11

Reading and Writing Skills

Quarter 4- Module 9
Identify the Unique Features of and Requirements

in Composing a Research Report

NegOr_Q4_RWS_Module9_v2
Alternative Delivery Mode

Quarter 4, Module 9: Reading and Writing Skills (Identify the Unique

Features of and Requirements in Composing a Research Report)

Second Edition, 2021

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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 ass 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
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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.

Thank you.
i
 TABLE OF CONTENTS

CONTENT PAGES

WHAT I Know ------------------------------------------------ 1

Task 1 ------------------------------------------------ 1

WHAT’S IN

WHAT’S NE------------------------------------------------ 2

Task 2 ------------------------------------------------ 2

WHAT IS IT ------------------------------------------------ 9

WHAT’S MO------------------------------------------------ 13

Task 3 ------------------------------------------------ 13

WHAT I HAVE LEARNED --------------------------------- 14

Task 4 ------------------------------------------ 14
WHAT I CAN DO ---------------------------------------- 15

Task 5 ------------------------------------------------ 15

ASSESSMENT ------------------------------------------------ 16

GLOSSARY ------------------------------------------------ 17

ANSWER KEY ------------------------------------------------ 18

REFERENCE LIST -------------------------------------------- 19

 WHAT I KNOW

Task 1

Directions: Identify the following items below. Choose from the options
in the box and write your answers in your notebook.

methodology
research report body references conclusion
results and research
introduction plagiarism abstract
discussion instruments

_________________ 1. It summarizes the intent of the research, the

significant findings, conclusions, and
recommendations.

_________________ 2. It is a presentation of evidence in support of a clear

thesis statement based on organized ideas and
factual information from different sources.

_________________ 3. It includes the research designs, respondents,

sampling techniques and the description of how
the study was conducted.

_________________ 4. It contains the rationale for conducting the research,

and the justification on the importance of the
research and how it contributes to the existing
knowledge of the discipline.

_________________ 5. It is a statement of generalization based on the

results of the study.

_________________ 6. This is where you will indicate the books, journals,

and other online references that you have read in
the conduct of the research.
_________________ 7. These are tools that measure variables in the study
and are designed to obtain data on a topic of
interest from the subject of research.

_________________ 8. This explains the results of the study. It also includes

interpretation and in-depth analysis of the results
and their implications.

_________________ 9. It is when you just lift statement from a published

journal and write them down in verbatim, without

even mentioning the authors’ na them as your own work.

_________________ 10. It contains the detai conclusion; it contains citations regarding

what the

authors and other sources say about the problem

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NegOr_Q4_RWS_Module9_v2
 WHAT’S IN

Task 2

Directions: Using a dictionary, find out what the following words mean to
better understand the unique features of and requirements in writing a
research paper. Write these in your notebook. Establish what you know
first and try to connect it with what you will learn in this lesson.

G.
A. Literature Review D. Internet Sources Appendices

B. Methodology E. Qualitative Data H. Plagiarism

C. Research Instruments F. Quantitative Data I, Citation

WHAT’S NEW

Task 3

Directions: Read the following statements below. Write R if they can be

proven right; W if they can be wrong. Write your answers in your notebook.

_____ 1. Violent videos games do not cause teenagers to become violent,

but violent teenagers are attracted to violent video games.

_____ 2. There is no difference in the level of morality of church goers and

non-church goers.
_____ 3. Praising children intermittently is better at motivating them then
praising them at all times.

_____ 4. Students who are recognized as being excellent tend to shirk from
further challenges.

_____ 5. Children taught addition visually using blocks become less adept in
math when this method is done too many times.

Analyse the text using the questions below.

1. Why do you think that such item/items can be proven right?

2. Why do you think such item/items can be proven wrong?

NegOr_Q4_RWS_Module9_v2
Writing a Research Report

Research is an investigation that leads to the discovery of new

knowledge. Rivera (2007) defined research as a systematic exploration of
possible solutions to an existing problem. The responsibility of the
researcher does not end after the research. Whether the research gets
publish or not, it is imperative that findings be disseminated through a
research report.

In educational research, preparing a research report is very important

as it is the stage where the findings of research are disseminated to the
stakeholders. The research report communicates to others the procedure
and the results of an investigation or inquiry.

✓
The following are suggested parts of a research report and their
examples:

Title

✓ Abstract

✓ Introduction

✓ Methodology

✓ Results and Discussion

✓ Conclusion

✓ References
ABSTRACT

The abstract summarizes the intent of the research, the significant

findings, conclusion, and recommendations. For most research report, the
abstract should not exceed more than 300 words.

Below is the abstract of the research on Learning in the Workplace of

Teacher Educators in the Philippines by Filomena T. Dayagbil.

Abstract

This research was conceived to find out the learning constructs of teacher
educators including what they learned in the workplace, the sources of learning
and the factors that motivated teachers to learn. The study revealed that the
workplace was a rich avenue for learning where teachers in higher education
institutions learned the professional concepts and human relationship skills
necessary for effective practice. The teacher educators learned best from self-
reflection, printed materials and co-teachers. Other sources of learning were
from in-service trainings, administrators and students. What and how teachers
learned were influenced by their length of teaching experience. Extrinsic factors
like salary, incentives and self-

motivating factor like teacher’s commitment moti

____________________________________________________________________
INTRODUCTION

The introduction contains the rationale for conducting the research.

It contains the justification on the importance of the research and how it
contributes to the existing knowledge of the discipline. It also includes
literature that reveals gaps or affirmations which would establish the
need for the study.

Here is the sample introduction taken from the same research

report of Dayagbil.

Introduction

Society expects teachers to be concerned wit learning in others. However, less

emphasis is g they learned practical knowledge in the practice of their profession. Tickle
(1987)

expressed the need to look into the value of practical knowledge because it
leads to competence and beyond competence to professional excellence.
Practical knowledge is stressed by Ryan (1998) as workplace learning. The
workplace is a learning organization and teaching is a workplace learning
experience. To be effective, the teacher must gain insights into their own
teaching and learn from the experiences in the workplace. However, the
imperatives to address the workplace-learning component of teacher educators
are not often articulated (Smyth, Dow, Hattam, Reid, & Shacklock, 2000).

Educators and researchers are beginning to recognize the value of workplace

learning in the 1990’s. Teachers have so much to learn presence of authentic and goal-
directed activities in the workplace as well as the

everyday engagement in problem solving, make the workplace setting a good

avenue for learning. The need to learn is cited by Sikes (1985), stating that in
order to survive, the teachers have to learn the skills, the craft technology of
teaching to come to terms with the reality of the situation in the workplace.
Educators have to learn the three most crucial functions of facilitating learning,
managing the classroom, and making decisions. Learning takes place in several
levels, in varied settings and different circumstances. Learning may be informal
or formal, basic, or advanced or learning from a training or research project.
When teachers engage with other professional colleagues in a deliberate
explanation of their professional world, they are learning. By reflecting on what
they do, how they feel about it, how they would

like it to be and then examining details through interaction with professional

colleagues, workplace learning
takes place. As a result, better understanding is

arrived at, decisions are made and plans for change are created that lead to
instructional competence.

There is a need to analyze the teachers’ learning in the wor bring about concrete
evidence of what and how teachers learn. It is in this milieu that

the study is conceived to find out various learning constructs of teachers

including what they learned in the workplace, how learning took place and the
sources of learning. The study also looked into the factors that motivated the
teachers to learn in the workplace.

NegOr_Q4_RWS_Module9_v2
METHODOLOGY

The methodology includes the research design, respondents,

sampling techniques and the description of how the study was conducted.

This is the sample methodology from the same research:

Methodology

The study was a qualitative-quantitative research which employed

checklists, story frames and interview schedule to delve deeper into the areas,
sources of learning and learning processes of teachers. Six workplaces from
higher education institutions in the Philippines were selected for the purpose of
the study. The selection of multiple school sites was done because of the desire
to investigate the dynamics of different school types and location as workplaces
of teachers. The researcher believed that no single school site would have
accurate information of the diversity of teachers’.Therespondents
learningorteacherinformants were selected following the within-case sampling.
Miles and Huberman (1994:29) indicated that

“within case sampling is almost always nested. narrative accounts and interview responses
were being driven by conceptual

questions, not by a concern for representation. For every workplace, six teachers
were selected based on their length of experience, their willingness to be
informants

of the study and the researcher’sto ensurerapportfull wit cooperation in the data gathering
stage. The teacher informants were classified as

expert, mid-career, and novice teachers (Sikes, 1985) based on their length of
teaching experience. The grouping was made to determine the learning of
teachers among diversified experience which was perceived to be a potent factor
in the acquisition of knowledge and skills.

RESULTS AND DISCUSSION

This explains the results of the study. It also includes interpretation

and in-depth analysis of the results and their implications.

Here’s the sample discussion:

Results and Discussion

Learning Constructs of Teacher Educators

Areas of Learning

The study identified concepts and skills that teacher educators learned in
the workplace. The learning areas were categorized as teaching concepts/skills,
manipulative skills, leadership concepts/skills and human relationship skills. The
data collated showed that more than one half of the concepts and skills were
learned by teacher educators in the workplace. This means that the workplaces
were fertile grounds for learning. The teachers learned a lot in their places of
work aside for the knowledge acquired formally in their graduate and
undergraduate studies.

5 NegOr_Q4_RWS_Module9_v2
 Furthermore, the study revealed that the teachers in the workplace
learned first and foremost the professional concepts and skills necessary for job
performance and competence. These concepts and skills included teaching
strategies learned to effect learning among students. The skills on the art of
questioning, and classroom management were also acquired as teachers carried
out their lessons every day. New assessment methods, grading system, and test
construction were also learned

by the teacher educators. An educator insaid: her“Though60’smy age is retirement, I have never
grown tired of teaching. I enjoyed the challenges and disappointments that go with teaching. I have
learned so many things in the university like

the new concepts and strategies in teaching, the changing role of an educator, lesson planning
and art of questioning. When H.E majors come to me, they know very little of home economics.
But after my course, my students said they learned many things from me. It is indeed very
rewarding.”The second most learned area in the workplace was on human relationship
skills. The development of wholesome relationship with peers and students was
cultivated in the workplace. The respondents claimed that it was in the workplace
where they learned to relate well with others. One teacher shared: “When you are a
neophyte in the university, some of the teachers are skeptical about you. They doubt your
capacity to teach, and they test your ability to get along with them. So, you have

to prove your worth. You have to be respectful and let them feel that you can learn a lot from

those ahead of experience. Once I was very late whom I met because I was in a hurry to go to my class.
The following day talked reached my

ears that I didn’t havesince Irespectdidnotbother to forgreet themoldattheteacher corridor. After that
incident, I realized that I

The workplace was a rich venue for values development as most of the teachers

learned to cultivate harmonious interpersonal relations with superiors, parents, the

public officials, non- governmental organization, and the people in the community.

One educator said: It is in my workplace that I have learned to be human. The extension

project that I participated has taught me life’s lessons outside

classroom. When you share something to the needy and the deprived, the satisfaction that

you feel is beyond compare. In my institution, I have learned the values of empathy,

compassion Theandfindingcaresupports.” Downs (in Panares, 1998) claims that

learning at work is largely a social activity, and everyone has a role to play in
helping people learn. Kelly further avers that every individual needs the building of

people to learn better human relations. The third learned area was on the leadership

concepts/skills which included coordinating school activities, facilitating meetings,

advising an organization, and representing the school in outside activities. “Once I

was assigned to coordinate the College Foundation Week. I was hesitant to accept because

of the great responsibility. Later I was glad I accepted it because it honed my leadership

skills. It’s the most challengingTeacherslearnedassignmentleastthe I

manipulative skills like making instructional materials, making bulletin boards,

homemaking skills and letter cutting which were not expected of college teachers’

master. The finding supports Knowles (1980) theory on adult learning which states

that adults prefer to learn things for immediate application of knowledge. The

immediacy of application in college teaching is lesser in the manipulative skills

compared to the professional concepts and skills which are of immediate use in the

teaching learning process.

6 NegOr_Q4_RWS_Module9_v2
CONCLUSION

The conclusion is a statement of generalization based on the results

of the study. Conclusions have to be concise and explicit.

Below is the sample conclusion:

Conclusion

The workplace is a rich avenue for learning wherein the teacher educators
acquire the professional concepts/skills and the human relationship skills
necessary for effective practice. It is in the workplace where teachers are
confronted with practical situations. They reflect and do something about the
situation, thereby learn

something from it. The teachers’ stories and accounts of their lives as educators. These
stories reflect teachers’ learning,insights

and realizations as they continuously make sense of the reality in the workplace.

Various factors affect teachers’ motivation fo

some of the teachers are motivated 6 for some extrinsic rewards, most adults
give pragmatic and self-motivating for learning.

REFERENCES

This is where you will indicate the books, journals, and other
online references that you have read in the conduct of the research.

Below is the list of references:

References

Abbott, M. L., & Fouts, J. T. (2003). Constructivist teaching and student

achievement: The results of a school-level classroom observation study
in Washington. Technical Report #5. Lynnwood, WA: Washington
School Research Center.
Ball, D. L., & Bass, H. (2000). Making believe: The collective construction of public
mathematical knowledge in the elementary classroom. In D. C. Phillips (Ed.),
Constructivism in education: Opinions and second opinions on controversial
issues (pp. 193–224). Chicago: National Society for the Study of Education.

Ball, Stephen J and Ivor F. Goodson. (1989). Tea

Falmer Press.

Beare, Hedley and Associates. (1994). Creating an Excellent School. Great

Britain: Biddles Ltd.

Billett, Stephen and Christian Harteis (2008). Emerging Perspectives of

Workplace Learning.Rotterdam, Sense Publishers.

Calderhead, James. (1988). Teachers’ Professiona

7 NegOr_Q4_RWS_Module9_v2
Cross, Patricia. (1981). Adults as Learners. San Francisco: Jossey Bass, Inc.

Edwards, R., Nicoll, K., Solomon, N., & Usher, R. (2004). Rhetoric and
educational discourse: Persuasive texts. London: Routledge Falmer.

Eraut, M. (2004). Informal learning in the workplace. Studies in

Continuing Education, 26(2), 247-274.

Fuller, A., & Unwin, L. (2004). Young people as teachers and learners in the
workplace: Challenging the novice-expert dichotomy. International
Journal of Training and Development, 8(1), 32-42.

Knowles, M.S. (1980). The Modern Practice of Adult Education: From Pedagogy
to Andragogy. Chicago: Follett.

Knox, A.B. (1986). Helping Adults Learn. San Francisco: Jossey-Bass.

Lester, S. & Costley, C. (2010). Work-based learning at higher education level:

value,

practice and critique. Studies in Higher Education.

Miles, Matthew B., and Michael Huberman. (1994). Qualitative Data

Analysis. California: Sage Publications.

Schon, D.A. (1987), Educating the Reflective Practitioner. San Francisco:

CA: Jossey-Bass.

Smyth, J., Dow, A., Hattam, R., Reid, A., & Shacklock, G. (2000). Teachers' Work
in a GlobalizingEconomy. London: Falmer Press.

Zukas, M., & Malcolm, J. (2002) Pedagogies for lifelong learning: Building
bridges or building walls? In R. Harrison, F. Reeve & J. Clarke (Eds.),
Supporting lifelong learning (vol. 1 –perspectives on learning). London:
Routledge Falmer.
8 NegOr_Q4_RWS_Module9_v2
 WHAT IS IT

Writing a Research Report

A research report is a typed report of 6 –12 pages in length deal with

a topic covered as part of the course content (Sandagan, 2016). Your
research report consists of research that you do on the topic as well as
your interpretation of this information, including the applicability to your
assignment. For example, explain how you will use the information or
does the material researched impact on your field of work. This latter
requirement is the key to writing successful papers –always relates how
you will use the information learned.

As a student you may be required to write a variety of reports for

assessment purposes. A research report is one type that is often used in
the sciences, engineering and psychology. Here your aim is to write
clearly and concisely about your research topic so that the reader can
easily understand the purpose and results of your research.

Structure

You must carefully read your course information details to ensure

that you comply with what the lecturer/tutor stipulates. A report is
typically made up of three main divisions: (1) preliminary material, (2)
body and (3) supplementary material. Each of the sections contains a
different kind of content. Refer to the tables below:

Table 1: Divisions and sections of a report

Broad Divisions Individual Sections

Title of Report
(1) Preliminary material
Table of Contents (not always required)
 Abstract/Synopsis
Introduction

Literature Review (sometimes included in

Introduction)
Methodology
(2) Body of report
Results
Discussion
Conclusion
Recommendations (sometimes included
in the Conclusion)
References or Bibliography
(3) Supplementary material
Appendices
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NegOr_Q4_RWS_Module9_v2
Table 2: Content of individual sections

Individual Sections Content of Each Section

Title of Report Concise heading indicating what the

report is about
Table of Contents (not
always List of major sections and headings
required) with page numbers

Abstract/Synopsis Concise summary of main findings

Introduction What you researched and why
Literature Review Other relevant research in this area
(sometimes included in the
Introduction)
Methodology What you did and how you did it
Results What you found
Discussion Relevance of your results, how it fits
with other research in the area

Conclusion Summary of results/findings

Recommendations What needs to be done as a result of
(sometimes included in the your findings
Conclusion)

References or Bibliography All references used in your report or

referred to for background
information
Appendices Any additional material which will
add to your report

STEP 1
Analyse the Task

As with any assignment task, you must first analyse what is expected of
you. This involves careful reading of the assignment task as outlined in
your course information book. You may find the following questions useful
when analysing the task:

• What is the purpose of the report?

(It could be analysing, persuading or reporting on an investigation.)

• Who is the audience for the report?

• What is the word limit?

(Many times, the word limit only includes the body of the report.)

• What is the topic of the report?

(The topic may be specified 10 the lecturer, but other times you will have a
choice.)

• What is the expected format of the report?

10
STEP 2

Develop a Rough Plan

Use the section headings (outlined above) to assist with your rough plan.

Write a thesis statement that clarifies the overall purpose of your report.
Jot down anything you already know about the topic in the relevant
sections.

STEP 3

Do the Research

Steps 1 and 2 will guide your research for this report. You may need to
report on other research on a particular topic or do some research of your
own. Keep referring to your analysis and rough plan while you are doing
your research to ensure that you remain on track.

Give yourself plenty of time for this step, as the research phase of your
work will usually take the most time of any step in producing your report.
Also, ensure you keep correct bibliographic details for all of the material
you may later use in your report.

STEP 4

Draft the Body of Your Report

• Introduction - The purpose of your report. The thesis statement

will be useful here. Background information may include a brief
review of the literature already available on the topic so that you
are able to

‘place’ your research in the fieldmethods. Some

 and an outline of the structure the report.
10

• Literature Review - If asked to do a separate literature review,

you must carefully structure your findings. It may be useful to do a
chronological format where you discuss from the earliest to the
latest research, placing your research appropriately in the
chronology. Alternately, you could write in a thematic way, outlining
the various themes that you discovered in the research regarding
the topic. Again, you will need to state where your research fits.

• Methodology - Here you clearly outline what methodology you

used in your research i.e. what you did and how you did it. It must
be clearly written so that it would be easy for another researcher to
duplicate your research if they wished to.

11

NegOr_Q4_RWS_Module9_v2
 ➢ It is usually written in a 'passive' voice (e.g. the
participants were asked to fill in the questionnaire attached in
Appendix 1) rather than an 'active' voice (e.g. I asked the
participants to fill in the questionnaire attached in Appendix
1).

➢ Clearly reference any material you have used from other

sources. Clearly label and number any diagrams, charts, and
graphs. Ensure that they are relevant to the research and add
substance to the text rather than just duplicating what you
have said. You do not include or discuss the results here.

• Results - This is where you indicate what you found in your

research. You give the results of your research, but do not interpret
them.

• Discussion - This is where you discuss the relevance of your results

and how your findings fit with other research in the area. It will
relate back to your literature review and your introductory thesis
statement.

• Conclusion - This is a summary of the most significant

results/findings. You should not include any new material in this
section. Sometimes you could indicate some areas where your
research has limits or where further research would be useful.

• Recommendations - This includes suggestions for what needs to

be done as a result of your findings. Recommendations are usually
listed in order of priority.

STEP 5

Draft the Supplementary Material

• References or Bibliography - This includes all references used in
your report or referred to for background information. This must be
done using the referencing convention specified by your
lecturer/tutor.

• Appendices - These should add extra information to the report. If

you include appendices, they must be referred to in the body of the
report and must have a clear purpose for being included. Each
appendix must be named and numbered.
STEP 6

Draft the Preliminary Material

• Title of Report - Make sure this is clear and indicates exactly what
you are researching.

• Table of Contents - List all sections, subheadings tables/graphs

appendices and give page numbers for each.

• Abstract/Synopsis - This gives a very brief overview of the report in a

condensed form. For more specific details on how to write this, please
refer to the Learning Guide Writing an Abstract.
http://www.adelaide.edu.au/writingcentre/learning_guides /

STEP 7

Polish Your Report

The final step is checking your report to ensure you have followed all of the
guidelines as outlined in your course information. For more detail on how to do
this well, please refer to the Learning Guide Editing Your Own Work.

(http://www.adelaide.edu.au/writingcentre/learning_guides/)