By: Ms. Bernadette C.

Royo-Aquino
SHS Teacher

Activity Sheets
in
Inquiries, Investigation,
and Immersion
(S. Y. 2020-2021)

MOST ESSENTIAL COMPETENCIES

Quarter 3 Days
• prepares a plan and a focus on issues and ideas in their respective field 4
• formulates clearly the statement of research problem 4
• selects, cites and synthesizes related literature 12
• uses sources according to ethical standards (at least 4-6 local and
international sources)
• describes adequately research design (either quantitative or 12
qualitative), data gathering instrument, sample, data collection and
analysis procedures
• prepares data gathering instrument
Quarter 4
• gathers and analyzes data with intellectual honesty using suitable 8
techniques
• forms logical conclusions 4
• makes recommendations based on conclusions
• writes clear report
• presents written research report 20
• revises written research report based on suggestions and
recommendations of panelists
• submits final written research report-

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Inquiries, Investigation, and Immersion Introduction

• This subject is the 3rd and the LAST of the research subjects in Senior High School.
• It is a combination of your knowledge on both QUALITATIVE RESEARCH AND
QUANTITATIVE RESEARCH.
• However, in this subject, you-students- will get to decide which type of research
you want to pursue- QUALITATIVE Research, QUANTITATIVE Research,
or MIXED METHODS (combination of Qualitative and Quantitative).
• IMPORTANT REMINDER: Your chosen research should be focused on the
issues and ideas in your respective field.

o Humanities, Education, and Social Sciences (HESS)

▪ Teacher, Lawyer, Psychologist, Author, Politician, Criminologist,
Journalist, Statistician, Historian, Economist, Travel Guide, etc.
o Home Economics (HE)
▪ Chef, Cook, Dietician, Nutritionist, Tour Guide, Hotel & Restaurant
Manager, Product Advertiser, Interior Designing, etc.
o Information, Communication, and Technology (ICT)
▪ Computer Service Technician, Cyber Security Specialist, Data
Analyst, Hardware Engineer, Multimedia Developer, Programmer,
Software Developer/Analyst, Graphic Illustrator, etc.
o Agri-fishery Arts (AFA)
▪ Fish Farm Manager, Commercial Farmer, Agriculturist, Food
Processing Manager, Rubber Production Manager, Landscape
Installer, Pest Management Officer, Animal Production Manager,
etc.
o Accountancy, Business (ABM)
▪ Bank Teller/Manager, Tax Accountant, Financial Advisor, Corporate
Financial Analyst, Auditor, Cost Estimator, Bookkeeper, etc.
o Science, Technology, Engineering, Mathematics (STEM)
▪ Medical Doctor, Healthcare Professional, Engineer, Scientist,
Statistician, Architect, Electrician, Computer Technician, etc.

• Activities to be expected in this subject include individual assignments, group

tasks, researching, literature reading, oral reports, written reports, distant
community engagement for data collection, group collaboration, and constant
communication.

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Week 1
MELC 1: Prepares a plan and a focus on issues and ideas in their respective field.
Activity 1: “Mastermind” (Individual Written Task)
Instruction: Based on your past lessons in PR1 and PR 2 subjects, differentiate
qualitative research from quantitative research in terms of the research aspects stated in
column 1 of the table below.
Aspect of Qualitative Research Quantitative Research
Research (Practical Research 1) (Practical Research 2)
1. Kinds of
Data

2. Types of
Research
Design

3. Data
Collection
Tools

4. Ways of Data
Analysis

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Week 1
MELC 1: Prepares a plan and a focus on issues and ideas in their respective field
Activity 2: “Research Blueprint” (Individual Written Task)
Instructions: Write down your previous researches then decide for the research title
that is most relevant in your respective field. This will be your working research title in
this subject.
IMPORTANT: Award for Research or Innovation in Senior High School is given
to student with research that is:
• useful or significant to the school/community
• original
• with sound or correct methodology
• outstanding research presentation and defense

1. Practical Research 1 Research Title:

________________________________________________________
_______________________________________________________
2. Practical Research 2 Research Title:
________________________________________________________
________________________________________________________
3. Inquiries, Investigation, & Immersion Preferred Research Title: (Please check
only one as your response)
[ ] Same with Practical Research 1
[ ] Same with Practical Research 2
[ ] New Research Title
______________________________________________
______________________________________________
Please provide your reason for choosing the Research Title:
________________________________________________________
________________________________________________________
________________________________________________________

________________________________________________
LESSON:________________________________________________
A good research title should be composed of 10 to 15 substantial words
and accurately indicate the subject and scope of the study.

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Week 2
MELC 2: Formulates clearly the statement of research problem
Activity 3: “What’s your Problem?” (Group Written Task)
Instructions: Write down your final research title once again. Then, supply the blanks
with the needed information regarding your chosen group members and the Statement of
the Problem or SOP.
_________________________________________________
__________________________________________________
(Research Title)

Group Members:
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________

Statement of the Problem

This research aims to ______________________________________
__________________________________________________________
_________________________________________________________.
Specifically, it seeks to answer the following questions:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
(Add number on the list if necessary)

LESSON:
A Statement of the Problem (SOP) should:
• answer a gap in knowledge
• transform a generalized problem into measurable/ observable questions
• be logically-arranged
• be stated clearly and concisely
• be doable within the time frame

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Week 3
MELC 3: Selects, cites and synthesizes related literature
Activity 4: “Get to the point!” (Individual Written Task)
Instructions: Being able to summarize information is a skill needed in being a
researcher. Write a one-paragraph summary of the excerpt below from the book with
the title “COVID-19 Vaccine: An Update and Primer” published by Terrence McGarty on
November 13, 202o in (PDF) COVID-19 Vaccine: An Update and Primer
(researchgate.net). Use the DATE HEADING FORMAT (DHF). See the next page for
the lesson on citing and synthesizing literature.

Schools, Vaccines, and the Virus

7.9.3 Protection of the Teacher.
1. The teacher should have face masks as well as eye protection.
2. Hand sanitizers should be used and these should be based upon 91% isopropyl
alcohol and glycerine. Glove may be a useful alternative.
3. Teacher temperatures should be taken daily, once in the start of school and one
at the end of the school day.
4. RTPCR or equivalent viral tests should be performed weekly. The results should
be returned no later than 48 hours after the test is performed and the teacher and
school must have access to the results.
5. Teachers with possible risk factors should receive monthly mitigation reviews
with their physicians.
6. Teachers should have physical mitigation interfaces using such devices as desk
isolation unites.
7. Teachers should remove school attire before leaving the school premise and
possibly even shower with disinfectants in a secure facility carefully cleaned.
Clothing may be a vector for the virions.
8. All school facilities must be cleansed every night prior to the next day classes.
The same about student means of transportation. There must be school agents
monitoring student behavior on any transportation to minimize spread.

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

7.9.4 Protection of the Student.

To protect the student the following should be observed.
1. Daily temperature tests should be performed and recorded at the beginning and
end of the school day.
2. Weekly RTPCR or equivalent viral tests should be performed and the results
made available to the school, teacher, and parents/guardians.
3. Students with elevated temperatures and/or positive viral tests should be
immediately sent home by initially isolating them and notifying their parents. In
the event of an elevated temperature a viral test must be performed withing six
hours.
4. Notice of an infected students must be sent to all parents withing twelve hours
after receipt, time being of the essence.
5. Students must be limited in class movement. Isolation by means of barriers must
be employed where possible.
6. All students must wear masks of a type adequate to minimize viral spread from
an infected student.

Summary using Date Heading Format (DHF)

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

LESSON

1. 2.

American Modern Chicago

Psychological Language Manual
Association Association of Style

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By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

LESSON

1. Idea Heading Format (IHF) in Summarizing

• In this format, the summarized idea comes before the citation.
• i.e. Summary + (Author’s Surname, year).

Example:
Benchmarking is a useful strategy that has the potential to help public officials
improve the performance of local services (Folz, 2004; Ammons, 2001). Once the
practice of a particular city is benchmarked, it can be a guidepost and the basis
for the other counterparts to improve its own.

2. Author Heading Format (AHF) in Summarizing

• In this format, the citation starting with the author’s name (s) comes before the
summary.
• The author’s name is connected to the summary by a reporting verb.
• i.e. Author (Year) + Reporting Verb + Summary

Example:
The considerable number of users of FB has led educators to utilize FB for
communicating with their students (Grant, 2008; as cited in Donmus, 2010). The
study of Kabilan, Ahmad, and Abidin (2010) shows that the students perceived FB
as an online environment to expedite language learning specifically English.
Donmus (2010) asserts that educational games on FB fecundate learning process
and make students’ learning environment more engaging As regards literacy, this
notion reveals that FB could be used as a tool to aid individuals execute a range
of social acts through social literacy implementation (ibid). Blackstone and
Hardwood (2012) suggest the facilitative strength of FB as it elicits greater
engagement on collaboration among students.

3. Date Heading Format (DHF) in Summarizing

• In this format, the date when the material was published comes before the
summarized idea.
• i.e. Date + Research study + Author (s) + Reporting Verb + Summary

Example:
On the other hand, active participation of the citizens in development
contributes to a sound and reasonable government decisions. In their 2004 study
on the impact of participatory development approach, Irvin and Stansbury argue
that participation can be valuable to the participants and the government in terms
of the process and outcomes of decision making.

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Week 4
MELC 4: Uses sources according to ethical standards (at least 4-6 local and
international sources)
Activity 5: “Write-up” (Individual Performance Task)
Instructions: Search for 1 local and 1 international literature related to your research
title. Write one summary for each using the indicated APA in-text citation style below.
(No gathered literature should be similar to that of your group members’ for your answers
will be added to your group’s related literature. Hence, duplication of information will be
avoided.)
Your Research Title: ____________________________________________
Summary of Local Literature: Using Idea Heading Format (IHF)
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

Your Research Title: ____________________________________________

Summary of International Literature: Using Author Heading Format (AHF)
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Week 4
MELC 4: Uses sources according to ethical standards (at least 4-6 local and
international sources)
Activity 6: “Body of Literature” (Group Performance Task)
Instructions: Combine and arrange your group’s gathered literature to form the
support of your research in 2-10 pages. Follow the format below. This is to be done by
the group but to be submitted only by the leader.
Your Research Title: ____________________________________________
Related Literature and Studies

________________________________________________________
______________________________________________________________
______________________________________________________________

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

LESSON

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Week 5
MELC 5: Describes adequately the research design (either quantitative or qualitative),
data gathering instrument, sample, data collection and analysis procedures
Activity 7: “What’s in a name?” (Individual Written Task)
Instructions: Define the following terms.

A. Research Design
1. Qualitative Research Design- ______________________________
2. Ethnographic Research- _____________________________
3. Case Study- _____________________________________
4. Phenomenological Research- __________________________
5. Grounded Theory- _________________________________
6. Action Research- __________________________________
7. Quantitative Research Design- _____________________________
8. Descriptive Research - ______________________________
9. Correlational Research- _____________________________
10. Experimental Research- ____________________________
11. Quasi-Experimental Research- ___________________
12. True Experimental Research- ____________________
B. Sampling Technique
13. Probability Sampling- __________________________________
14. Simple Random Sampling- __________________________
15. Systematic Random Sampling- ________________________
16. Stratified Random sampling- _________________________
17. Cluster Random sampling- __________________________
18. Non-probability Sampling- _______________________________
19. Convenience Sampling- _____________________________
20. Purposive Sampling- ______________________________

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

21. Quota Sampling- _________________________________

22. Snowball Sampling- _______________________________
C. Research Instrument
23. Questionnaire- _______________________________________
24. Checklist- __________________________________________
25. Interview Guide- ______________________________________
26. Archival Records- _____________________________________
D. Data Collection
27. Observation- ________________________________________
28. Participant Observation- ____________________________
29. Non-participant Observation- ________________________
30. Interview- __________________________________________
31. Structured Interview- ______________________________
32. Unstructured Interview- ____________________________
33. Semi-structured Interview- __________________________
34. Focus Group Discussion- ________________________________
35. Survey- ____________________________________________
36. Document Review- ____________________________________
E. Data Analysis
37. Thematic Analysis - ____________________________________
38. Coding- ____________________________________________
39. Initial/Open Coding- ___________________________________
40. Axial Coding- ________________________________________
41. Selective Coding- ______________________________________
42. Theory Development- __________________________________
43. Descriptive Statistics- __________________________________
44. Mean (Statistics)- _____________________________________
45. Inferential Statistics- ___________________________________

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

46. Frequency- __________________________________________

47. t Test of Independent Means- _____________________________
48. Pearson r - __________________________________________
49. Standard Deviation- ___________________________________
50. ANOVA- ___________________________________________

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Week 6
MELC 6: Describes adequately the research design (either quantitative or qualitative),
data gathering instrument, sample, data collection and analysis procedures
MELC 7: Prepares data gathering instrument
Activity 8: “Step-by-Step” (Group Performance Task)
Instructions: Describe your research methodology in 2-5 pages. Follow the sequence
and the format below. Include your actual research instrument.
Research title: _______________________________________________
Methods
Research Design
____________________________________________________
_________________________________________________________
_________________________________________________________
Population and Sampling
____________________________________________________
_________________________________________________________
_________________________________________________________
Research Instrument
____________________________________________________
_________________________________________________________
_________________________________________________________
Data Collection
____________________________________________________
_________________________________________________________
_________________________________________________________
Data Analysis
____________________________________________________
_________________________________________________________
_________________________________________________________

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 By: Ms. Bernadette C. Royo-Aquino
SHS Teacher

Week 6
MELC 7: Prepares data gathering instrument
Activity 9: “Answer Me” (Group Performance Task)

(Paste your actual research instrument here.)

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