Republic of the Philippines
Department of Education
Regional Office IX
SCHOOLS DIVISION OF ZAMBOANGA SIBUGAY
PAYAO DISTRICT
Payao National High School
MODULE: THE NATURE OF INQUIRY AND RESEARCH
I. Module Overview
This module introduces learners to the concept of inquiry and research, their
purposes, and their significance in academic, professional, and real-life contexts. It
guides students in understanding the process of generating knowledge through
systematic investigation.
Target Learners: Senior High School ALS
Learning Area: Practical Research / Research in Daily Life
Duration: 1–2 weeks
II. Lesson Proper
Inquiry
A curious, question-driven process of exploring problems, phenomena, or
everyday situations to gain understanding.
Ranges from informal (asking friends which phone to buy) to formal
(structured classroom investigations).
Key features: question-led, open-ended at first, iterative (new questions
arise), often uses observation and discussion.
Example: You notice plants in shaded areas grow slower. You ask “Why?” and start
observing different spots, making simple notes — that’s inquiry.
Research
A formal, planned, systematic process that seeks reliable, generalizable
answers to questions using explicit methods of data collection and analysis.
Purpose is to produce credible knowledge that others can review and, if
appropriate, replicate.
Includes documentation, ethical safeguards, and critical evaluation of
evidence.
Example: You conduct a controlled experiment comparing plant growth under
identical conditions except for light exposure, record measurements, analyze
results, and write a report — that’s research.
Purpose of Inquiry and Research
Core purposes:
1. Generate knowledge — e.g., describe a phenomenon (What factors affect
student attention?).
2. Solve problems — e.g., test an intervention to improve reading scores.
3. Inform decisions and policy — e.g., survey community needs to plan local
programs.
4. Test theories and hypotheses — e.g., does practice frequency predict skill
mastery?
5. Improve practice — e.g., action research by teachers to refine lessons.
Classroom examples by domain:
Science: Test effect of fertilizer on plant growth.
Social Studies: Survey attitudes about local governance.
English: Action research on teaching strategies that increase writing fluency.
Business / ABM: Market survey to choose a school-based service to sell.
Characteristics of Good Research
Systematic — follows an organized plan (protocol).
Teacher tip: have students draft step-by-step procedures.
Logical — arguments and conclusions follow from data and theory.
Empirical — based on observed or measured evidence, not just opinion.
Replicable — methods are clear so others can repeat the study.
Objective (as far as possible) — researcher minimizes bias.
Precise and accurate — clear definitions, consistent measurement units.
Valid and reliable — measures what they intend to; consistent results over
time.
Ethical — respects participants’ rights, consent, confidentiality.
The Research Process
1. Identifying the problem / Topic selection
How: start with observations, curiosity, gaps in knowledge, or
school/community needs.
Teacher prompt: use brainstorming, KWL charts (Know, Want to know,
Learned).
Deliverable: one-sentence problem statement and why it matters.
2. Reviewing related literature
Purpose: see what others found, refine questions, avoid duplication.
How: select reliable sources (books, journals, reputable websites). Take notes
and cite.
Classroom scaffold: provide 3–5 starter readings and a summary template.
3. Formulating research questions / Hypotheses
Research question: clear, focused, researchable (e.g., “How does 30-min daily
reading affect vocabulary scores of Grade 10 students?”)
Hypothesis (quantitative): a testable statement (e.g., “Students who read 30
min daily will show higher vocabulary growth than those who do not.”)
4. Choosing a methodology / Research design
Quantitative: surveys, experiments, quasi-experiments. Good for measuring
relationships and testing hypotheses.
Qualitative: interviews, focus groups, observations, case studies. Good for
exploring meaning, perceptions.
5. Mixed methods: combines both for richer insight.
match questions to methods (why → qualitative; how much → quantitative).
6. Sampling / Participants
Types: probability (random) vs. non-probability (convenience, purposive).
7. Ethics: obtain consent and ensure confidentiality.
8. Data collection (instruments & procedures)
Instruments: questionnaires, tests, interview guides, observation checklists.
Pilot testing: test tools on a small group to fix problems.
Record keeping: clear logs, timestamps, and consent forms.
9. Data analysis
Quantitative: descriptive stats (mean, median), charts, simple inferential tests (t-
test, chi-square) — at senior high level, focus on interpreting tables and graphs.
Qualitative: coding, thematic analysis — identify recurring ideas and quote
participants.
Types of Research Designs (short guide + examples)
Descriptive research — describe characteristics (e.g., survey of study
habits).
Correlational research — examine relationships (e.g., hours studied vs.
grades).
Experimental research — tests cause-effect (e.g., control and treatment
groups for a teaching method).
Case study — intensive study of one individual/group.
Action research — teacher-led research to improve classroom practice;
iterative cycles.
Phenomenological / Ethnographic — in-depth qualitative approaches
exploring lived experiences or cultures.
Worksheet 1 – Identifying the Problem & Reviewing Related Literature
Objective: Guide learners in selecting a relevant research topic and finding
background information.
Part A – Identifying the Problem
Directions: Based on your interests, observations, or community needs, answer
the questions below.
1. Observation or issue you’ve noticed:
______________________________________________________________________________
______________________________________________________________.
2. Who is affected by this problem?
______________________________________________________________________________
______________________________________________________________.
3. Why is this problem important to study?
______________________________________________________________________________
______________________________________________________________.
4. One-sentence problem statement:
Example: “Grade 11 students often submit late assignments, which may
affect their academic performance.”
______________________________________________________________________________
______________________________________________________________.
Part B – Reviewing Related Literature
Directions: Use at least two credible sources (book, journal, government report, or
reputable website). Summarize each source in your own words.
Author/ Source Title Key Findings / Ideas How it relates to my study
Year
Part C
Directions: Write three reasons why inquiry and research are important in each area.
Field Reasons
Education 1. _____________________ 2. _____________________
3. _____________________ 4. _______________________
Health 1. _____________________ 2. _____________________
3. _____________________ 4. _________________________
Community 1. _____________________ 2. _____________________
3. _____________________ 4. _______________________
