Language Educational Research 2

BACOLOD CITY COLLEGE Date Last Revised/Revision No.

COLLEGE /DEPARTMENT: COLLEGE OF EDUCATION Revision Date: January 15, 2025
BACHELOR OF SECONDARY EDUCATION-ENGLISH Semester Adopted: Second Semester
OBE COURSE SYLLABUS Curriculum Effectivity: AY 2024-2025
Page No.: Page 1 of pages
Vision Mission
A leading higher education institution meeting global demands in the To provide quality and affordable education for the holistic development of students to become
fields of education, business, and technology. globally competitive graduates.

College Goal
Empowered graduates to transcend beyond present conditions and become contributors to the development of the city, country, and the world.

Institutional Graduate Attributes (IGAs)

At the end of the program, the graduate of the Bachelor of Education is expected to be a diverse, committed, and globally competitive professional who is:
IGA 1 Innovative. Possesses the attitudes, skills, and knowledge to be innovative and be able to create significant positive change in self and the community.
IGA 2 Competent. Ability to use competently the knowledge, skills, and values for employability and job performance a BCC graduate should be able to demonstrate.
IGA 3 Accountable. Possesses socially-accountable competencies in the areas of communication skills, teamwork, professionalism, commitment to service, community
engagement, and critical thinking, with a high degree of responsibility a BCC graduate should be able to contribute to the profession and as a citizen.
IGA 4 People-oriented with moral integrity. Ability to work well with people demonstrating a culture of service excellence possessing a qualification of being honest, truthful
and having steadfast adherence to moral and ethical principles.

Program Outcomes (PO): (This course covers the following minimum standards for the program as stipulated in the PSGs CMO No.12, series 2017)

PO 1. Demonstrate in-depth understanding of diversity of learners in various learning areas.

PO 2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
PO 3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
PO 4. Manifest skills in communication, higher order thing and use of tools and technology to accelerate learning and teaching.
PO 5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
PO 6. Manifest a desire to continuously pursue personal and professional development.
 Class Information Instructor's Information
Section BSED 3 A & B (English) Instructor's Honey Grace E. Cabangbang, LPT,MAEd
Name
Schedule Tuesday Office Designation Part-time Faculty
Time 8:00-11:00; 11:00-2:00 Consultation Hours After 5:00 (Monday & Tuesday)
Venue Room 1 Office Telephone
Term 2nd Semester, AY 2024-2025 E-mail Address [email protected]

Course Information
Course Title Language Educational Research 2 Course Code EL 110 B
Pre-requisite Subject Language Educational Research 2 Course Credit 3 units, 3 hrs/wk. (18 weeks, 54 hrs total)
Lecture: 3 Lab : 0 Total: 3
Course Requirements:
 Major Exams (Mid-Term and Final Examinations)
 Summative quizzes
 Per unit outputs as specified in the assessment
 End of course learning log (reflective journal) and portfolio (compilation of assessment outputs) on test development
Grading System:
1. The College adopts the percentage grading system.
2. The periodic grades are computed based on the following criteria:
60% Class Performance + 40% Term Exam = 100% Term Grade
60% Class Performance= 20% Class Participation + 40% Major Outputs, Quizzes
50% Mid Term Grade + 50% Final Term Grade = 100% Final Grade
3. The INC (incomplete) mark is given to students who failed to complete and submit the course requirements.
4. The student must complete the course requirements within one (1) year after the final exam period. Changing of grade from INC mark will require the faculty to fill out a
Change of Grade Form at the Registrar.
Attendance Policy:
1. To earn a credit, a student must attend at least 80% of the total class sessions within the term.
2. A student who incurs absences of more than 20% of the prescribe number of class or laboratory activity during the school year or term shall fail and earn no credit for
the course or subject and be considered “Dropped”.
3. Exemption from absences shall be considered but only under reasonable grounds.
4. The faculty may exempt a student who incurs absences beyond the 20% limit but with approval of the Dean.
Course Description
This course develops the pre-service English teachers’ skills in applying the principles and approaches in conducting research to find answers to questions
in language learning and teaching. The emphasis is on the evaluative aspects of language research and its scientific preparation. In addition, it provides them
with an avenue to learn how the critical review of extant literature in the field that can aid in conceptualizing their research topics.

CLO Aligned
Course Learning Outcomes to PO

At the end of the course, the pre-service teachers can:

A. demonstrate in-depth knowledge and understanding of research and how it can inform classroom decisions and practices
B. demonstrate understanding of research-based knowledge and principles of teaching and language learning and
C. apply the skills and ability to be a reflective and research-oriented language and literature teacher.

LEARNING PLAN

Time Intended Learning Outcomes CLOs Content Suggested Teaching Learning Activities Suggested Assessment CLOs
Allotment (ILOs)
Week 1-2 At the end of these weeks, the *Data Gathering Instrument Group work: Preparing and Group presentation of the
pre-service teacher (PST) should searching for research instrument instrument
be able to: Takeaways sharing
a. Explicate important concepts [A] [A,C]
on data gathering instrument in
research as a scientific inquiry
aimed at providing desired
results
b. Revisit the fundamentals of
research design and appropriate data
gathering instrument
Week 3 At the end of this week, the pre- *Validity of the Data Gathering Group work: Writing of Statement Group presentation of the
service teacher (PST) should be Instrument for Validity of the Instrument Validity Statement
able to: Takeaways sharing
a. Explicate important concepts [A] [A,C]
on instrument validation
 b. Conduct a validation of the
instrument, prepare a validation
summary, and statement of the
valididty of the instrument
Week 4 At the end of these weeks, the pre- *Data Classification Group work: Data classification Output Short Quiz
service teacher (PST) should be Takeaways sharing [A]
able to:
a. Explicate important concepts on [A]
data classification
b. Classify data in preparation for
the pilot testing

Week 5-6 At the end of these weeks, the *Data Gathering Procedure Group work: Preparing a detailed Group presentation of the
pre-service teacher (PST) should plan on the data gathering method plan
be able to: Takeaways sharing
c. Explicate the nature of data [A] [A, C]
gathering in research as a
scientific inquiry aimed at
providing statistical results
d. Revisit the fundamentals of
research design and appropriate data
gathering methods
Week 7 At the end of this week, the pre- *Reliability of the Data Group work: Writing of Statement Group presentation of the
service teacher (PST) should be Gathering Instrument for Reliability of the Instrument Reliability Statement
able to: Takeaways sharing
a. Explicate important concepts [A] [A, C]
on the reliability of the
instrument
b. Conduct the reliability of the
instrument, prepare a reliability
statement of the instrument
Week 8-9 At the end of this weeks, the pre- Reporting of Output
service teacher (PST) should be *Data Analysis and Interpretation Group work: Analyze and interpret data Takeaways sharing [A, B, C]
able to: [A, B]
a. Explicate important concept on
research data interpretation
b. Identity the quantitative or
qualitative data analysis accurately
 c. Conduct ethical and systematic
data collection based on their
approved methodology

Week 10
MIDTERM EXAM
At the end of this week, the pre-
service teacher (PST) should be *Summary of the Findings, Lecture, exercises, class discussion Reporting of Output
able to: [A, C] Conclusions, and Recommendations Takeaways sharing [A, C]
Week 11 a.Explicate important concept on
Summary of the findings,
Conclusions, and Recommendation
b. demonstrate competence in
writing a strong summary of the
findings, conclusions, and
recommendation

At the end of this weeks, the pre-

service teacher (PST) should be [A, B, C] [A, B, C]
Week 12-13 able to: *Writing Chapter 3: Presentation Group work: Writing of Chapter 3 Chapter 3 draft
a. Provide an proof of the and Interpretation of Data
completed conduct of the
research instrument and
statistical results
b. Interpret and discuss research
findings in relation to the research
questions and literature review
c. Write and revise chapter 3 of
the thesis
At the end of this week, the pre- [A, B, C] [A, B, C]
Week 14 service teacher (PST) should be *Writing Chapter 4: Summary, Group Work: Writing of Chapter 4 Chapter 3 draft
able to: Conclusions, and Recommendations
a. Write and revise Chapters 4 of
the thesis
Weel 15 At the end of this week, the pre- [A, B, C] *Thesis format: Checking and Critique sessions Revised manuscript [A]
 service teacher (PST) should be manuscript polishing
able to:
a.Finalize the research
manuscript following
institutional guidelines
Week 16-17 At the end of these weeks, the pre- [A, B, C] *Final manuscript submission Final Oral Defense Panel Evaluation and grade [A, B, C]
service teacher (PST) should be *Final Oral Defense
able to:
a. Defend the research
findings in an oral
presentation

Week 18 FINAL EXAM

 List of References

Abari, A. O. & Akinyemi, I. A. (2023). Fundamentals of educational research: A pragmatic approach. His Lineage Publishing House
Alicay, C.B. (2014). Research methods and techniques. Great Books Publishing
Aquino, G.V. (1992). Fundamentals of research. National Book Store,Inc
Salmorin, M. E. & Achas, A. P. (2014). Methods of research. Mindshapers Co., Inc
Fiscal, R. R. (2019). Research methods in education: integrating diversity with quantitative & qualitative approaches. Society Publishing, 2019
https://portal.igpublish.com/iglibrary/obj/ARCLER0000563?searchid=1722308769631Jm~9nLvyRZ3x7GA38g3p3
Therbon, A. (2019)Research methods in anthropology : qualitative and quantitative approaches. Amiga Press, 2019
https://portal.igpublish.com/iglibrary/obj/NBNB0006347?searchid=1722308541198H8qSM5gfStpk8PX~TamEZ
Ramli, R. & Kusmaryi, W, (2024). Research methods In english language teaching. Perkumpulan Rumah Cemerlang
Wilson, E. (2017). School-based research: A guide for education students. SAGE Publications Ltd.
https://www.deped.gov.ph/2016/01/28/basic-education-research-fund-berf-highlights/
 Replotted by: Junalyn C. Libiran, LPT, PhD
Reference:
Prototype Syllabi on Priority Programs in Pre-service Teacher Education
developed through the Philippine National Research Center for Teacher Quality (RCTQ),
with the Teacher Education Council (TEC) as lead,
in partnership with select Centers of Excellence and Centers of Development in Teacher Education.

© 2020. Teacher Education Council and Research Center for Teacher Quality

HONEY GRACE E. CABANGBANG,LPT,MAED DR. REYAN B. BALLASO DR. MARIA MILAGROS M. LIZADES
Signature over Printed Name of Faculty Signature over Printed Name of Program Chair Signature over Printed Name of Dean
Date: Date: Date:

APPROVED:

MA. JOHANNA ANN R. BAYONETA, Ph.D.

College Administrator