SENIOR HIGH SCHOOL

Course Code: PRACRES202 Professor:

Course Title: Practical Research 2 Email:
No of Units: 3 Consultation Hours:
Prerequisite/s: Statistics and Probability Class Schedule and Room:
Prerequisite to: Section:

I. COURSE DESCRIPTION
The course aims to develop critical thinking and problem-solving skills of Grade 12 students through the conduct
quantitative research relative to their interests and senior high school track and strand.

II. DESIRED LEARNING OUTCOMES

On the completion of this course, the student is expected to:

1. Conduct a quantitative research by undertaking a rigorous process that involves:

a. Deciding on a suitable quantitative research in different areas of interest and in the process, formulate
clearly the statement of research problem;
b. Selecting, citing, and synthesizing related literature and use sources according to ethical standards;
c. Describing adequately quantitative research designs, sample, instrument used, intervention (if
applicable), data collection, and data analysis procedures;
d. Gathering and analyzing data with intellectual honesty, using suitable techniques; and
e. Forming logical conclusions, make recommendations based on these conclusions, and write and present
clear report
2. Develop appreciation towards the conduct of research in across a wide spectrum of professional fields.
3. Gain an in-depth understanding of the need for intellectual honesty, academic rigor, and collaboration
through the exercise of research.

III. LASALLIAN HONORS CODE

GODLINESS
A Lasallian is created in the image and likeness of God;
As such, strives to be perfect as the heavenly Father is perfect.
GOODNESS
A Lasallian is a good person, characterized by integrity, faith, and service.
GREATNESS
A Lasallian is self-governed, resourceful, excellent, accountable, and talented.

IV. GRADING SYSTEM

Descriptor:
Written Work 25% O 90 - 100%
Performance Tasks 45% VS 85 - 89%
Final Paper Presentation 30% S 80 - 84%
FS 75 - 79%
TOTAL 100% Did Not Meet Expectations: 74% and below

Passing Score: 75%

V. REFERENCES
Baraceros, E. L. (2016). Practical Research 2. Manila: Rex Book Store, Inc.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research. Boston: Pearson Education, Inc.
Fraenkel, J. R. (2009). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Leedy, P. D. & Ormrod J. E. (2013). Practical Research: Planning and Design. New York: Pearson Education, Inc.
Moore, N. (1983). How to Do Research: A Practical Guide to Designing and Managing Research Projects. London:
Facet Publishing.
 VI. FINAL OUTPUT
All submitted research papers will be presented in a research conference for senior high school students by the end
of the term. The conference guidelines shall include, but will not be limited to the following:

1. The research congress is a competition open to all teams of DLSAU SHS students whose members are all
officially enrolled in any of the two Practical Research courses for SHS during the first term of AY 2017-2018.
2. All papers submitted for participation in the research congress must have undergone and passed panel
defense and approved after revisions by the research adviser.
3. There shall be two categories of presentation: oral and poster presentation.
4. The qualified research papers shall undergo screening by a Research Committee whose composition will be
determined by the College of Arts, Science, and Technology Senior High School to determine under which
category the paper will be presented.
5. A separate panel of judges will judge the papers in both categories during the research congress to
determine recipients of awards.
6. The research paper submitted for judging during the conference must strictly follow the format designed by
the university and must include the following parts:
a. Abstract (not more than 300 words)
b. Introduction
c. Methodology
d. Results and Discussion
e. Conclusions
f. Acknowledgments
g. References
7. The analytic rubric that follows will be used to assess the final research paper submitted by the students.
Criteria Indicators Outstanding Satisfactory Fair
The research is relevant to the SHS
track/strand that the research team
belongs to.
The research topic is appropriate to
the level of the researchers.
The research topic or idea is
innovative, or presents an
innovative process to understanding
Four to five Less than
a rather common area of research. Six to seven
Clarity, Coherence, of the four
The chosen research topic as indicators
and Creativity (30 indicators indicators
reflected by the stated research were met (28
points) were met (24 were met (20
question (or objective) is focused. or 30 points)
or 26 points) points or less)
The paper, in its entirety, has been
written to form a cohesive whole.
The scope and delimitation of the
study is clear and appropriate to the
level of the students.
The introduction (or background of
the study) clearly presents the gap
in research addressed by the study.
The research title clearly
encapsulates the idea proposed by
the study.
The paper contains enough
Four to five Less than
information to support its idea. Six to seven
Reasoning and of the four
All literature cited in the paper indicators
Organization (30 indicators indicators
provide support for the conduct of were met (28
points) were met (24 were met (20
the study. or 30 points)
or 26 points) points or less)
All sources are reliable.
The abstract presents a strong and
organized summary of the research
conducted.
 Conclusions and recommendations
are supported by the data presented
and is clearly based on how the data
was analyzed.
Discussion of results have been
organized to convince the study has
significance.
The submitted paper adheres with
the required format in terms of font
style, table and figure formats,
margination, etc.
Two or three
All in-text citations and references All four Only one of
of the
Writing Mechanics agree and are correctly formatted to indicators the indicators
indicators
(15 points) follow APA style, 6th Edition. were met (15 was met (9
were met (11
Not more five spelling and points) points)
or 13 points)
grammatical errors have been
spotted in the paper.
The number of pages are within the
allowed quantity as determined.
The selected research design is
appropriate for the study based on
the stated research question(s).
Instruments used have underwent
validation.
Statistical tools used to analyze data Three or four Less than
All five
Research Design are appropriate based on the of the three of the
indicators
and Methodology research questions and the kind of indicators indicators
were met (25
(25 points) data. were met (21 was met (19
points)
The Methodology part of the paper or 23 points) points or less)
highlights the important data
gathered through the study.
All discussions agree with the
presented data and appear to be
unbiased.

8. All papers which manage to get a total score of at least 80 points shall qualify for oral presentation. All other
papers will be presented through poster presentation.

VII. LEARNING PLAN

Course Topics
Week Learning Outcome Teaching-Learning Activities
(Content Unit)
1 describes characteristics, The Nature of Collaborative In-class Activities
strengths, weaknesses, and Inquiry and Summative Assessment (Quiz)
kinds of quantitative research Research
illustrates the importance of
quantitative research across
fields
differentiates kinds of variables
and their uses
23 designs a research useful in daily Identifying the Collaborative In-class Activities
life Inquiry and Research Problem Presentation
writes a research title Stating the Oral Presentation of Chapter 1:
describes background of Problem Introduction (Background of the
research Study, Research Question(s),
states research questions Scope and Delimitation)
indicates scope and delimitation
of study
 cites benefits and beneficiaries
of study
presents written statement of
the problem
45 selects relevant literature Learning from Practice Tasks
cites related literature using Others and Collaborative In-class Activities
standard style (APA, MLA or Reviewing the Summative Test (Quiz)
Chicago Manual of Style) Literature Library Work
synthesizes information from Oral Presentation of Chapter 2:
relevant literature Review of the Literature and
writes coherent review of Conceptual Framework (also
literature includes Research Hypotheses (if
follows ethical standards in applicable))
writing related literature
illustrates and explain
conceptual framework
defines terms used in study
lists research hypotheses (if
appropriate)
presents written review of
related literature and
conceptual framework
6 chooses appropriate Understanding Practice Tasks
quantitative research design Data and Ways Collaborative In-class Activities
describes sampling procedure to
and the sample Systematically
constructs an instrument and Collect
establishes its validity and Data
reliability
describes intervention (if
applicable)
7 MIDTERM EXAMINATION
8 plans data collection procedure Understanding Practice Tasks
plans data analysis using Data and Ways Collaborative In-class Activities
statistics and hypothesis testing to Oral Presentation of Chapter 3:
(if appropriate) Systematically Methodology (Research Design,
presents written research Collect Sample, Instruments, Intervention
methodology Data (for experimental research), Data
Collection Procedure, Data
Analysis Plan)
Instrument Validation
9 11 collects data using appropriate Reporting and Collaborative In-class Activities
instruments Sharing Findings Instrument Administration/
presents and interprets data in Experimentation, whichever
tabular and graphical forms applicable
uses statistical techniques to
analyze data - study of
differences and relationships
limited for bivariate analysis
12 ORAL/POSTER PRESENTATION
13 draws conclusions from Collaborative In-class Activities
research findings Final Defense
formulates recommendations
lists references
presents written research report
presents research workbook
14 FINAL EXAMINATION
 VIII. CLASSROOM POLICIES
EXPECTATIONS FROM STUDENTS
The students responsibility is to come to each class prepared for individual and group outputs. They are also
expected to take all assessments and examinations, and submit course requirements on the date scheduled. They
should read the assigned problems prior to class. They are expected to attend each class and participate actively in
the discussions.

ACADEMIC DISHONESTY
All students are expected to be academically honest. Cheating (most specially in the form of plagiarism), lying, and
other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in
assessments or examinations will automatically receive a zero in the course requirement or a failing grade.

Plagiarism refers to the unauthorized use of references including books, journals and other articles, and online
sources or using any of available resource without acknowledgment of the original author. Cheating refers to
copying tests, assignments, written reports, and research paper; representing the work of another person as ones
own; collaborating without authority; signing another students name on the attendance sheet; or practicing
intellectual dishonesty.

POLICY ON ABSENCES
The allowed number of absences for senior high school students enrolled in class is written on the recent student
handbook (Basic Education Department). Request for excused absences or waiver of absences must be presented
prior to or upon reporting back to class. Special examinations will be allowed only in special cases such as prolonged
illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might
accumulate leading to a failing grade. It is also his/her responsibility to consult with the teacher, chair, or dean
should his/her case be of special nature.

Prepared by: Von Christopher G. Chua

SHS Mathematics Faculty

Checked by: Dr. Irene U. Dalog

Senior High School Chair

Endorsed by: Dr. Rosario Chu

Dean, College of Arts, Science and Technology

Approved by: Dr. Bernardo N. Sepeda

Vice Chancellor, Academics and Research