DEPARTMENT OF EDUCATION
Division of Zamboanga Sibugay
Payao National High School
Senior High School Department
Course Code: Teacher: Deo J. Galvez
Course Title: Practical Research 2 Email:
[email protected]No of Units: 3 Consultation Hours: Friday 3:00- 5:00 pm
Prerequisite/s: Statistics and Probability Class Schedule and MTWHTHF / 8:55 – 4:40 PM
Room:
Prerequisite to: Section: CSS/GAS/CARPENTRY/COOKERY
I. COURSE DESCRIPTION
The course aims to develop critical thinking and problem-solving skills of Grade 12 students through the conduct
quantitative, qualitative and experimental research relative to their interests and senior high school track.
II. DESIRED LEARNING OUTCOMES
On the completion of this course, the student is expected to:
1. Conduct a quantitative and qualitative research by undertaking a rigorous process that involves:
a. Deciding on a suitable and relevant research study in different areas of interest and in the process,
formulate clearly the statement of research problem;
b. Selecting, citing, and synthesizing related literature and use sources according to ethical standards;
c. Describing adequately quantitative/qualitative research designs, sample, instrument used, intervention
(if applicable), data collection, and data analysis procedures;
d. Gathering and analyzing data with intellectual honesty, using suitable techniques; and
e. Forming logical conclusions, make recommendations based on these conclusions, and write and present
clear report
2. Develop appreciation towards the conduct of research in across a wide spectrum of professional fields.
3. Gain an in-depth understanding of the need for intellectual honesty, academic rigor, and collaboration
through the exercise of research.
III. Learning materials
Multimedia, Laptop, smart TV, HDMI, Textbooks, Research journals and articles, curriculum guide
IV. GRADING SYSTEM
Descriptor:
Written Work 30% O 90 - 100%
Performance Tasks 50% VS 85 - 89%
Final Paper Presentation 20% S 80 - 84%
FS 75 - 79%
TOTAL 100% Did Not Meet Expectations: 74% and below
Passing Score: 75%
V. REFERENCES
Baraceros, E. L. (2025). Practical Research 2. Manila: Rex Book Store, Inc.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research. Boston: Pearson Education, Inc.
Fraenkel, J. R. (2009). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
BIBLIOGRAPHY Leedy, P. D. & Ormrod J. E. (2013). Practical Research: Planning and Design. New York: Pearson
Education, Inc.
Moore, N. (1983). How to Do Research: A Practical Guide to Designing and Managing Research Projects. London:
Facet Publishing.
VI. FINAL OUTPUT
All submitted research papers will be presented in a research conference for senior high school students by the end
of the term. The conference guidelines shall include, but will not be limited to the following:
1. All Grade 12 students who are enrolled in Practical Research 2 shall produce a complete
quantitative/qualitative research paper as the final output of the subject.
2. A printed and/or digital version of the completed research shall be submitted for the selection of the best
paper and best in oral defense presentation.
3. Must have undergone and passed panel defense and approved after revisions by the research adviser.
4. Proper citations and adherence to ethical research practices (no plagiarism, proper treatment of human
participants, etc.) must be ensured.
5. All papers which manage to get a total score of at least 80 points shall qualify for oral presentation. All other
papers will be presented through poster presentation.
6. The analytic rubric that follows will be used to assess the final research paper submitted by the students.
Criteria Indicators Outstanding Satisfactory Fair
The research is relevant to the SHS
track/strand that the research team
belongs to.
The research topic is appropriate to
the level of the researchers.
The research topic or idea is
innovative, or presents an
innovative process to understanding
Four to five Less than
a rather common area of research. Six to seven
Clarity, Coherence, of the four
The chosen research topic as indicators
and Creativity (30 indicators indicators
reflected by the stated research were met (28
points) were met (24 were met (20
question (or objective) is focused. or 30 points)
or 26 points) points or less)
The paper, in its entirety, has been
written to form a cohesive whole.
The scope and delimitation of the
study is clear and appropriate to the
level of the students.
The introduction (or background of
the study) clearly presents the gap
in research addressed by the study.
Reasoning and The research title clearly Six to seven Four to five Less than
Organization (30 encapsulates the idea proposed by indicators of the four
points) the study. were met (28 indicators indicators
The paper contains enough or 30 points) were met (24 were met (20
information to support its idea. or 26 points) points or less)
All literature cited in the paper
provide support for the conduct of
the study.
All sources are reliable.
The abstract presents a strong and
organized summary of the research
conducted.
Conclusions and recommendations
are supported by the data presented
and is clearly based on how the data
was analyzed.
Discussion of results have been
organized to convince the study has
significance.
The submitted paper adheres with
the required format in terms of font
style, table and figure formats,
margination, etc.
Two or three
All in-text citations and references All four Only one of
of the
Writing Mechanics agree and are correctly formatted to indicators the indicators
indicators
(15 points) follow APA style, 6th Edition. were met (15 was met (9
were met (11
Not more five spelling and points) points)
or 13 points)
grammatical errors have been
spotted in the paper.
The number of pages are within the
allowed quantity as determined.
The selected research design is
appropriate for the study based on
the stated research question(s).
Instruments used have underwent
validation.
Statistical tools used to analyze data Three or four Less than
All five
Research Design are appropriate based on the of the three of the
indicators
and Methodology research questions and the kind of indicators indicators
were met (25
(25 points) data. were met (21 was met (19
points)
The Methodology part of the paper or 23 points) points or less)
highlights the important data
gathered through the study.
All discussions agree with the
presented data and appear to be
unbiased.
VII. LEARNING PLAN
Course Topics
Week Learning Outcome Teaching-Learning Activities
(Content Unit)
1 describes characteristics, The Nature of Collaborative In-class Activities
strengths, weaknesses, and Inquiry and Summative Assessment (Quiz)
kinds of quantitative Research
research
illustrates the importance of
quantitative research across
fields
differentiates kinds of
variables and their uses
2–5 designs a research useful in Identifying the Collaborative In-class Activities
daily life Inquiry and Research Problem Presentation
writes a research title Stating the Oral Presentation of Chapter 1:
describes background of Problem Introduction (Background of the Study,
research Research Question(s), Scope and
states research questions Delimitation)
indicates scope and
delimitation of study
cites benefits and
beneficiaries of study
presents written statement
of the problem
1ST QUARTER EXAM
4–5 selects relevant literature Learning from Practice Tasks
cites related literature using Others and Collaborative In-class Activities
standard style (APA, MLA or Reviewing the Summative Test (Quiz)
Chicago Manual of Style) Literature Library Work
synthesizes information from Oral Presentation of Chapter 2: Review
relevant literature of the Literature and Conceptual
writes coherent review of Framework (also includes Research
literature Hypotheses (if applicable))
follows ethical standards in
writing related literature
illustrates and explain
conceptual framework
defines terms used in study
lists research hypotheses (if
appropriate)
presents written review of
related literature and
conceptual framework
2ND QUARTER EXAM
6 chooses appropriate Understanding Practice Tasks
quantitative research design Data and Ways Collaborative In-class Activities
describes sampling to
procedure and the sample Systematically
constructs an instrument and Collect
establishes its validity and Data
reliability
describes intervention (if
applicable)
7
8 plans data collection Understanding Practice Tasks
procedure Data and Ways Collaborative In-class Activities
plans data analysis using to Oral Presentation of Chapter 3:
statistics and hypothesis Systematically Methodology (Research Design,
testing (if appropriate) Collect Sample, Instruments, Intervention (for
presents written research Data experimental research), Data
methodology Collection Procedure, Data Analysis
Plan)
Instrument Validation
3RD QUARTER EXAM
9 – 11 collects data using Reporting and Collaborative In-class Activities
appropriate instruments Sharing Findings Instrument Administration/
presents and interprets data Experimentation, whichever applicable
in tabular and graphical
forms
uses statistical techniques to
analyze data - study of
differences and relationships
limited for bivariate analysis
12 ORAL/POSTER PRESENTATION
13 draws conclusions from Collaborative In-class Activities
research findings Preliminary Defense
formulates Chapters 1 to 3
recommendations
lists references
presents written research
report
presents research workbook
14 4TH QUARTER EXAMINATION
VIII. CLASSROOM POLICIES
EXPECTATIONS FROM STUDENTS
The student’s responsibility is to come to each class prepared for individual and group outputs. They are also
expected to take all assessments and examinations, and submit course requirements on the date scheduled. They
should read the assigned problems prior to class. They are expected to attend each class and participate actively in
the discussions.
ACADEMIC DISHONESTY
All students are expected to be academically honest. Cheating (most specially in the form of plagiarism), lying, and
other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in
assessments or examinations will automatically receive a zero in the course requirement or a failing grade.
Plagiarism refers to the unauthorized use of references including books, journals and other articles, and online
sources or using any of available resource without acknowledgment of the original author. Cheating refers to
copying tests, assignments, written reports, and research paper; representing the work of another person as one’s
own; collaborating without authority; signing another student’s name on the attendance sheet; or practicing
intellectual dishonesty.
POLICY ON ABSENCES
The allowed number of absences for senior high school students enrolled in class is written on the recent student
handbook (Basic Education Department). Request for excused absences or waiver of absences must be presented
prior to or upon reporting back to class. Special examinations will be allowed only in special cases such as prolonged
illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might
accumulate leading to a failing grade. It is also his/her responsibility to consult with the teacher, chair, or dean
should his/her case be of special nature.
Prepared by: DEO J. GALVEZ
SHS English Language Faculty
Checked by: _________________________ _________________________
Senior High School Coordinator Master Teacher 1 SHS
Endorsed by: ________________________
Head Teacher I/IV
Approved by: SALVADOR D. ARQUILITA
School Principal IV
Conforme:
1.1. I, the undersigned student, hereby acknowledge that I have been provided with and have fully read the Course
Outline for the subject PRACTICAL RESEARCH 2.
1.2. I agree to comply with all course requirements, including but not limited to quizzes, projects, performance tasks,
research papers, and oral presentations, as outlined by the teacher.
1.3. I understand that cheating, plagiarism, and other forms of dishonesty are strictly prohibited and will result in
disciplinary action as per school policy.
1.4. I agree to actively participate in class discussions, group work, and other activities while maintaining respect for
my peers and teacher.
1.5. I acknowledge the importance of submitting requirements on or before the deadline and understand the
penalties for late submissions.
Student Name: _______________________________
Grade & Section: _____________________________
Date: ________________________________________
Signature: ___________________________________
