PRACTICAL 12

RESEARCH 2

DESIGN A RESEARCH USEFUL IN DAILY LIFE

(Week 4)

A module developed by DepEd-Davao City

Writer: Rogeperl G. Rufule, Crossing Bayabas National High School

Evaluators: Sherwin S. Fortugaliza, Davao City National High School
Apple May A. Tañega, Daniel R. Aguinaldo National High School 1
Illustrator: Deniel Rae G. Rufule
Information about this ADM learner’s material

The learner demonstrates understanding of:

1. the range of the research topics in the
area of inquiry;
I. Objectives:
2. the value of research in the area of
Ia. Content Standard
interest; and
3. the specificity and feasibility of the
problem posed.

The learner is able to formulate clearly the

Ib. Performance Standard
statement of research problem.

The learner designs a research used in daily

Ic. Learning Competency
life. (CS_RS12-Id-e-1)

II. Content / Topic Design a Research Useful in Daily Life

Warm greetings, everyone!

As we are to adapt to the “new normal”,
innovative and investigative minds are called to
respond. This module is designed to demonstrate your
understanding of the value of research to your area of
interest and the essence of research that is useful in
your daily lives. Learning research will help you
utilize your observations and experiences to bring
forth transformation.
Instructions and related activities are in here to
ignite your curiosity and prepare you for the next
lesson.
For questions and clarifications, do not hesitate
to approach your parents or your teacher.

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 Let us begin by setting our objective clearly.
This module aims that at the end of the lesson, you
are able to:
 design a research useful in daily life.

Introduction

Research is to see what everybody has seen

and to think what nobody else has thought.
Albert Szent-Gyorgyi

Have you ever wondered how things worked or how things came to reality?
People’s perception of the world is greatly influenced by experiences and
observations. As it is so, the way we look into the world is individually unique. When
we start asking questions, we then open a world of continuous learning and gain
deeper insights to incorporate and improve.
From day to day living to the pressing issues of society, then and now, are
reshaped by the continuous development of research. Research allows the
progression of the community and the evolution of culture. It has always been an
integral part of survival that helped our ancestors hunt and survive. Now, as we explore
new places, create new recipes, investigate new acquired information, solve problems,
undertake a new hobby, and, even as we play, research simply is a part of our lives.
This module will help build your foundation in research by discovering your area of
interest and designing/planning research that you can use in your daily life. Take a
moment to think and observe the things around you, and you may find things worthy of
your curiosity and research. Have fun!

Got it? Let us continue and start the first activity.

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(Activity 1) CHECKLIST!
Instruction: Check any items that seem to apply to you. You may check as many
as you like. Please have a good time and enjoy!
_____ 1. I love planting vegetables and cultivating plants.
_____ 2. I like reading books.
_____ 3. I segregate my waste before disposing it.
_____ 4. I enjoy sharing to others what I have learned.
_____ 5. I am the kind of person who enjoys selling goods.
_____ 6. I am particular about the food I eat.
_____ 7. I take vitamins everyday.
_____ 8. I consider myself a leader.
_____ 9. I enjoy farming.
_____ 10. I prefer to study my lessons than go to movies.
_____ 11. I enjoy listening to news reports about politics and governance in the country.
_____ 12. I want to try new income-generating projects.
_____ 13. I love the breeze of nature.
_____ 14. I want to become an investor.
_____ 15. I love taking care of animals.
_____ 16. I like to share my ideas and opinions with other people.
_____ 17. I support the clean and green environment advocacy.
_____ 18. I love to eat healthy foods.

TALLY SHEET
Instruction: Kindly circle the numbers in the table that correspond to your
checklist. Then count how many circles you have in each column and
write the total number at the bottom of each column.
1 2 3 5 6 8
9 4 13 12 7 11
15 10 17 14 18 16
How many circles
in each column
Health &
Areas Agriculture Education Environment Business
Medicine
Politics

4
 Job well done! I would like to inform you that this is
not a test, but just for your own information. Through
this, you will be guided to know your preferences that
will help us understand your special ways of
understanding and knowing.

Now, we are going to discover what field or area you have

interest with. The highest total will be your preference/s.
It does not matter how many preferences you will have
but rather what “fits” and seems right for you. Look at the
key below to discover your preferences.

(Activity 2)
Instruction: Based on your result in Activity 1, answer the following questions
below.

1. What areas of research interest were your top two (2)?

__________________,__________________
2. From your top two, which would you like to explore further?
____________________________________________________

This time, you are going to learn more how to design

a research project that will surely be useful in your
daily life. As you move along with this topic, you will
appreciate how to select a research topic that is
relevant. This can be started by designing a research
that will influence your daily life.

5
 Lesson: Design a Research Useful in Daily Life

Planning is the first step in doing research, and it is an essential part that a
researcher must consider. Using one's interest in designing research is a starting point
in the topic selection that will lead to choosing appropriate topics to research. The
researcher must dig deeply from his area of interest to bring out the idea on what topic
to select that can be useful in daily life. It is said that without a conceptually sound
beginning, middle and end of any process is scrambled or disorganized (McKenna &
McKenna, 2000).

Things to consider in designing a research:

1. Area of interest. This is where you draw an idea of what possible research topic
you are curious about. Choose a topic that is interesting to you. To know your
interest, you have to consider a lot of possible likes and wants. For example,
what are your talents, skills, or intelligence/s that you possessed? Or even what
particular course or subject you like? These are just a few from the many areas
of interest that an individual has. It is also things you have caught your attention
and aroused your interest like, the one you read in the newspaper or heard on
the radio and television.

2. Timeliness and Relevance. The research interest is timely and is related to the
present issues that the society is facing.

3. Clear and Specific Goal/s. Specific refers to the degree to which your research
topic is focused. You need to specify your research issue/s and the objectives of
your study. If you intend to study on environment problems, you need to specify
what area or specific environmental problem are your referring to and what
specific objectives that you would to like to answer.

4. Contribution. Ask yourself, what changes will my research contribute to the

world around me? Your preference must be a topic that can be useful in daily life.
You will not limit yourself to your ―wants‖ and ―likes‖, it will not end there. But also
its possible contributions that can be used in your day to day living. Conducting
research useful in daily life has become more sophisticated but also easier than
ever (Csikszentmihalyi, 2011).

6
 5. Availability of Information. Collecting a lot of information as evidence to
support your claims about your research interest from varied forms of literature
like books journals and newspapers, among others, is a part of any research
work. Hence, in choosing a research topic, visit your library and other sources of
information to check the availability of reading materials on your chosen topic.

Example:

Monica is a Grade 12 student and has a strong interest in solving environmental

problems. During the COVID-19 outbreak, she noticed that facemasks and gloves are
polluting the rivers. She conducted a study to determine the disposal practices of
facemasks and gloves among households in Davao City. Her study served as a concrete
basis for the Local Government Units to strengthen their current program on solid waste
management.

Research Project Design

Area of Purpose of the Target Contribution
Interest Study Respondents
Environment To determine the Households in Strengthen LGU
disposal practices Davao City current program on
of facemasks and solid waste
gloves management

Following the template above, this example shows that Monica

designed/planned a research study that can contribute to the pressing issue of our
society today. She incorporated her interest as an environmental advocate to a
problem that makes an impact in her daily life.

Now that you already have an idea on what to consider

before designing a research project, we can proceed
practicing what you have learned.

7
(Activity 3) INTEREST AND USEFULNESS!
Instruction: Fill in the appropriate boxes in the template below. Your answers will
be based on the given scenario. An example is provided for you.

Scenario:

The traditional face to face classroom instruction has been discouraged in this
new normal. Issues arise on what preferred learning modality is efficient during this
pandemic. DepEd researchers conducted an online survey to the parents to determine
their preferred mode of learning for their students. The findings served as basis in
deciding what modality/ies is/are best for the students.

Purpose of the Target

Area of Interest Contribution
Study Respondents

Amazing students!
Did you find it easy determining the value of
research in the area of interest? How about determining
the usefulness of research in daily life?
I hope through this activity you can design a
research useful in everyday life.

8
 1. In designing a research project useful for daily life, you need to keep in mind the
following elements:
a. Area of Interest;
b. Problem;
c. Kind of Quantitative Research;
d. Purpose of the Study; and
e. Target Respondents.

(Activity 4.1) DESIGNING MY RESEARCH PROJECT

Instruction: Fill in the blanks. Write your corresponding answers to the space
provided. Follow the guide statements under each blank.

I am __________________________. I am interested in __________________.

(name) (area of interest)

I want to design a research project about ______________________________.

(topic that relates to the area of interest)

I believe that it is useful in my daily life because _________________________

______________________________________. The contribution of this study to

(purpose/reason why it is useful in your daily life)

the society is/are__________________________________________________

(contribution)

_______________________________________________________________.

9
(Activity 4.2)
Instruction: Complete the template below using your answers in Activity 4.1

Research Design Project

Purpose of the Target
Area of Interest Contribution
Study Respondents

Congratulations!
You already reached the end of the module. Do not
limit yourself! You can also explore issues or current
events that might be caught your interest and start
thinking about the contributions it may give to our
society. Remember, “Never stop learning because life
never stop teaching” (unknown).

References

Csikszentmihalyi, M. (2011). Handbook of research methods for studying daily life.

Guilford Press.

McKenna, B. J., & McKenna, J. J. (2000). Selecting topics for research writing projects.
The English Journal, 89(6), 53-58.

Williamson, G. R. & Whittaker, A. (2011). Succeeding in research projects plans and

literature reviews for nursing students. Cathedral Yard. Learning Matters Ltd.

10
 PRACTICAL 12
RESEARCH 2

RESEARCH TITLE
(Week 4)

A module developed by DepEd-Davao City

Writer: Dinah Galvan-Oani, Davao City National High School

Evaluator: Sherwin S. Fortugaliza, Davao City National High School
Apple May A. Tañega, Daniel R. Aguinaldo National High School
11
Information about this ADM learner’s material

The learner demonstrates understanding of

1. the range of the research topics in the
area of inquiry;
I. Objectives:
2. the value of research in the area of
Ia. Content Standard
interest; and
3. the specificity and feasibility of the
problem posed.

The learner is able to formulate clearly the

Ib. Performance Standard
statement of research problem.

The learner writes a research title. (CS_RS12-

Ic. Learning Competency
Id-e-2)

II. Content / Topic Research Title

Dear SHS Learner,

How are you today? Do you wonder how the
titles in some research papers are crafted? I’m sure you
find it hard to imagine any research papers or books to
have no titles at all?
In this module, we will learn to appreciate how to
formulate a quantitative research title. It might be that
a lot of questions are bugling in your mind when your
teacher asks you to make a title for your research
paper. Like, what is the role of a title and its nature?
How do I know if the title of my research paper is
appropriate? What are the standards on how to do it?
Together, we will learn all these concepts using this
module.

12
 This module will guide you in understanding how to
write a research title. To make you a more competent SHS
learner, let us first set our objectives:
1. recognize the characteristics of a good
quantitative research title; and
2. write a quantitative research title following the
guidelines given.

Introduction

Title is the gateway to the contents of any scientific or research paper. A good
research title can introduce the research work to its fullest extent but in a concise
manner. It condenses the article content into a few words and still able to hold
readers’ attention (Bavdekar, 2016).
Research title is a product of your reflective moments in which rich ideas may
flow one after the other. Crafting a research title is not like a manna that will fall from
heaven and hooray you have now a title. This is a consequence of real world
observations, dilemmas, wide reading, selective viewing and meaningful interactions
with significant others and deep reflections. It is like you brainstorm with your own self
constantly. It can come from a single idea, and eventually, after further thinking and
reflection, this will lead you into shaping that idea.
Your research problem or inquiry can be capsulized into your research title. In
addition, it is important to take into consideration the recognition of the variables
present in your study. Remember, in order to create sound quantitative titles, variables
are main framework to keep in mind. Of course, great care must be taken in the
formulation of the research title. It must plainly reflect the topic of the investigation. It
must be original, clear, concise, specific and simple. Remember that your research title
plays a vital role as part of the entire framework of your research study. By reading this
module, you will be informed as a researcher the basic concepts on how to formulate
research titles.

13
 Got it? Let us continue and start the first activity.

(Activity 1) WHAT’S THE TITLE?

Instruction: Identify the following words/phrases whether it is a Movie,
Koreanovela or Song.

Crash Landing on You Stairway to Heaven

Hindi Tayo Pwede Make It With You

Kalawakan Beauty and the Beast

General Luna Binibining Marikit

Avengers End Game Descendants of the Sun

The Mall the Merrier The Last Empress

Mabagal Maleficent

Great!

You’ve made a progress, and you’ve got what it takes

how a brilliant SHS learner can do. The activity you
just performed is a drill for you in learning our lesson
better. More than anyone else, you are now ready for
another series of exercise to learn more on
quantitative research title.

14
(Activity 2)

1. What is the common idea among those words/phrases mentioned in Activity 1?

Hello Learner!

Today is the perfect time for you to learn more

about what is a quantitative research title. By reading this
module, you will be able to recognize the characteristics
of a good quantitative research title and eventually
formulate a quantitative research title following the
guidelines given.
Similarly, you will understand more about the
nature, its role and many more. So, keep on reading. Let
them see that a learner like you can go an extra mile for
the love of learning. Good luck!

15
 Lesson: Research Title

Title is the gateway to the contents of a research paper. Academic titles must be
clear enough to convey the main elements of the research. It has 3 or more of the
elements that show WHAT, WHO, WHERE, WHEN, and HOW of the study and is
parsimonious or simple.
 WHAT words list the variables or constructs the study explore
 WHO words name the people, groups, sample or population
 WHERE words suggest the region, organization, place or location of the study
 WHEN words tell the time frame of the study
 HOW words tell about the research design or how data was collected or
analyzed

FRAMING THE TITLE

What are the standards in writing the research title?
A research title may…
 list key variables (independent and/or dependent variables)
 identify respondents and their location
 define its research design (if applicable or optional)
 be written in scientific or technical style
 be concise and non-repetitive

TYPES OF TITLES
There are three types of title that are commonly used in journal articles and other
academic or scientific papers. Each can be used to attract different types of audience.

1. DECLARATIVE title declares the results of the study and its summary.
Example:
A Three-Month Weight Loss Program Increases Self-Esteem in Adolescent
Girls
Note: This is a working title at
the beginning of the study.
This type of title must depend
on the result of the study.

16
 2. DESCRIPTIVE titles often include details about the methods used to conduct the
study rather than the findings.
Example:
The Effects of Family Support on Patients with Dementia

3. INTERROGATIVE title poses the research in the form of a question—commonly

avoiding the inclusion of any details of the study itself.
Example:
Does cognitive training improve performance on pattern recognition tasks?

ATTRIBUTES OF A GOOD TITLE

1. Informs the reader accurately about the contents of the paper.

2. Simple, direct, clear, brief and informative. It should convey information a
precise manner.
3. Does not contain abbreviations or jargon.
4. Does not contain numerical values of the parameters.

STRATEGIES FOR RESEARCH TITLE DEVELOPMENT

1. Single Title – presents a simple-statement research title
Ex: The Satisfaction Level of SHS Students on School Programs

2. Double Title - presents a two-statement research title

Ex: The Satisfaction Level of SHS Students on School Programs: Comparing
the Difference between Grade 11 and 12

See! You’re a real champ!

By this time, you are now good at what is a
quantitative research title all about. Remember this,
you can always be better.

It’s time to prove and flex that wit you have. 

17
(Activity 3) CREATING RESEARCH TITLE
Instruction: Using the phrases below, rearrange them properly to create a
research title.

Example 1:

in Davao City
Nutritional Status Among Grade-12
Reading Skills National High
and Dalton Students
School

Nutritional Status and Reading Skills Among Grade-12 Dalton Students in

independent variable dependent variable respondents

Davao City National High School

location

Example 2:

in Calinan National of Senior High Comparative Study Microsoft Office

High School School Students on the Competence

Comparative Study on the Microsoft Office Competence of Senior High School Students
method independent variable respondents

in Calinan National High School

location
========================================================================

of Public Hospitals Among Healthcare Attitude towards

Knowledge and
in Region XI Workers COVID-19

1. ___________________ _______________ _______________

independent variable dependent variable respondents

_________________
location

18
 Social Media in Sta. Ana National and Academic Among SHS
Usage High School Success Learners

2. ___________________ _______________ _______________

independent variable dependent variable respondents

_________________
location

National Certificate
A Comparative Among TVL in Davao City National
Assessment
Study Students High School:
Preparedness

3. ___________________ _______________ _______________

independent variable respondents location

_________________
method

and Academic Access to Among Grade during COVID- in Daniel R.

Performance Educational 7 Students 19 Pandemic Aguinaldo
Technology National High
School

4. ___________________ _______________ _______________

independent variable dependent variable duration

___________________ _________________
respondents location

You have gone so much already, and I wish you enjoyed! At

this juncture, let us enumerate the key concepts of this
lesson. Bring these with you as you will learn more on your
next lessons.

19
 1. To formulate a research title, the following elements are essential:
a. list of key variables;
b. respondents and their location;
c. research design (if applicable or optional); and
d. scientific or technical style of writing.

(Activity 4) LET’S CREATE

Instruction: Based from your identified research project design and knowledge
on variables, make your own quantitative research title.

Rubric for Research Title

Excellent Fair Poor

(15 points) (10 points) (5 points)
Three (3) or more main Less than 3 main essential Less than 3 main essential
elements in framing a title elements in framing a title elements in framing a title
are present. The research are present. The research are present. The research
title is written in scientific or title is somehow written in title is verbose and with
technical style. It is direct, scientific or technical style, ambiguous information.
clear, brief and informative but with ambiguous
information.

20
 Congratulations! Such an amazing effort!
From the beginning, we all know that you are
destined to make it big, and you just did it once again
today. I am sure writing a background of the study
will be much easier for you just like singing a..b..c…
For any questions and clarification, do not
hesitate to contact your teacher.

References

Bavdekar, S. (2016). Formulating the right title for a research. The Journal of the
Association of Physicians of India, 64(2).

Schmieder, E. (2018). How to write an engaging title for your academic journal article.
Retrieved from https://blog.taaonline.net/2018/06/how-to-write-an-engaging-title-
for-your-academic-journal-
article/#:~:text=Three%20types%20of%20titles%20are,the%20results%20of%20th
e%20study.

Sacred Heart University (n.d.). Organizing academic research papers: Choosing a title.
Retrieved from https://library.sacredheart.edu/c.php?g=29803&p=185911
 PRACTICAL 12
RESEARCH 2

RESEARCH BACKGROUND
(Week 4)
Preferred Learning Modality Amidst
COVID-19 Pandemic

A module developed by DepEd-Davao City

Writer: Sherwin S. Fortugaliza, Davao City National High School

Evaluator: Apple May A. Tañega, Daniel R. Aguinaldo National High School
Michael P. Tumilap, Sta. Ana National High School
Illustrator: Angelito P. Horms
Information about this ADM learner’s material

The learner demonstrates understanding of

1. the range of the research topics in the
area of inquiry;
I. Objectives:
2. the value of research in the area of
Ia. Content Standard
interest; and
3. the specificity and feasibility of the
problem posed.

The learner is able to formulate clearly the

Ib. Performance Standard
statement of research problem.

The learner describes background of a

Ic. Learning Competency
research. (CS_RS12-Id-e-3)

II. Content / Topic Research Background

Good day!
In your previous modules, you already learned
how to design your research project and formulate your
research title, right?
This module will help you establish a research
background. A worth reading research must establish a
good background of the study. So, in the series of
activities provided, you are expected to describe the
background of your research topic.
Should you have any questions, feel free to ask
your parents or contact a teacher for clarification.
 The objective of this module is for you to
understand the nature of the background of the study in
a research project. Specifically, this module seeks to
achieve the main objective:

 describe background of a research.

Introduction

You have learned in your previous module how to formulate your research title.
The research title that you have formulated might focus on education, business, science
and technology, technical-vocational, social sciences and even in other research field.
Once you have formulated your research title and situate your research interest, you
now need to establish the background of your study. While the findings of your study
form the foreground of your research, it is equally important to establish the background
of your study. A well-written background will provide your study with a context and
prompt the readers to read the rest of your paper.

Got it? Let us continue and start the first activity.

(Activity 1) 4PICS 1 WORD
Instruction: In this activity, you are shown 4 photos in a grid. All of which share
a word in common. Your goal is to figure out the common word
based on word length which is provided to you.

1. L P G A K J 2. H G H T I G J S L W H L I

3. S I K L X S U E 4. C E I G N K X Y Z N S I F I C A
 Hello!!!

Did you enjoy the activity? Yehey!!!! I believe you are

now ready. Those words that you have just guessed
will help you describe a research background.

Since you are familiar with some keywords related to our

topic, I am sure that describing the background of a
research topic will be easy for you.

(Activity 2)

1. Using the terms that you have identified in Activity 1, describe what a research
background is.
______________________________________________________

Very Good!!!
From here on, it is important that you focus on the
topics that will be discussed from this point onwards
and try to reflect on what should be done.
 Lesson: Research Background

The research background is the first section of your research. It introduces the
important facets that establish the general context where your study revolves. This part
may include the description of the subjects of the study or the history involving the
research. It provides the reader an avenue to understand your topic or the issue that
you have chosen (Barrot, 2017).
Let us use an example showing how to establish the background of the study.
You may want to conduct a study on the effect of Corona Virus Disease in your locality.
To establish the background of the study, you need to discuss several aspects by
describing your topic. For instance, you may provide a brief overview on the number of
COVID cases from the global, national or local settings. You may also discuss the
effect of pandemic in social, environmental, financial and behavioral aspects. Changes
on how people behave and interact in the society, changes in the business sector like
sales and profits may also be explained. Another important component of the
background of the study is the establishment of the research gap.
A research gap is an issue that has not been fully addressed by previous
studies. Doing this helps you show where your research stands in the academic field.
In the scenario presented, the research gap may include lack of studies on the same
research interest. This section may also highlight the impact or significance of the
investigation. Please study the sample below (Barrot, 2017). Study the sample below.

Scenario 1:
Research Title: Preferred Modality of Learning Among Students in Mondano
National High School Amidst Covid-19 Pandemic

1. Provide the general information of the topic

A good background of the study provides the reader the general information
about the topic. It should answer the question, What is happening now about your
issue you want to study?.
Example

The country has been challenged in controlling the increasing

digit of confirmed cases. As of May 24, 2020, there are 14,035 total
confirmed cases, with 3,249 recoveries and 868 deaths leaving an
active case of 9,918. Specifically, in the Davao Region, there are
already 242 total confirmed cases 101 recoveries and 25 deaths and
116 active cases (DOH, 2020).
It was reported that an online delivery platform increased
information retention and take relatively less time (Li & Lalani, 2020).
Several authors have also documented the positive impact in
increasing students’ academic performance of a structured home-
school (Cogan, 2010), modular learning (Sadiq & Zamir, 2014) and
blended learning (Rabacal, 2018).

Note: The first paragraph highlighted the current scenario on COVID 19 cases in the
Philippines. The second paragraph focused on the impact of different learning modalities.

2. Determine the research gaps or missing links that need to be addressed

A study is worth investigating if the gaps are clearly identified. The research gap
may explain that there are other aspects. It should answer the question, What is the
missing link of the research interest?.

The need to hear the pulse of the students in their preferred mode of

learning is essential for successful learning. However, in the local setting,

there is no current research published that determine the preferred learning

modality of the students. Hence, the researcher is prompted to look into the

students’ preference of learning in Mondano National High School.

Note: The paragraph also highlighted the gap of the research study. It explains that the no
current published study amidst COVID-19 pandemic was conducted in the local setting.
3. Highlight the significance of addressing those gaps

A background of the study may also highlight the significance on the issue that

the researcher wants to address. It should answer the question, What is the

importance of the study?.

―Determining the preferred modality of learning of the students in the

midst of the COVID-19 pandemic will help the policy makers to formulate
a responsive and sensitive intervention programs‖.

Note: The paragraph explains that the need to determine the students learning modality is
important for the policy makers to be able to formulate responsive and sensitive intervention
programs.

This time, you already have an understanding on the

essential components needed to establish a good
background of the study. I believe you are now ready
to take our practice drills in the succeeding pages.
(Activity 3) FILL ME!
Instruction: Below is an example of a research background. You are going to
identify the general information, the research gaps and the
significance highlighted in the study. Your answer will be evaluated
based on the rubric below.
Areas of Exceeds Expectations Meet Do not Meet
Assessment Expectations Expectations
5 3 1
Idea
Main ideas are captured Main ideas are captured Ideas are vague or
(5 points)
and comprehensive but lacking unclear
3 2 1
Organization Well organized at the Organized at the No or lack of
(3 points) beginning, middle and beginning, middle and organization at all
end of the answer end of the answer parts of the answer
2 1 0
Grammar
No spelling, punctuation Few spelling and So many spelling,
Usage and
or grammatical errors punctuation errors, punctuation and
Mechanics
minor grammatical grammatical errors.
(2 points)
errors

Scenario
Research Title: English as Second Language Learners Use of Reading Strategies
Across Different Text-types

Reading is an interactive process that involves the simultaneous use of

strategies for more efficient reading (Lau & Ho, 2015). Many Scholars have explored the
reading strategy use of learners and how they are influenced by various factors. Since
different learners use different reding strategies when they approach a reading task, it is
important to understand how reding strategies are used in the ESL context.
While many studies have explored the influence of text structuring on reading
comprehension and retention (Grabe, 1991), and the factors that affect reading strategy
use (Denton et al., 2015), studies on comparing the reading strategies used across
different text types remain underrepresented in the literature.
Understanding the extent of the usage of reading strategies and their relationship
with text types will help reading teachers design activities that promote the use of
specific reading strategies. Furthermore, it will also help the learners adjust their usage
of reading strategies depending on the text type being read.

1. What is the general information on the topic?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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2. What is the research gap?

____________________________________________________________
____________________________________________________________
____________________________________________________________
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____________________________________________________________

3. What is the significance of the study?

_______________________________________________________
____________________________________________________________
____________________________________________________________
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____________________________________________________________

Establishing a good background of the study is

essential to entice readers. Were you able to write the
answers correctly? Yehey! In case you forgot the important
components of good research background remember
these three key concepts below.
 1. A research background highlights the following:
a. general information on the research topic;
b. research gap; and
c. significance of the study.

(Activity 4) MY RESEARCH BACKGROUND

Instruction: Based from your created research project design and title, describe
the background of your own research topic.

Congratulations!!!
You have reached the end of our module. Hopefully,
you have correctly described your research background.
References

Barot, J. (2017). Practical research 2 for senior high school. C & E Publishing Inc.

Cogan, M. (2010). Exploring academic outcomes of homeschooled students. Journal of

College Admission, 208, 19-25.

Denton, C. A., Wolters, C.A., York, M. J., Swanson, E., Kulesz, P. A., & Francis, D. J.
(2015). Adolescents use of reading comprehension strategies: Differences related
to reading proficiency, grade level, and gender. Learning and Individual
Differences, 37, 81-95.

Grabe, W. (1991). Current development in Second Language reading research. TESOL

Quarterly, 25(3), 375-406

Lau, K. L., & Ho, E. S. C. (2015). Reading performance and self-regulated learning of
Hong Kong students: What we learnt from PISA 2009. The Asia-Pacific Education
Researcher, 25 (1), 159-171.

Li, C., & Lalani, F. (2020). The world economic forum: The COVID-19 pandemic has
changed education forever. This is how. Retrieved from
https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-
online-digital-learning/ on May 25, 2020

Lipe, A. W. et al. (2011). The effects of an arts intervention program in a community

mental health setting: A collaborative approach. Retrieved June 18, 2020. From
https://www.sciencedirect.com/science/article/abs/pii/S0197455611001109

Rabacal, J. (2018). Blended learning: Unveiling its potential in one ASEAN classroom
setting. Asia Pacific Journal of Multidisciplinary Research, 6(3), 91-95.

Sadiq, S., & Zamir, S. (2014). Effectiveness of modular approach in teaching at

university level. Journal of Education and Practice, 5, 103-109.