12

English for Academic and

Professional Purposes
Quarter 4 – Module 9

Writing the Report Survey /Field Report/

Laboratory/ Scientific/ Technical Report

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NegOr_Q4_EAPP_Module9_v2
Grade Levels: Grade 11/12
Applied Track Subject: English for Academic and Professional Purposes
Quarter 4 – Module 9: Writing the Report Survey /Field Report/ Laboratory/
Scientific/ Technical Report
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Catherine A. Credo
Editor: Ellen E. Edrial EdD/Teofan C. Gallosa
Reviewer: Ellen E. Edrial, EdD
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Anna Lee A. Amores, EdD
Joelyza M. Arcilla, EdD Rosela R. Abiera
Marcelo K. Palispis, EdD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

ii
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your
studies and learn while at home. Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover
and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module or if you need to ask your facilitator or your
teacher’s assistance for better understanding of the lesson. At the end of each module, you need
to answer the post-test to self-check your learning. Answer keys are provided for each activity
and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a
separate sheet of paper in answering the exercises and tests. And read the instructions carefully
before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thankyou.

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 TABLE OF CONTENTS

CONTENT PAGES

WHAT I KNOW 2

WHAT’S IN 3

WHAT’S NEW 4

WHAT IS IT 4

WHAT’S MORE 12

WHAT I HAVE LEARNED --------------------------------- 12

WHAT I CAN DO ---------------------------------------- 13

ASSESSMENT 13

ANSWER KEY 15

REFERENCE LIST 16

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INTRODUCTION

Academic progression requires write-ups that are generated from

highly-structured forms of writing. At this point, learners are expected
to deal with as they are set to pursue with their respective interests and
inclination. On top of this, there are also many instances when they are
engaged in so many research endeavors that will compel them to write
and design tests and survey questionnaires.

In this module, you will be able to learn how to determine the

objectives and structures of various kinds of reports and design tests as
well as survey questionnaires

MOST ESSENTIAL LEARNING COMPETENCY

*Determines the objectives and structures of various kinds of reports (CS_EN11/12A-

EAPPIIe-j-6)
*Designs, tests and revises survey questionnaires (CS_EN11/12A-EAPPIIe-j-7)

Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this
module.

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 WHAT I KNOW

Task 1 MULTIPLE CHOICE

Directions: Read and answer the questions below. Write only the letter that
corresponds to your answer in your notebook/answer sheet.
1. These are documents that wish to inform, analyze or recommend and
formally structured in sections.
A. Position Paper B. Reports
C. Concept Paper D. Essay
2. Which technical report documents an observation of people, places, or
events to identify common themes in relation to the research problem
underpinning the study?
A. Feasibility Report B. Field Report
C. Recommendation Report D. Scientific Report
3. Usually, the purpose of a formal technical report revolves around:
A. Making a claim B. Recommending a Course of Action
C. Selling a Product D. Solving a Problem
4. The following are purposes of technical writing, EXCEPT …
A. Instruct B. Entertain
C. Inform D. Persuade
5. It is also called a stand-alone summary because of its provision of a
comprehensive synopsis of the scientific report.
A. Introduction B. Abstract
C. Conclusion D. Recommendation
6. A questionnaire is defined by the following except:
A. to gather data from respondents
B. a tool designed to control data for a survey
C. wording, appearance and flow of questions fosters cooperation and
motivate the respondents to answer
D. translates the research problem into questions that will answered
by respondents
7. A well-designed questionnaire needs to be as short as possible.
A. True B. False C. Undecided
8. What is the first step in designing a survey questionnaire?
A. Pre-testing
B. Identifying the respondents
C. Identifying the research problem
D. Identifying the type of questions to be used

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9. Which of the following is considered a good questionnaire item?
A. How long does it take you to walk and run around the court?
B. If you were the President, what will you do to combat the COVID
Pandemic?
C. How much did you enjoy reading the new novel?
D. Rate your experience in the service provided.
10. If you want to know how the students feel about the new rules and
regulations set by your organization, what type of questions will you
most likely use?
A. Likert-Scale B. Multiple Choice
C. Ranking D. Open-ended

WHAT’S IN

Task 2 RECAP

Directions: Recall lessons in the previous module. Read and answer the
questions below. Choices are inside the box.

Identification of the debatable issue Fallacy

Argumentation Claim Position Paper
Hasty Generalization

1. The paper that presents the writer’s stance or point of view regarding an
issue, thereby requiring authority and confidence?
2. It refers to the intellectual process of demonstrating truth or falsehood by
presenting reasons and evidences to support a claim.
3. The first few sentences in the introduction of a position should be
dedicated to
4. It is a flaw in reasoning that may seem true on a surface but are
essentially wrong.
5. A type of logical fallacy which uses a very small or insufficient
information/representation to support an argument.

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 WHAT’S NEW
Task 3

Directions: The following are elements of a report. Arrange these elements in

order using numbers 1-8.

1. Title
2. Abstract/Summary
3. Table of Contents
4. Body
5. Introduction
6. Conclusion
7. Recommendations
8. Appendices
Were you able to get the correct order? How do these elements complement
each other? Would reports be easier done without each section or element?

WHAT IS IT

A report is a specific form of writing that is organized around

concisely identifying and examining issues, events, or findings that have
happened in a physical sense, such as events that have occurred within an
organization, or findings from a research investigation. Different reports
have different formats as the intentions and aims vary. Note however that
report is always written in a sequential manner in order of occurrence.
One key feature of report is that it is formally structured in sections.
Therefore, the use of sections makes it easy for the reader to jump straight
to the information they need. Unlike an essay which is written in a single
narrative style from start to finish, each section of a report has its own
purpose and will need to be written in an appropriate style to suit– for
example, the methods and results sections are mainly descriptive, whereas
the discussion section needs to be analytical.

Here are the most common types of reports that you need to
understand.
1. TECHNICAL AND BUSINESS REPORTS –These reports deal with
science, engineering, information technology, commerce, accounting, and
finance. This stimulates the process of report writing in industry in a form of
a problem or a case study.
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 The main purpose of technical writing is to provide material that
explains a process or make a complex concept easier to understand for a
particular audience such as purchasing a product or service. Its purpose
may also be to instruct or persuade, but never to entertain. The content is
factual and straightforward. It is expressed in formal, standard or academic
language. The write-up uses a specialized vocabulary and follows a set of
rules and conventions. It is also organized in a sequential or systematic
pattern. Often, it is detail-oriented and requires advance knowledge in the
specific field.
2. FIELD REPORTS- These are common reports in disciplines such as
Law, Industrial Relations, Psychology, Nursing, History and Education.
These types of reports require the student to analyse his or her observations
of phenomena or events in the real world in light of theories studied in the
course.
The purpose of a field report in the social sciences is to describe the
observation of people, places, and/or events and to analyze that observation
data in order to identify and categorize common themes in relation to the
research problem underpinning the study. The content represents the
researcher's interpretation of meaning found in data that has been gathered
during one or more observational events.
When writing a field report you need to:
a. Systematically observe and accurately record the varying aspects of
a situation. Always approach your field study with a detailed protocol about
what you will observe, where you should conduct your observations, and the
method by which you will collect and record your data.
b. Continuously analyze your observations. Always look for the
meaning underlying the actions you observe.
c. Keep the report’s aims in mind while you are observing. Recording
what you observe should not be done randomly or haphazardly; you must
be focused and pay attention to details. Enter the observation site [i.e.,
"field"] with a clear plan about what you are intending to observe and record
in relation to the research problem while, at the same time, being prepared
to adapt to changing circumstances as they may arise.
d. Consciously observe, record, and analyze what you hear and see in
the context of a theoretical framework. This is what separates data
gatherings from reporting. The theoretical framework guiding your field
research should determine what, when, and how you observe and act as the
foundation from which you interpret your findings in relation to the
underlying assumptions embedded in the theoretical framework.
Source: https://libguides.usc.edu/writingguide/fieldreport

3. SCIENTIFIC REPORTS- These are another kind of report. They are

common in all the Sciences and Social Sciences. These reports use a
standard scientific report format describing methods, results and
conclusions to report upon an empirical investigation.
The purpose of a science report is to clearly communicate key
message about why scientific findings are meaningful. In order to do this,
you need to explain why you are testing a hypothesis, what methodology you

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used, what you found, and why your findings are meaningful. This requires
a clear link between your introduction and your analysis/discussion.
The scientific report, just like any document consists of important
parts that contribute to its effectiveness. Each part, though a separate unit
by itself, must be considered in relation to the other parts of the report. The
following parts are also found in a typical research paper.
The Title Page is the first page that will be read by your readers and
consists of the title, name and details about the author, and date of
submission. The title is a concise description of your report’s main idea.
Your readers should be able to tell what your report is about just by looking
at the keywords found in the title.
Provide a Table of Contents if your scientific report is more than six
pages. This is the page containing information about the topics covered and
the exact pages where the headings are found. Some Table of Contents are
so detailed that even the subheadings contain page numbers; in some,
however, only the headings contain page numbers.
Defined as a stand-alone summary, the abstract provides a
comprehensive synopsis of the scientific report. Because it is self-contained,
it is often regarded as a written document that is sufficient by itself. This is
where you can briefly discuss your reasons for doing scientific research, the
process or methods used, as well as the results. Although the abstract gives
a preview of what the entire report is about, it is not the venue to discuss
related literature or researches that are similar to yours.
The introduction is the part that will contextualize the research for
your readers, and it is the bait that will draw them to read your report. It
should include the following: the purpose of your research; a description of
the problem; similar researches that had been conducted before; the general
design of your method; and your research hypothesis, or the theory that you
will be testing in relation to your chosen technical or scientific phenomenon.
The research problem is the part that tackles the how of your
scientific research. Here, you need to include the techniques that you used
in carrying out the process in precise language so that others wishing to
replicate your research could do it with the same success.
This section provides a concise explanation of what happened as a
result of your scientific research. In this section, you may include pictures,
tables, and graphs and explaining each visual aid in the text without
repeating the information that you have already stated in the visual aids.
This is the section where you will explain the results of your scientific
research. If the introduction answers the question why, this section answers
the question: what do the findings mean? But more than just explaining the
findings, you should explain their implications or what the report means in
a larger context. Although subjective, your interpretation of the findings
should be backed up by actual observation and data. It is also in this
section where you may acknowledge errors in the findings and what caused
them.
This section should be brief but substantial, not longer than the
Discussion section. This is where you will link your findings with the points
raised in the introduction. As the clincher, the conclusion is the part where

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you emphasize your findings in relation to your objectives and make
suggestions to improve similar researches in the future.
The reference section provides information about all the references that
you used in the course of your scientific research, formatted in the style
prescribed by your teacher. Take note that scientific research involves
carefully selecting the appropriate books for your chosen topic.
Source: https://www.elcomblus.com/parts-of-a-scientific-report/

DESIGN TESTS AND REVISES SURVEY QUESTIONNAIRES

In each kind of report, there are instruments used to gather data.
One of the ways to gather data through a survey is by using a survey
questionnaire.
Have you tried entering your classroom and you were asked by
your teacher to answer a series of questions about your experience or feeling
for the day? Sometimes you are also asked to choose the type of smiley that
speaks of how you feel during the day. These are examples of simple survey
questionnaires.
A questionnaire, or survey instrument, is a series of questions
designed to elicit information from respondents that relate to the research
question. Questionnaires are administered by surveying respondents. A
questionnaire must fulfill four basic tasks:
1. Collect appropriate data that meet the research objectives
2. Make data available for analysis
3. Minimize the bias, or distortions, caused by poorly worded
questions and improper survey administration
4. Make the questions varied and engaging to eliminate respondent
fatigue.
The questionnaires standardize data collection. Every respondent
is asked the same question. Researchers develop questionnaires based on
the survey objectives, which are developed from the understanding of the
research problem and the selected pool, or sample, of respondents.

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DESIGNING A QUESTIONNAIRE
Here are the suggested steps on how to develop a questionnaire:

Source: (Adapted from QuickMBA.com)

THE BASICS IN QUESTION WORDING

1. Write short and simple questions

Assume that respondents will answer the questionnaire quickly.
Therefore, provide clear, short items that will not be misinterpreted.
2. Avoid leading questions
These are wordings that influence respondent’s preference or opinion.
3. Appropriately Open-Ended and Closed-Ended Questions
Use open-ended questions when responses need to be elaborated by the
respondents for exhaustive and comprehensive data gathering.
On the other hand, closed-Ended questions are popular because they
provide greater uniformity or responses and are easily processed compared
to open-ended questions. However, closed-ended questions the response
categories should be exhaustive and mutually exclusive. In other words, all
possible options should be provided.
Example:
Why do you watch K-Drama?
1. Actors/Actress 2. Plot 3. Culture 4. Other-----
4. Questions must be non-threatening and attempt to evoke the truth.
Example:
Who do you think consume more liquor: you or your friends?

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 When a respondent is concerned about the consequences of
answering a question in a particular manner, there is a good possibility that
the answer will not be truthful.
5. Question Clarity
Avoid ambiguities and vague words (e.g. usual, regular, normal)
Example:
What is your number of serving of rice in a typical day?
Problem: How many rice constitute a serving? What does ‘a typical day’
mean?
Better question:
On days you eat rice, how many cups do you usually consume?
6. Avoid using double-barreled questions
Ask one question at a time. Avoid asking 2 questions, imposing
unwarranted assumptions, or hidden contingencies. Whenever you use ‘and’
on a question or a statement, check if it is double-barreled.
Example:
Do you find the classes you took during your first semester in SHS
more demanding and interesting than your JHS classes? Yes No
How would someone respond if they felt their SHS classes were more
demanding but also more boring than their JHS classes? Or less demanding
but more interesting?
Because the question combines “demanding” and “interesting,” there
is no way to respond yes to one criterion but no to the other.
Do you find the classes you took during your first semester in SHS
more demanding than your JHS classes?
7. Clearly define the response scale dimension or continuum.
When using a response scale, clearly define the dimension or
continuum respondents are to use in their rating task
Example:
Response categories - Make them logical and meaningful: NOT:
Many......Some.......A Few......Very Few ....... None
DO a Bipolar or Unipolar rating scale: Bipolar measures both direction
and intensity of an attitude: Unipolar scale measures one concept with
varying degrees of intensity.
8. Minimize presuppositions – an assumption about the world whose truth
is taken for granted.
Answering a question implies accepting its presuppositions, a
respondent may be led to provide an answer even if its presuppositions are
false.
Example:
Are you a DDS or a Dilawan?
Problem: presupposes that one of the alternatives is true.
Source: (Adapted from Vargas, H. (2021) Designs, Tests and Revises Survey Questionnaires

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 TYPE OF QUESTIONS AND ITS USAGE
1. Open-Ended
Best Used for:
• Breaking the ice in an interview
• When respondent’s own words are important
• When the researcher does not know all the possible answers

Example:
What changes do you recommend for the school to do in order to help
students perform better?

2. Closed-Ended
Best Used for:
● Collecting rank ordered data
● When all response choices are known
● When quantitative statistical tool results are desired

Example:
In which of the following do you live?
o A house
o An apartment
o A condo unit

Other forms closed-ended questions:

a. Likert-Scale
b. Multiple Choice
c. Rating Scales
d. Ranking Questions

ORDERING THE QUESTIONS

(Adapted from Contemporary Communication Research by Smith, M.J.,
1988)
1. Adapt a general organizational pattern that complements a survey’s
research objectives.
Two general patterns:
a. Funnel pattern – begins with broad questions followed by
progressively narrower or more specific ones
b. Inverted pattern – narrowly focused questions are followed by more
general ones.
2. Topically related questions should be grouped together.A
researcher should group together questions pertinent to a singletopic then move to
another topic.
3. Easy-to-answer questions should be placed first.
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 Easy questions serve as motivation.
4. Questions should be ordered to avoid establishing a response bias.
*Response Bias – a tendency of a respondent to answer all closed-
questions the same way regardless of content.
Example: A respondent check “Somewhat agree” to all criteria.

TESTING AND REVISING THE QUESTIONNAIRE

Questionnaires are a potential source of bias and must be formulated

very carefully to guarantee the quality of the data collected. From survey
design to questionnaire testing, it is important to avoid errors in respondent
comprehension and interpretation and to avoid influencing or offending
respondents. Hence, survey protocol, data collection and questionnaire
testing are fundamental components of the data production process. Testing
provides a means to check whether the questionnaire is valid in itself (form;
question formulation, including translation if relevant; overall structure and
transitions between questions and to validate the data collection protocol.
The most effective protection against error is to PRE-TEST the
questionnaire in full or in part.
That is the last part of designing your questionnaire before finally
administering and distributing it to your respondents. There are no fixed
steps on how to test your questionnaire but here are some general
guidelines that might be helpful. Keep in mind that you are aiming for the
questionnaire to be as effective as it can be.

Some Practical Tips on Testing a Questionnaire:

1. Find 5 to 10 people from your target group
2. Ask them to complete the survey while thinking out loud.
*take note of their opinions and feedback
3. Observe how they complete the survey.
* if there are hesitations in answering, this is an indication that the
survey questions and layout are not clear enough and needs
improvement.
4. Make improvements based on the results.
Source: (Adapted from tools4dev.org)

Tips before you finish the module:

1. All questionnaires need an introduction. Be sure to have one.
2. It is useful to begin every questionnaire with basic instructions for
completing it.

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3 .The format of a questionnaire is as important as the wording and
ordering. Be sure that it is spread out and uncluttered.
4. Physical aspects such as page layout, font type and size, questions
spacing, and the type of paper should be considered.
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4797036/

WHAT'S MORE

Task 4
Directions: Compare and contrast the three (3) types of report using Venn
diagram drafted below. Write your answer in your notebook.

WHAT I HAVE LEARNED

Task 5 REFLECT
Directions: Write your reflection in your notebook by completing the
unfinished statements below.

I have learned that

I have realized that

I will apply

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 WHAT I CAN DO

Task 6
Directions: Make 5 questionnaire items that measures the people’s feelings
regarding the action of the government towards COVID 19
pandemic. Write your answers on a separate sheet of paper or in
your notebook.

ASSESSMENT

Task 7

Directions: Read and answer the questions below. Write only the letter that
corresponds to your answer in your notebook/answer sheet.

1. Which technical report documents an observation of people, places, or

events to identify common themes in relation to the research problem
underpinning the study?
A. Feasibility Report B. Field Report
C. Recommendation Report D. Scientific Report
2. These are documents that wish to inform, analyze or recommend and
formally structured in sections.
A. Position Paper B. Reports
C. Concept Paper D. Essay
3. It is also called a stand-alone summary because of its provision of a
comprehensive synopsis of the scientific report.
A. Introduction B. Abstract
C. Conclusion D. Recommendation
4. Usually, the purpose of a formal technical report revolves around:
A. Making a claim B. Recommending a Course of Action
C. Selling a Product D. Solving a Problem
5. The following are purposes of technical writing, EXCEPT
A. Instruct B. Entertain
C. Inform D. Persuade
6. A questionnaire is defined by the following except:
A. to gather data from respondents
B. a tool designed to control data for a survey
C. wording, appearance and flow of questions fosters cooperation and
motivate the respondents to answer
D. translates the research problem into questions that will answered

13 NegOr_Q4_EAPP_Module9_v2
 by respondents
7. A well-designed questionnaire needs to be as short as possible.
A. True B. False C. Undecided
8. What is the first step in designing a survey questionnaire?
A. Pre-testing
B. Identifying the respondents
C. Identifying the research problem
D. Identifying the type of questions to be used
9. If you want to know how the students feel about the new rules and
regulations set by your organization, what type of questions will you most
likely use?
A. Likert-Scale B. Multiple Choice
C. Ranking D. Open-ended
10. Which of the following is considered a good questionnaire item?
A. How long does it take you to walk and run around the court?
B. If you were the President, what will you do to combat the COVID
Pandemic?
C. How much did you enjoy the reading the new novel?
D. Rate your experience in the service provided.

14 NegOr_Q4_EAPP_Module9_v2
 Answer Key

WHAT I KNOW

1. B 6. B

2. B 7. A

3. B 8. C

4. B 9. D

5. B 10.A

WHAT’S IN

1. Position Paper

2. Argumentation

3. Identification of the debatable issue

4. Fallacy

5. Hasty Generalization

WHAT’S NEW

1. 1 5. 4

2. 3 6. 6

3. 2 7. 7

4. 5 8. 8

WHAT’S MORE

Learner’s answers may vary

WHAT I HAVE LEARNED

Learning and realizations of learners may vary

WHAT I CAN DO

Learner’s output may vary but should be within the context given

ASSESSMENT

1. B 6. B

2. B 7. A

3. B 8. C

4. B 9. A

5. B 10.D

15 NegOr_Q4_EAPP_Module9_v2
 REFERENCES

Bullen, P. (n.d.). How to Pretest and Pilot A Survey Questionnaire.

http://www.tools4dev.org/resources/how-to-pretest-and-pilot-a-
survey-questionnaire/

Ng, JK. (2006). Designing A Questionnaire.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4797036/
Date retrieved: April 25, 2021

Vargas, Hazel Grace (2021). Designs, Tests and Revises Survey

Questionnaires. http://www.shsph.blogspot.com

“Organizing Your Social Sciences Research Paper: Writing a Field Report”.

https://libguides.usc.edu/writingguide/fieldreport
Date retrieved: April 24, 2021

“What is a Report” .https://owll.massey.ac.nz/assignment-types/what-is-a-

report. php Date retrieved: April 24, 2021

16 NegOr_Q4_EAPP_Module9_v2
 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

17 NegOr_Q4_EAPP_Module9_v2