issues/671/presenting-survey-results-report-
writing.pdf.

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Related studies- based on previously conducted studies directly related to the
paper.
5. Methodology- contains the processes and steps taken in gathering data for the
research. It contains the context and participants, the instruments used, data
gathering procedure, and data analysis.
6. Result- describes the data gathered. It also contains tables and graphs that
summarize the collected data and their respective interpretations.
7. Discussion- presents the why’s of the results.
Provides an explanation for all the results in relation to the previous studies
presented in the literature review.
8. Conclusion- contains the restatement of major findings, limitations of the study,
recommendations, and implications.
9. References/Bibliography- contains the different sources used in the study.3

Example of Research Report and its Structure3

The Effects of a Supported Employment Program on Psychosocial Indicators for Persons with Severe Mental Illness
William M.K. Trochim
Cornell University
Abstract

This paper describes the psychosocial effects of a program of supported employment (SE) for persons with severe mental illness.
The SE program involves extended individualized supported employment for clients through a Mobile Job Support Worker (MJSW)
who maintains contact with the client after job placement and supports the client in a variety of ways. A
50% simple random sample was taken of all persons who entered the Thresholds Agency between 3/1/93 and 2/28/95 and who
met study criteria. The resulting 484 cases were randomly assigned to either the SE condition (treatment group)
or the usual protocol (control group) which consisted of life skills training and employment in an in-house sheltered
workshop setting. All participants were measured at intake and at 3 months after beginning employment, on two measures of
psychological functioning (the BPRS and GAS) and two measures of self-esteem (RSE and ESE). Significant treatment effects
were found on all four measures, but they were in the opposite direction from what was hypothesized. Instead of functioning better
and having more self-esteem, persons in SE had lower functioning levels and lower self-esteem. The most likely explanation is
that people who work in low-paying service jobs in real world settings generally do not like them and experience significant
job stress, whether they have severe mental illness or not. The implications for theory in psychosocial rehabilitation are considered.

Introduction

Over the past quarter century a shift has occurred from traditional institution-based models of care for persons with
severe mental illness (SMI) to more individualized community-based treatments. Along with this, there has been a
significant shift in thought about the potential for persons with SMI to be “rehabilitated” toward lifestyles that more closely
approximate those of persons without such illness. A central issue is the ability of a person to hold a regular full -time job for a
sustained period of time. There have been several attempts to develop novel and radical models for program interventions
designed to assist persons with SMI to sustain full-time employment while living in the community. The most promising of
these have emerged from the tradition of psychiatric rehabilitation with its emphases on individual consumer goal setting,
skills training, job preparation and employment support (Cook, Jonikas and Solomon, 1992). These are relatively new and
field evaluations are rare or have only recently been initiated (Cook and Razzano, 1992; Cook, 1992). Most of the early attempts
to evaluate such programs have naturally focused almost exclusively on employment outcomes. However, theory suggests
that sustained employment and living in the community may have important therapeutic benefits in addition to the obvious
economic ones. To date, there have been no formal studies of the effects of psychiatric rehabilitation programs on key illness-related
outcomes. To address this issue, this study seeks to examine the effects of a new program of supported employment on psychosocial
outcomes for persons with SMI.
Method
Sample
The population of interest for this study is all adults with SMI residing in the U.S. in the early 1990s. The population that is
accessible to this study consists of all persons who were clients of the Thresholds Agency in Chicago, Illinois between the dates of
March 1, 1993 and February 28, 1995 who met the following criteria: 1) a history of severe mental illness (e.g., either
schizophrenia, severe depression or manic-depression); 2) a willingness to achieve paid employment; 3) their primary diagnosis
must not include chronic alcoholism or hard drug use; and 4) they must be 18 years of age or older. The sampling frame was
obtained from records of the agency. Because of the large number of clients who pass through the agency each year (e.g.,
approximately 500 who meet the criteria) a simple random

3Wiliam M. K. Trochim, Research Methods Knowledge Base. Accessed December 3, 2020.https://conjointly.com/

kb/research-sample-paper/

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sample of 50% was chosen for inclusion in the study. This resulted in a sample size of 484 persons over the two -year course of
the study.

On average, study participants were 30 years old and high school graduates (average education level = 13 years). The majority
of participants (70%) were male. Most had never married (85%), few (2%) were currently married, and the remainder had been
formerly married (13%). Just over half (51%) are African American, with the remainder Caucasian (43%) or other minority groups
(6%). In terms of illness history, the members in the sample averaged 4 prior psychiatric hospitalizations and spent a lifetime
average of 9 months as patients in psychiatric hospitals. The primary diagnoses were schizophrenia (42%) and severe chronic
depression (37%). Participants had spent an average of almost two and one-half years (29 months) at the longest job they ever
held.

While the study sample cannot be considered representative of the original population of interest, generalizability was not a
primary goal – the major purpose of this study was to determine whether a specific SE program could work in an accessible
context. Any effects of SE evident in this study can be generalized to urban psychiatric agencies that are similar to Thresholds,
have a similar clientele, and implement a similar program.

Measures

All but one of the measures used in this study are well-known instruments in the research literature on psychosocial functioning.
All of the instruments were administered as part of a structured interview that an evaluation social worker had with study
participants at regular intervals.

Two measures of psychological functioning were used. The Brief Psychiatric Rating Scale (BPRS) (Overall and Gorham, 1962) is
an 18-item scale that measures perceived severity of symptoms ranging from “somatic concern” and “anxiety” to “depressive
mood” and “disorientation.” Ratings are given on a 0-to-6 Likert-type response scale where
0=“not present” and 6=“extremely severe” and the scale score is simply the sum of the 18 items. The Global
Assessment Scale (GAS) (Endicott et al, 1976) is a single 1-to-100 rating on a scale where each ten-point increment has a
detailed description of functioning (higher scores indicate better functioning). For instance, one would give a rating between
91-100 if the person showed “no symptoms, superior functioning…” and a value between 1-10 if the person “needs constant
supervision…”

Two measures of self-esteem were used. The first is the Rosenberg Self Esteem (RSE) Scale (Rosenberg, 1965), a
10-item scale rated on a 6-point response format where 1=“strongly disagree” and 6=“strongly agree” and there is no neutral
point. The total score is simply the sum across the ten items, with five of the items being reversals. The second measure was
developed explicitly for this study and was designed to measure the Employment Self Esteem (ESE) of a person with SMI. This
is a 10-item scale that uses a 4-point response format where 1=“strongly disagree” and
4=“strongly agree” and there is no neutral point. The final ten items were selected from a pool of 97 original candidate
items, based upon high item-total score correlations and a judgment of face validity by a panel of three psychologists.
This instrument was deliberately kept simple – a shorter response scale and no reversal items – because of the
difficulties associated with measuring a population with SMI. The entire instrument is provided in Appen dix A.

All four of the measures evidenced strong reliability and validity. Internal consistency reliability estimates using Cronbach’s
alpha ranged from .76 for ESE to .88 for SE. Test-retest reliabilities were nearly as high, ranging from .72 for ESE to .83 for the
BPRS. Convergent validity was evidenced by the correlations within construct. For the two psychological functioning scales the
correlation was .68 while for the self-esteem measures it was somewhat lower at
.57. Discriminant validity was examined by looking at the cross-construct correlations which ranged from .18 (BPRS- ESE) to
.41 (GAS-SE).

Design

A pretest-posttest two-group randomized experimental design was used in this study. In notational form, the design can be
depicted as:

• ROXO
• ROO
where:
• R = the groups were randomly assigned
• O = the four measures (i.e., BPRS, GAS, RSE, and ESE)
• X = supported employment

The comparison group received the standard Thresholds protocol which emphasized in-house training in life skills and employment
in an in-house sheltered workshop. All participants were measured at intake (pretest) and at three months after intake (posttest).

This type of randomized experimental design is generally strong in internal validity. It rules out threats of hist ory,
maturation, testing, instrumentation, mortality and selection interactions. Its primary weaknesses are in the potential for treatment-
related mortality (i.e., a type of selection-mortality) and for problems that result from the reactions of participants and
administrators to knowledge of the varying experimental conditions. In this study, the drop -out rate was
4% (N=9) for the control group and 5% (N=13) in the treatment group. Because these rates are low and are approximately equal
in each group, it is not plausible that there is differential mortality. There is a possibility that there were some

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deleterious effects due to participant knowledge of the other group’s existence (e.g., compensatory rivalry, resentful
demoralization). Staff were debriefed at several points throughout the study and were explicitly asked about such issues. There
were no reports of any apparent negative feelings from the participants in this regard. Nor is it plausible that staff might have
equalized conditions between the two groups. Staff were given extensive training and were monitored throughout the course
of the study. Overall, this study can be considered strong with respect to internal validity.

Procedure

Between 3/1/93 and 2/28/95 each person admitted to Thresholds who met the study inclusion criteria was immediately assigned a
random number that gave them a 50⁄50 chance of being selected into the study sample. For those selected, the purpose of the study
was explained, including the nature of the two treatments, and the need for and use of random assignment. Participants were
assured confidentiality and were given an opportunity to decline to participate in the study. Only 7 people (out of 491) refused
to participate. At intake, each selected sample member was assigned a random number giving them a 50⁄50 chance of being
assigned to either the Supported Employment condition or the standard in- agency sheltered workshop. In addition, all study
participants were given the four measures at intake.
All participants spent the initial two weeks in the program in training and orientation. This consisted of life skill training
(e.g., handling money, getting around, cooking and nutrition) and job preparation (employee roles, coping strategies). At
the end of that period, each participant was assigned to a job site – at the agency sheltered workshop for those in the control
condition, and to an outside employer if in the Supported Employment group. Control participants were expected to work full-time at
the sheltered workshop for a three-month period, at which point they were posttested and given an opportunity to obtain outside
employment (either Supported Employment or not). The Supported Employment participants were each assigned a case worker –
called a Mobile Job Support Worker (MJSW) – who met with the person at the job site two times per week for an hour each time. At
the end of three months, each participant was post -tested and given the option of staying with their current job (with or without
Supported Employment) or moving to the sheltered workshop.

Results

There were 484 participants in the final sample for this study, 242 in each treatment. There were 9 drop-outs from the control group
and 13 from the treatment group, leaving a total of 233 and 229 in each group respectively from whom both pretest and posttest
were obtained. Due to unexpected difficulties in coping with job stress, 19 Supported Employment participants had to be transferred
into the sheltered workshop prior to the posttest. In all 19 cas es, no one was transferred prior to week 6 of employment, and 15
were transferred after week 8. In all analyses, these cases were included with the Supported Employment group (intent-to-treat
analysis) yielding treatment effect estimates that are likely to be conservative.
It is immediately apparent that in all four cases the null hypothesis has to be accepted – contrary to expectations,
Supported Employment cases did significantly worse on all four outcomes than did control participants.

Conclusions

The results of this study were clearly contrary to initial expectations. The alternative hypothesis suggested that SE
participants would show improved psychological functioning and self-esteem after three months of employment. Exactly the
reverse happened – SE participants showed significantly worse psychological functioning and self-esteem.

There are two major possible explanations for this outcome pattern. First, it seems reasonable that there might be a
delayed positive or “boomerang” effect of employment outside of a sheltered setting. SE cases may have to go through an initial
difficult period of adjustment (longer than three months) before positive effects become apparent. This “you have to get
worse before you get better” theory is commonly held in other treatment-contexts like drug addiction and alcoholism. But a
second explanation seems more plausible – that people working full-time jobs in real-world settings are almost certainly going
to be under greater stress and experience more negative outcomes than those who work in the relatively safe confines of an in-
agency sheltered workshop. Put more succinctly, the lesson here might very well be that work is hard. Sheltered workshops are
generally very nurturing work environments where virtually all employees share similar illness histories and where expectations
about productivity are relatively low. In contrast, getting a job at a local hamburger shop or as a shipping clerk puts the person in
contact with co-workers who may not be sympathetic to their histories or forgiving with respect to low productivity. This second
explanation seems even more plausible in the wake of informal debriefing sessions held as focus groups with the staff and selected
research participants. It was clear in the discussion that SE persons experienced significantly higher job stress levels and more
negative consequences. However, most of them also felt that the experience was a good one overall and that even their
“normal” co -workers “hated their jobs” most of the time.

Future research in this are needs to address the theoretical assumptions about employment outcomes for persons with SMI. It is
especially important that attempts to replicate this study also try to measure how SE participants feel about the decision to work,
even if traditional outcome indicators suffer. It may very well be that negative outcomes on traditional indicators can be associated
with a “positive” impact for the participants and for the society as a whole.

References

Chadsey-Rusch, J. and Rusch, F.R. (1986). The ecology of the workplace. In J. Chadsey-Rusch, C. Haney-Maxwell, L. A. Phelps
and F. R. Rusch (Eds.), School-to-Work Transition Issues and Models. (pp. 59-94), Champaign IL: Transition Institute at Illinois.

Ciardiello, J.A. (1981). Job placement success of schizophrenic clients in sheltered workshop programs. Vocational
Evaluation and Work Adjustment Bulletin, 14, 125-128, 140.

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APPLY WHAT YOU HAVE LEARNED

ACTIVITY 1. KNOW ME!

A. Directions: Identify what is being described in the statements below. Write your answers
in your activity notebook.
1. This is a kind of research report which is used by researchers to prove a certain hypothesis.
2. Its function is to communicate the results taken from an interview or a questionnaire.
3. It is used to present the researcher’s observation and analysis using theoretical concepts
from the discipline.
B. Directions: Identify whether the research title is that of a SURVEY, FIELD, or SCIENTIFIC
report. Write your answer in your activity notebook.
1. Survey of Academic and General Reading in English
2. Temperature and Pressure Measurements of an Ideal Gas that is Heated in a Closed
Container
3. Living Scholarship: A Field Report
4. The Basics of Becoming a Barista
5. A Survey Study of the Association between Mobile Phone Use and Daytime Sleepiness in
California High School Students
ACTIVITY 2. LABEL ME!
Directions: Identify the following parts of a research report entitled, “The optimal
foraging theory: Food selection in beavers based on tree species, size,
and distance.”4 Choose the letter of the correct answer from the options
below and write your answers in your activity notebook.
A. Methodology C. Abstract E. Discussion G. Conclusion
B. Results D. Introduction F. References
The theory of optimal foraging and its relation to central foraging was examined by using the beaver as a model.
Beaver food choice was examined by noting the species of woody vegetation, status (chewed vs. not-chewed),
distance from the
1. water, and circumference of trees near a beaver pond in North Carolina. Beavers avoided certain species of trees and
preferred trees that were close to the water. No preference for tree circumference was noted. These data suggest that
beaver food choice concurs with the optimal foraging theory.

This study was conducted at Yates Mill Pond, a research area owned by the North Carolina State University,
2. on October 25th, 1996. Our research area was located along the edge of the pond and was approximately 100 m in
length and 28 m in width. There was no beaver activity observed beyond this width. The circumference, the species,
status
(chewed or not- chewed), and distance from the water were recorded for each tree in the study area. Due to the large
number of trees sampled, the work was evenly divided among four groups of students working in quadrants. Each group
contributed to the overall data collected.

3. Belovsky, G.E. 1984. Summer diet optimization by beaver. The American Midland Naturalist. 111: 209-222.
Belovsky, G.E. 1986. Optimal foraging and community structure: implications for a guild of generalist
grassland herbivores. Oecologia. 70: 35-52.

The purpose of this lab was to learn about the optimal foraging theory by measuring tree selection in beavers.
We now know that the optimal foraging theory allows us to predict food-seeking behavior in beavers with respect to
4. distance from their central place and, to a certain extent, to variations in tree species. We also learned that foraging
behaviors and food selection is not always straightforward. There seems to be a fine line between energy intake and
energy expenditure in beavers that is not so easily predicted by any given theory.

Although beavers are described as generalized herbivores, the finding in this study related to
species selection suggests that beavers are selective in their food choice. This finding agrees with our hypothesis that
beavers
5. are likely to show a preference for certain tree species. Although beaver selection of certain species of trees may be
related to the nutritional value, additional information is needed to determine why beavers select some tree species
over others. Other studies suggested that beavers avoid trees that have chemical defenses that make the tree
unpalatable to beavers (Muller-Schawarze et al. 1994).

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Grade 11-English for Academic and Professional Purposes
Competency: Determines the objectives and structures of various kinds of reports (CS_EN11/12A-EAPP-IIe-j-
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4“The Optimal Foraging Theory: Food Selection in Beavers Based on Tree Species, Size, and Distance”. Sample Lab
Report. Accessed December 3, 2020.https://projects.ncsu.edu/labwrite// res/labreport/res-sample-labrep1.html

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In this lab, we explore the theory of optimal foraging and the theory of central place foraging using beavers
as the model animal. Foraging refers to the mammalian behavior associated with searching for food. The optimal
foraging theory assumes that animals feed in a way that maximizes their net rate of energy intake per unit time
(Pyke
6. et al. 1977). An animal may either maximize its daily energy intake (energy maximizer) or minimize the time spent
feeding (time minimizer) in order to meet minimum requirements. Herbivores commonly behave as energy
maximizers (Belovsky 1986) and accomplish this maximizing behavior by choosing food that is of high quality and
has
low-search and low-handling time (Pyke et al. 1977).

Overall, beavers showed a preference for certain species of trees, and their preference was based on distance
from the central place. Measurements taken at the study site show that beavers avoided oaks and muscle wood (Fig. 1)
and show a significant food preference (x2=447.26, d.f.=9, P<.05). No avoidance or particular preference was observed
for the other tree species. The mean distance of 8.42 m away from the water for not-chewed trees was significantly
7. greater than the mean distance of 6.13 m for chewed trees (t=3.49, d.f.=268, P<.05) (Fig. 2). The tree species that were
avoided were not significantly farther from the water (t=.4277, d.f.=268, P>.05) than selected trees. For the selected
tree species, no significant difference in circumference was found between trees that were not chewed (mean=16.03
cm) and chewed (mean=12.80 cm) (t=1.52, d.f.=268, P>.05) (Fig. 3).

ACTIVITY 3. MATCH ME!

Directions: Match Column A with B by writing the letters of your answer in your
activity notebook.
A B
1. Introduction A. Summarizes the whole study
2. Abstract B. Restates the major findings
3. Methodology C. Describes and interprets the data gathered
4. Results D. Contains the steps undertaken in the study
5. Conclusion E. Gives the background and the context of the study

REFLECT

Well done! You have shown great performance in

classifying different kinds of report and its structure. What
do you think is the importance of knowing these concepts?

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Grade 11-English for Academic and Professional Purposes
Competency: Determines the objectives and structures of various kinds of reports (CS_EN11/12A-EAPP-IIe-j-
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