10

English
Quarter 4 – Module 1:
Distinguish Technical
Terms Used in Research

CO_Q4_ENGLISH10_MODULE 1
English – Grade 10
Alternative Delivery Mode
Quarter 4 – Module 1: Distinguished Technical Terms Used in Research
First Edition, 2020

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 10
English
Quarter 4 – Module 1:
Distinguish Technical
Terms Used in Research
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 assistance for better understanding of
the 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 and to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.
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. Do not forget to 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.
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you write your research paper. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into two lessons, namely:

● Lesson 1 – Technical Terms in Research
● Lesson 2 – Qualitative Method and Quantitative Method
● Lesson 3 – Elements of a Research Paper

After going through this module, you are expected to:

1. Get familiar with technical terms used in research;
2. Differentiating qualitative method from quantitative method in research; and
3. Identify the elements of a research paper.

1 CO_Q4_ENGLISH10_MODULE 1
 What I Know

Read each statement carefully and choose the best answer that fits the given
description. Remember to write your answers on you answer sheet.

1. The basic purpose of a research paper is to .

A. explain D. narrate

B. describe E. illustrate
C. inform F. persuade
2. The first step in writing a research paper is to .

A. narrow your subject to refine your topic D. find sources

B. choose a subject E. take notes

C. develop a research question F. write a thesis statement
3. A good research topic is one that is .

A. general or vague D. limited or focused

B. easy, uncomplicated E. only c and d

C. of interest to the researcher F. only a and b
4. The most common way to conclude a research paper is to .

A. restate the main idea

B. restate the principal arguments supporting the main idea

C. supply necessary background information
D. all of the above
E. only a and b
F. only b and c
5. A Works Cited list includes .

A. all the sources you read for the paper

B. all the sources you know of about your topic
C. all the sources you used for the paper
D. both print and non-print sources
E. both c and d
F. all of the above

6. What purposes are accomplished by the introduction to a research paper?

A. It provides background information and key terms.

B. It grabs the reader's attention.
C. It presents the main idea, or thesis statement.
D. all of the above

2 CO_Q4_ENGLISH10_MODULE 1
7. This research term provides a tentative explanation or answer for a
phenomenon under investigation.

A. reliability B. hypothesis C. sampling D. validity

8. It is the systematic process of collecting and analyzing information in order to

increase our understanding of the information of the phenomenon which are of
concern or interest.

A. research B. variables C. theory D. concept

9. It is a term used in research that abstractly describes and names an object,

a phenomenon, or an idea.

A. research B. variables C. Theory D. concept

10. It is an organized body of concepts and principles intended to explain

a particular phenomenon.

A. research B. variables C. Theory D. concept

11. It is a term in research called any quality of person, group subject,

event, condition or emotion that varies or takes on different values.

A. variable B. sampling C. hypothesis D. theory

12. This is a part of research that consists of assumptions, hypotheses,

definitions, or a synthesis of a set of theories serving as the theoretical
backbone of the investigation.

A. Statement of the Problem C. Scope and Limitation of the

B. Theoretical Framework Study
D. Background of the Study

13. This part of the research paper tells the purpose and importance of
the research.

A. Gap of the Problem C. Significance of the Study

B. Introduction D. Abstract

14. This section of the research focuses only on results that are related to
the research or problem.

A. Abstract B. Introduction C. Methodology D. Title

15. It uses a style or format to cue authors where it supports the background of the
study of your research.

A. Literature Cited B. Methodology C. Abstract D. Introduction

16. All the tools used in the research should be seen in this part.

A. References B. Introduction C. Title D. Methodology

3 CO_Q4_ENGLISH10_MODULE 1
17. This kind of research is used to describe variables and examine
relationships among variables.

A. Qualitative Method B. C. Quantitative Method

Experimental Design D. Grounded theory

18. This design of a qualitative method focuses on the experiment/s that are a
part of the variables.

A. Phenomenology B. Experimental C. Correlation D. Descriptive

19. This method of research refers to the meaning, concepts, definitions,

characteristics, metaphors, symbols and descriptions of things.

A. Qualitative Method C. Concepts

B. Theory D. Quantitative Method

20. It is a problem that needs to be solved through research.

A. Scope and Limitation of the Study

B. Background of the Study
C. Gap of the Study
D. Problem of the Study

4 CO_Q4_ENGLISH10_MODULE 1
 Lesson

1 Research Paper

What’s In

Most of what we do in our daily lives are based on common sense, what we have
learnt from others or what we have learnt through personal experience or observation.
But sometimes common sense is not the best approach and unavoidably there are
conflicting theories about what is best or what works and what does not in a particular
situation. For instance, what effective in one situation or condition might be ineffective,
or even dangerous in another. or when combined with other measures. We need to do
research so that we will have basis to make informed decisions.

Why is research important? Well, the main purpose of research is to inform

action, to prove a theory, and contribute to developing knowledge in a field or
study. Research is required not just for students and academics, but for all
professionals and nonprofessionals alike.

What is “Research?” Research can be defined as “a systematic and scientific

procedure of data collection, compilation, analysis, interpretation, and implication
pertaining to any problem.” It involves the quest for answers to unsolved problems.
Moreover, research methods may be defined as “a systematic and scientific
procedure of data collection, compilation, analysis, interpretation, and implication
pertaining to any problem (Bajpai, 2011, p.4).”

The two major types of research methods can be broadly divided into
quantitative and qualitative categories. Quantitative research “describes, infers,
and resolves problems using numbers. Emphasis is placed on the collection of
numerical data, the summary of those data and the drawing of inferences from the
data.” Qualitative research, on the other hand, is based on words, feelings,
emotions, sounds and other non-numerical and unquantifiable elements. It has
been noted that “information is considered qualitative in nature if it cannot be
analyzed by means of mathematical techniques (Picknell, 2021). “

In this module, we will learn about the technical terms used in research.
Aside from that, its uses and format of a proper research.

5 CO_Q4_ENGLISH10_MODULE 1
 Notes to the Teacher
Prior to understanding of the lesson on research
terminologies, the student is given a brief background about
research, types of research and elements of research. The
students should be able to get familiar with technical terms used
in research; differentiating qualitative method from quantitative
method in research; and identify the elements of a research paper.

What’s New

Activity: WORD DETECTIVE

Look for the words in the search word puzzle. There are 15 words listed below to
be found in the puzzle. Encircle the words. Enjoy looking for them.

N V O I H H S T M O R L V T Q
O A A A N T C E H E I A L C U
I R F U U T L R L E L E W A A
T I R D Z B R I A I O L S R L
A A Y A O I A O D E L R L T I
T B C R E B A I D J S B Y S T
I L P P I Z T Y G U G E L B A
M E N L S Y E H T R C Z R A T
I S I Y G O L O D O H T E M I
L T S T A T E M E N T R I J V
Y Q R Z J G N I L P M A S O E
D W D S C O N C E P T R C P N
Q U A N T I T A T I V E O A Y
M Z S I A C D M X C C R P G Y
Z N L V A P X R E N I H E F A

ABSTRACT RELIABILITY
CONCEPT RESEARCH
GAP SAMPLING
INTRODUCTION SCOPE
METHODOLOGY THEORY
PROBLEM VALIDITY
QUALITATIVE VARIABLE
QUANTITATIVE
6 CO_Q4_ENGLISH10_MODULE 1
 What is It

The words above are terms used in research. These are terminologies found
in writing research studies. Let us learn more on what these terms are.
Research is collecting data and information, learning and finding new things. It
is also an advanced knowledge which follows a systematic process of collecting and
analyzing information in order to understand more the phenomena under study. Action
research, thesis, dissertation, and case study are examples of research.
Being familiar with the following terms is helpful in understanding research
more:
Concept is a term that abstractly describes and names an object, a
phenomenon, or an idea.
Examples of concepts include common demographic measures:
- Income – P5,000 – P8,000
- Age – 18 y/o – 20 y/o
- Education Level – High School Graduate, College Graduate,
Post Graduate
- Number of Siblings – 3 siblings in the family, 4 or more siblings in
the family
Theory is an organized body of concepts and principles intended to explain
a particular phenomenon.

Examples include the theory of relativity, atomic theory, theory

of evolution, and quantum theory

Quantitative Method This is a method that focuses on numbers, objective

hard data. It proves hypotheses by statistical analysis and scientific method. It is
called a formal, objective, systematic process in which numerical data is used to
obtain information about the world. It is used to describe variables. It examines
relationships among variables.
Example is a drug abuser telling you how many pills they
consume per week.
Qualitative Method It uses words instead of numbers to display data. It
focuses on feelings not numerical data. Small amount of participants involved in a
qualitative research study. This kind of research method utilizes interviews,
archived written information, and observations to measure the significance of a
relationship between variables.
(https://d1wqtxts1xzle7.cloudfront.net/55010759/creswell_Qualitative_Inquiry_
2nd_edition-with-cover-page-v2.pdf)
Examples is a drug abuser telling you how they feel about abusing
drugs.

7 CO_Q4_ENGLISH10_MODULE 1
 Variables are any quality of a person, group subject, event, condition or
situation that varies or takes on different values.
Examples are age, sex, business income and expenses, country
of birth, capital expenditure, class grades, eye color
and vehicle type
Hypothesis is a logical supposition, a reasonable guess, and educated
conjecture. It provides a tentative explanation of a phenomenon under investigation.
For example, a researcher might be interested in the relationship
between study habits and test anxiety. The researcher would propose a
hypothesis about how these two variables are related, such as "Test
anxiety decreases as a result of effective study habits."
Sampling it is the process of selecting participants who are representatives
of a larger population – gain an understanding of a larger population.
For example, a random sample may include choosing the
names of 25 employees out of a hat in a company of 250 employees.
The population is all 250 employees, and the sample is random
because each employee has an equal chance of being chosen.

Writing a successful research paper is not easy work. There are no shortcuts
to be taken as one sits down to choose a topic, conduct research, determine
methodology, organize (and outline) thoughts, form arguments or interpretations,
cite sources, write the first draft, and, finally, apply the necessary revisions.
But there is no need to be anxious with a research paper assignment! With a
good understanding of the elements of a successful research paper, the process can
be made a whole lot easier and simpler.
A successful research paper fulfills the objective of increasing readers'
knowledge of a given subject. It also accurately, concisely, and comprehensively
relays unbiased information on that subject: information that, of course, must
include valid evidence to support the premise.

SMART is a good way to remember the fundamentals of research paper writing,

and to help prepare an author in writing a successful research paper.
▪ Specific: A research paper should be specific. It should maintain its focus on
the given subject of research - answering a specific research question - and not
be inconsistent or aimless as to convey information or make claims on other,
unrelated topics or subjects.

▪ Measurable: A research paper must contain specific, proven research, and cites
all research sources and related literature.

▪ Attainable: A research paper must provide a thesis statement, one that

answers the research question and contributes to the knowledge of the given
subject. It can't propose to answer a question that doesn't relate to real life or
isn't based on an existing body of knowledge.

8 CO_Q4_ENGLISH10_MODULE 1
▪ Realistic: A research paper is objective and realistic. Should it be made to
present interpretations, arguments, or evaluations, then it should do so based
on valid evidence from reliable sources.

▪ Time: A research paper cannot be written without the researcher knowing the
limits, timeframes, and focus of the required work. Without the writer /
researcher stating the scope and limitations of the research paper, it is likely
that the thesis statement will be hampered by an inability to answer the given
research question or focus on the given research subject.

(Source: "Mine Boy Quizzes". 2021. Gradesaver.Com.

https://www.gradesaver.com/mine-boy/study-guide/quiz4.)

Once you have chosen a research topic, you will need to narrow it down into a
research statement or question. The sooner you do this in your research process,
the more time you'll save because you can conduct more focused searches. Here
are some common ways you can narrow down a research topic:

By demographic characteristics
Narrow it down by age group, occupation, ethnic group, gender, etc.
e.g. challenges faced by international college graduates entering the workforce
By relevant issues
Try to identify key issues related to your topic, especially ones that you have
an opinion on. You can turn your opinion into your thesis statement or
research question.
e.g. challenges faced by college graduates who are unable to find meaningful
or relevant work
By location
Focus on a specific country, province, city, or type of environment (rural vs.
urban).
e.g. challenges faced by college graduates entering the workforce in
rural Ontario
By timeframe
Decide whether you want to study recent events or a historical time period.
This will also help you decide how current the information you use must be.
e.g. challenges faced by college graduates entering the workforce during the
COVID-19 pandemic
By causes
You can take the perspective of looking for causes of an issue you are
researching.
e.g. Why do employers hire fewer college graduates?

9 CO_Q4_ENGLISH10_MODULE 1
 What’s More

Activity: Looking back at those research terminologies

Can you still recall the terms in the search puzzle? Try to identify what examples
are given below. Connect the pictures to the terminologies.

Column A Column B

A. CONCEPTUAL FRAMEWORK

B. VARIABLES

C. RELIABILITY AND VALIDITY

D. STATISTICS

E. SAMPLING

10 CO_Q4_ENGLISH10_MODULE 1
 What I Have Learned

Activity: Filling in those blanks

To check your understanding of the lesson, put into correct order the following
steps in writing the research paper. Arrange them by numbering them from 1-11.

____ A. limiting your subject to specific

____ B. finding an angle and writing a statement of controlling purpose
____ C. choosing your subject
____ D. doing preliminary research
____ E. preparing a list of possible sources, a working bibliography
____ F. writing the final draft
____ G. taking notes and developing a rough, or working, outline
____ H. writing your first draft
____ I. writing your Works Cited page, a complete list of sources used in the
paper
____ J. revising your first draft
____ K. organizing notes and making a final outline

11 CO_Q4_ENGLISH10_MODULE 1
 What I Can Do

Activity: Locate and Provide

This activity is to help you IDENTIFY, and UNDERSTAND thesis topics.

Identification: Take a look at the passages below. In each paragraph identify the
following by: Demographic Characteristics, Location, Time-frame, Issue, and
causes.

1. There is new cause for concern for parents who think they are feeding their
young children safe and healthy foods. A new lawsuit claims the Environmental
Protection Agency is allowing unacceptably high levels of pesticides in some
foods favored by children. Baguio City and La Trinidad, Benguet, Pangasinan
and La, Union are alleging everything from grapes to oranges to potatoes contain
pesticide residues that are excessive for children. The WHO is being accused of
not setting child safe pesticide limits as required by the Food Quality Protection
Act of 1996. "These safety standards exist. They've existed since 1996. They need
to be enforced. We do need to have these levels set and ideally they'll be set at 10
times the safety standards so that they will protect kids," said Department of
Health Secretary Francisco Duque III.

2. While California has been the state most prone to serious earthquakes in recent
years, there are many other fault zones in other areas of the United States. For
example, geologists and seismologists have predicted a 97 percent chance of a
major earthquake in the New Madrid seismic zone of the central United States
(including Arkansas, Missouri, Tennessee, and Kentucky) between now and the
year 2035. While earthquakes with the power of the one that hit the greater Los
Angeles area in January 1994 are fairly rare, less severe earthquakes can
interrupt your normal living patterns and cause substantial injury.

12 CO_Q4_ENGLISH10_MODULE 1
 Lesson Differentiating
2 Qualitative Method From
Quantitative Method

What’s In

In Lesson 1, you have learned about research terminologies. To recall, the

research terminologies pertain to the previous lesson. When coupled with your
schema or background knowledge, technical terms or research terminologies will
come in handy in writing your research papers.

Now, we are familiar with these technical terms in research. Let us find out
the differences between qualitative and quantitative methods in research. These
are the major kinds of research methods. Study the differences of the research
methods below. The table shows the simplest description of each research method

(Source: https://www.scribbr.com/methodology/qualitative-
quantitative-research/).

Quantitative Research Qualitative Research

Focuses on testing theories and Focuses on exploring ideas and

hypotheses formulating a theory or hypothesis
Is analyzed through math Is analyzed by summarizing,
and statistical analysis categorizing and interpreting
Mainly expressed in numbers, Mainly expressed in words
graphs and tables
Requires many respondents Requires few respondents
Closed (multiple choice) questions Open-ended questions
Key terms are: testing, Key terms are: understanding,
measurement, objectivity, context, complexity, subjectivity
replicability

13 CO_Q4_ENGLISH10_MODULE 1
 What’s New

Activity: Fill Me Up Please!

Fill the graphic organizer with the corresponding details of each

research method.

statistical analysis numbers categorizing themes words

graphs interpretation math summarizing codes

1.
Quantitative 2.
3.
Method 4.
5.

1.
2.
Qualitative 3.

Method 4.
5.

14 CO_Q4_ENGLISH10_MODULE 1
 What’s More

Activity: The Good and The Bad

Knowing the advantages and disadvantages of quantitative and qualitative

methods will help you make a better decision as to the appropriate approach to
use. Both methods are quite useful depending on the type of study.

QUANTITATIVE ADVANTAGES
You may be very familiar with quantitative research from your science classes where
you learned and practiced using the scientific method. A problem or question is
examined by deductively forming a hypothesis derived from theory. Controlled,
objective testing and experimentation ultimately supports or rejects your hypotheses.
Each step is standardized to reduce bias when collecting and analyzing data. A big
advantage of this approach is that the results are valid, reliable and generalizable to a
larger population. Quantitative research is advantageous for studies that involve
numbers, such as measuring achievement gaps between different groups of students or
assessing the effectiveness of a new blood pressure medication.

QUANTITATIVE DISADVANTAGES
While quantitative research methods work well in the laboratory under tightly
controlled conditions, measuring phenomena like human behavior in natural
settings is trickier. Survey instruments are vulnerable to errors such as mistakes in
measurement and flawed sampling techniques. Another disadvantage is that
quantitative research involves numbers, but some topics are too difficult to quantify
in numbers. For example, constructing an effective survey with closed-ended
questions about how people fall in love would be difficult.

QUALITATIVE ADVANTAGES
Qualitative research is often used to conduct social and behavioral studies because
human interactions are more complex than molecular reactions in a beaker.
Subjectivity, nonrandom sampling and small sample size distinguishes qualitative
research from quantitative research. A big advantage of qualitative research is the
ability to deeply probe and obtain rich descriptive data about social phenomena
through structured interviews, cultural immersion, case studies and observation,
for instance. Examples include ethnography, narratives and grounded theory.

QUALITATIVE DISADVANTAGES
Qualitative studies often take more time to complete due to the painstaking nature
of gathering and analyzing field notes, transcribing interviews, identifying themes
and studying photographs, for instance. Studies are not easily replicable or
generalizable to the general population. Conscious or unconscious bias can
influence the researcher’s conclusions. Lacking rigorous scientific controls and
numerical data, qualitative findings may be dismissed by some researchers as
anecdotal information.

(Source:https://prezi.com/mw2fn_olmvtn/basic-research-terms-and-concepts-
and-the-research-process/)

15 CO_Q4_ENGLISH10_MODULE 1
 What I Have Learned

Activity: QUALI VS QUANTI

List the advantages and disadvantages of each research method.

QUALITATIVE QUANTITATIVE

Advantage/s Advantage/s

Disadvantage/s Disadvantage/s

16 CO_Q4_ENGLISH10_MODULE 1
 Terminology plays an important role in the understanding of contexts and
specialized texts. Understanding the intricate terminological details of the
technical and scientific contexts helps students comprehend what the main
message of the document is, and it helps specialists to transmit the content
more effectively.

Many times those that undertake a research project often find they are
not aware of the differences between Qualitative Research and Quantitative
Research methods. Many mistakenly think the two terms can be used
interchangeably.

Quantitative methods are ideally suited for finding out who, what, when
and where. Likewise with qualitative methods, it also seeks out the who, what,
however, it does not focus on the when and where. Additionally, it includes the
question how. In relation to this information, research gives statements with
proofs through careful observations and calculations.

The main purpose of research is to inform action, to prove a theory, and

contribute to developing knowledge in a field or study. Below are 7 significance
of research (Zarah 2019).

1. A Tool for Building Knowledge and for Facilitating Learning

2. Means to Understand Various Issues and Increase Public Awareness
3. An Aid to Business Success
4. A Way to Prove Lies and to Support Truths
5. Means to Find, Gauge, and Seize Opportunities
6. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable
Information
7. Nourishment and Exercise for the Mind

Finding reasons why research is important seems like a no-brainer, but

many people avoid getting involved in research. The lazy (if not mentally-drained)
student is probably thinking - "Oh, no. Not again," while a disinterested
academic could just be doing it to secure job tenure and/or a promotion. Yet, for
those who like to learn, whether they are members of a learning institution or
not, doing research is not just an imperative, but a need.

Source:https://docs.google.com/document/d/12oqtvKG7B
WJNZG2eIFO3KG3y8sGPu-e0/edit?pli=1#

17 CO_Q4_ENGLISH10_MODULE 1
 What I Can Do

Activity: QUALITATIVE VS. QUANTITATIVE

All of the observations in this activity were qualitative; that is, you observed
a quality about an object (it smelled good, it was green, etc.). Another type of
observation is quantitative, meaning that it can be described or measured in
concrete numerical terms.

The following observations are quantitative: There are 30 students in my

class. I weigh 98 pounds. 1 ate a pound of potatoes. Determine which of the
following statements is quantitative and which is qualitative. Write QUANTI if it is
quantitative, and QUALI if it is qualitative.

1. _____________ The cup had a mass of 454 grams.

2. _____________ The temperature outside is 250 C.
3. _____________ It is warm outside.
4. _____________ The tree is 30 feet tall.
5. _____________ The building has 25 stories.
6. _____________ The building is taller than the tree.
7. _____________ The sidewalk is long.
8. _____________ The sidewalk is 100 meters long.
9. _____________ The race was over quickly.
10. _____________ The race was over in 10 minutes.

18 CO_Q4_ENGLISH10_MODULE 1
Lesson
Elements of
3 Research Paper

What’s In?

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19 CO_Q4_ENGLISH10_MODULE 1
 What’s New

Activity: Fill-in the blanks to complete the statements below

1. _________________ is often shown in tables and figures.

2. _________________ are descriptive information that let readers search
for an article.
3. _________________ it answers the questions in the Research.
4. _________________ are the materials the author/s cited when writing
the research.
5. _________________ discusses the results of the research.
6. _________________ is where the readers know what the research is
about.
7. _________________ answers the “why” question in the research.
8. _________________ answers the “how” question in the research.
9. _________________ answers the “so what” question in the research.
10. _________________ answers the “what” question in the research.

What’s More

Activity: Tell Me Truth or Tell Me False

Read the statements below and identify if they are true or false. Write on the
blanks before the number TRUE if the statement is correct and FALSE if it is not.

________ 1. The introduction of the research paper gives an overview of any

issues involved with the subject.
________ 2. Statements in the introduction should not be paraphrased, it
should be copied word per word.
________ 3. The body of the research paper, use strong evidence from
sources—paraphrases, summaries, and quotations that support
the main points
________ 4. The body clearly present the main points of the paper as listed in
the thesis.
_______ 5. Highlight background information on the topic needed to
understand the direction of the paper is found in the body of the
research.

20 CO_Q4_ENGLISH10_MODULE 1
 _______ 6. Conclusion should restate your thesis from the introduction in
different words.
________ 7. Use transitions between main points and between examples within
the main points
________ 8. The introduction must end with a THESIS statement that tells
what the overall paper will focus on.
________ 9. Briefly outline the main points in the paper in the conclusion part.
________10. The conclusion end with a strong clincher statement an
appropriate, meaningful final sentence that ties the whole point
of the paper together.

What I Have Learned

Activity: Filling in those blanks

To check your understanding of the lesson, answer the following questions on

your answer sheet.

1. What are the kinds of research methods?

a. ________________________________
b. ________________________________

2. List the elements of a research

a. ________________________________
b. ________________________________
c. ________________________________
d. ________________________________
e. ________________________________
f. ________________________________
g. ________________________________

3.What is the importance of research in our everyday life? Write 2-3 sentences
for your answer.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. Write 5 technical or terminologies in research

1. _________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________

21 CO_Q4_ENGLISH10_MODULE 1
 What I Can Do

Activity: Fix Me!

So, here is a simple research for you to work on. Arrange the contents
following the format or the research. Write this in your answer sheet.
The Importance of Research for ICT Teachers
February 8, 2011

How important is research for teachers in general, and ICT teachers in

particular? One might be tempted to say that people learn in the same way now as
they did thousands of years ago, so research, apart from keeping abreast of the
latest developments in technology, is pretty redundant. I think there are problems
with that attitude.
First, we don’t know what we don’t know. Research can shed light on issues we
didn’t even know existed, and can raise questions we hadn’t realized even needed
asking. Second, I’m not convinced that people do learn in the same way as they did
thousands of years ago. Technology has meant that we can make mistakes that would
have been fatal in the past, through the use of simulations and modelling. Social media
has meant that we can canvass, or be exposed to, views from a much wider range of
people than would have been possible hitherto. This happens almost by accident. For
example, I recently wrote an article about how school districts in the USA are spending
their money on computer hardware. This led to comments by John McLear, Michael
Pickett and someone called Hamish. All their views are interesting, especially as two of
them (John and Michael) seem to feel the same way as I do about tablets vs netbooks
(article on that subject is already in the works).
Moreover, Michael has provided a couple of links to articles on his website
which I am looking forward to reading, and provided a further reference on Twitter this
morning. Perhaps in a sense the actual mechanisms by which stuff enters our brains,
stays there and then becomes useful in a practical way really hasn’t changed for
millennia – which may or may not be true, but in a sense that is irrelevant.
I’d also say that, if you discovered that your doctor hasn’t read a medical journal
article since he or she qualified, you might consider changing your doctor! Hopefully,
research is not a life or death issue in education, but I do believe that what makes a
professional a professional is keeping up-to-date with the issues and thinking that are
pertinent to that subject. That’s why it’s quite right that the powers-that-be believe
teachers should continue to do research, although I agree with Christina Preston (see
below) that such research doesn’t have to be at Masters level.
What is research? On the one hand you have the highly academic stuff that
universities and other institutions engage in. On the other hand, you have Freda Bloggs
keeping a note of what happens in her classroom when she introduces a new
application into her teaching. And somewhere in the middle are people like myself, who
carry out research via online surveys or on Twitter. The methodology may not be
scientific in the true sense of the term, but I like to think that at the very least it can
act as a catalyst for discussion and flag up issues for further exploration.

Source: https://www.ictineducation.org/home-page/2011/2/8/the-importance-
of-research-for-ict-teachers.html

22 CO_Q4_ENGLISH10_MODULE 1
TITLE: _________________________________________
INTRODUCTION: _________________________________________________________
___________________________________________________________________________
PROBLEM/S: ____________________________________________________________
___________________________________________________________________________
METHOD USED: ________________________________
CONCLUSION: ____________________________________________________________

Assessment

Read each statement carefully and choose the best answer that fits the given
description. If you are able to answer all the pre-assessment items correctly, then
you may skip studying the content of this learning module.

1. The basic purpose of a research paper is to .

A. explain D. narrate

B. describe E. illustrate
C. inform F. persuade
2. The first step in writing a research paper is to .

A. narrow your subject to refine your topic D. find sources

B. choose a subject E. take notes

C. develop a research question F. write a thesis statement
3. A good research topic is one that is .

A. general or vague D. limited or focused

B. easy, uncomplicated E. only c and d

C. of interest to the researcher F. only a and b
4. The most common way to conclude a research paper is to .

A. restate the main idea

B. restate the principal arguments supporting the main idea

C. supply necessary background information
D. all of the above
E. only a and b
F. only b and c

23 CO_Q4_ENGLISH10_MODULE 1
5. A Works Cited list includes .

A. all the sources you read for the paper

B. all the sources you know of about your topic
C. all the sources you used for the paper
D. both print and non-print sources
E. both c and d
F. all of the above

6. What purposes are accomplished by the introduction to a research paper?

A. It provides background information and key terms.

B. It grabs the reader's attention.
C. It presents the main idea, or thesis statement.
D. all of the above

7. This research term provides a tentative explanation or answer for a phenomenon

under investigation.

A. reliability B. hypothesis C. sampling D. validity

8. It is the systematic process of collecting and analyzing information in order to

increase our understanding of the information of the phenomenon which are of
concern or interest.

A. research B. variables C. theory D. concept

9. It is a term used in research that abstractly describes and names an object, a

phenomenon, or an idea.

A. research B. variables C. Theory D. concept

10. It is an organized body of concepts and principles intended to explain

a particular phenomenon.

A. research B. variables C. Theory D. concept

11. It is a term in research called as any quality of person, group subject

event, condition or emotion that varies or takes on different values.

A. variable B. sampling C. hypothesis D. theory

12. This is a part of research that consists of assumptions, hypothesis, definitions,

or a synthesis of a set of theories serving as the theoretical backbone of the
investigation.

A. Statement of the Problem C. Scope and Limitation of the

B. Theoretical Framework Study
D. Background of the Study

24 CO_Q4_ENGLISH10_MODULE 1
13. This part of the research paper tells the purpose and importance of
the research.

A. Gap of the Problem C. Significance of the Study

B. Introduction D. Abstract

14. This section of the research focuses only on results that are related to the
research or problem.

A. Abstract B. Introduction C. Methodology D. Title

15. It uses a style or format to cue authors where it supports the background of the
study of your research.

A. Literature Cited B. Methodology C. Abstract D. Introduction

16. All the tools used in the research should be seen in this part.

A. References B. Introduction C. Title D. Methodology

17. This kind of research is used to describe variables and examine

relationships among variables.

A. Qualitative Method B. C. Quantitative Method

Experimental Design D. Grounded theory

18. This design of a qualitative method focuses on the experiment/s that are a
part of the variables.

A. Phenomenology B. Experimental C. Correlation D. Descriptive

19. This method of research refers to the meaning, concepts, definitions,

characteristics, metaphors, symbols and descriptions of things.

A. Qualitative Method C. Concepts

B. Theory D. Quantitative Method

20. It is a problem that needs to be solved through research.

A. Scope and Limitation of the Study C. Gap of the Study

B. Background of the Study D. Problem of the Study

25 CO_Q4_ENGLISH10_MODULE 1
 Additional Activity

Read the text below and label the research below using the elements of
research (Title, Introduction, Methodology, Results and Discussions,
Conclusion and References)

Color Psychology Paper

How does color affect one’s mood?
Colors may just seem simple and unimportant, but they affect our daily lives more
than we may know. If someone is feeling angry, it could just be because they’re angry,
or it could be perhaps that they are surrounded by or looking at the color red. That’s
right! People’s moods can change just because they are looking at different colors!
There are many theories on how just a simple color can change one’s whole mood.
According to Johnson (2007), color does affect mood by producing certain chemicals
and stimulating different feelings such as hunger. For example, blue can make one feel
calm because it releases calming chemicals, and red can make one hungry because it is
an appetite stimulant. Yellow can make one feel irritated, and it is a fact that people
lose their temper most in yellow rooms. However, pink is tranquilizing and can make
one feel weak. In conclusion, Johnson says that depending on the color, one’s body can
do things (like producing chemicals) that cause a certain emotional reaction (mad, sad,
etc.). Another idea, by Smith (2007), is that the effect color produces is based on what
one’s body does in response. For example, yellow is mentally stimulating, and activates
memory, whereas red increases confidence. Also, brown can make a person feel orderly
and stable, while a dark blue can make one feel sad. Therefore, Smith says that
different colors do in fact change one’s mood and the consequences can be negative or
positive. A third writer, Wollard, (2000) seems to think that color can affect one’s mood,
but the effect also can depend on one’s culture and what one’s personal reflection may
be. For example, someone from Japan may not associate red with anger, as people from
the U.S. tend to do. Also, a person who likes the color brown may associate brown with
happiness. However, Wollard does think that colors can make everyone feel the same,
or close to the same, mood. According to Wollard, pink reduces aggression, which is
why the walls of the jail cells in the Seattle prison are pink! Also, brown can make one
feel comforted. Wollard feels that colors do affect one’s mood, but there are other
factors that can alter what one is supposed to feel. Eric, John, and Paraag’s (2007)
main point about color psychology is that color has both a physiological and
psychological effect. For example, green makes people feel relaxed because it relaxes
their muscles and makes them breathe deeper and more slowly. Furthermore, blue
lowers blood pressure, which makes one feel calm. Eric, John, and Paraag conclude
that color affects one’s mood because of what it does to the body. Yet another idea, by
Airey (2006), is that color is energy, and it can have a physical, mental, spiritual,
and/or emotional effect on people. He states that black can make one feel sophisticated
and secure, but it can also make one feel depressed. Also brown can make a person feel
reliable and serious, while yellow lifts self-esteem. Therefore, Airey concludes that
different colors can have different kinds of effects on people.

26 CO_Q4_ENGLISH10_MODULE 1
There are three ideas about color psychology in these sources, and they all say that
color affects one’s mood. They differ based on what factors influence the effects of
color, such as culture, opinion, and what goes on inside one’s body. One of the
three ideas is that color affects mood based on one’s personal opinions. For
example, if a person dislikes the color pink, he may associate pink with hate.
Another idea states that color affects mood based on one’s culture. For example,
someone from the U.S. may think of the color green when referring to envy, while
people in Japan think of yellow in connection with wanting what someone else has.
However, the majority of the sources consulted say that color affects mood by
influencing what goes on inside of people. For example, seeing the color blue
releases calming chemicals, which in turn makes one calm. Also, because yellow is
the hardest color for the eye to focus on, people may become irritated when looking
at yellow, and it is a proven fact that babies cry most in yellow nurseries. These
theories do not seem to have much in common.
In order to test ideas about how color affects one’s mood (color psychology) this
researcher will test sixty middle school students (thirty girls and thirty boys) on
how the colors green, blue, black, yellow, red, pink, and brown make them feel. The
students will mark the feeling that each color makes them feel, according to the
choices shown on the example survey below.
(The only thing that changes in each different survey is the color being tested and
the gender of the student responding):
Choose as many answers as fit your feeling for the color. Does the color make
you feel:
Mad/Angry?
Sad/Depressed/Cold?
Secure/Safe?
Irritated/Annoyed?
Calm?
Relaxed?
Fun/Excited?
Happy/Cheery?
Tired/Sleepy/Drowsy?
Bored?
Losing Energy/Weak?
Neutral/Balanced?
Love/Affection?
Dislike/Hate?
Most female middle school students associated these feelings
with these colors…Black Green Yellow Pink Brown Red Blue
Sad/Cold/ Depressing (43%)
Neutral/ Balanced (27%)
Happy/Cheery (53%)
Happy/Cheery (27%) and

27 CO_Q4_ENGLISH10_MODULE 1
 Love/Affection (27%)
Bored (40%)
Mad/Angry (30%) and
Love/Affection (30%)
Calm (23%)
So, the greatest number of female middle school students thought that black made
them feel sad, cold, and depressed; and green made most of them feel neutral and
balanced, and so on. The numbers in parentheses by the feelings show the
percentage of girls that felt that way. The reason most of these percentages are so
low is that there were many different responses, and for most feeling categories
there were only one or two girls who felt that way. Most male middle school
students associated these feelings with these colors…
Black Green Yellow Pink Brown Red Blue
Sad/Cold/Depressed (37%)
Secure/Safe (27%)
Happy/Cheery (17%)
Love/Affection (33%)
Bored (20%)
Mad/Angry (27%)
Relaxed (23%)
So, the greatest number of male middle school students thought that black made
them feel sad, cold, and depressed; and green made most of them feel secure and
safe, and so on. The numbers in parentheses by the feeling show the percentage of
boys that felt that way. The reason these percentages are so low is that there were
many different responses, and for most feeling categories there were only one or two
boys who felt that way.
Color does affect one’s mood, but it can affect boys and girls differently. For
example, while most female middle school students found green neutral and
balancing, most male middle school students found it secure and safe. However,
there are also some similarities between the female and male middle school
students. For example, most female middle school students thought that brown
made them feel bored, and so did the male middle school students! Also, both
found that pink made them feel love and affection. However, some results in this
study were different from the research cited. For example, the research stated that
brown would make girls and boys feel secure and safe, but instead it made them
feel bored. Furthermore, the research said that yellow would make boys and girls
feel irritated, but most boys and girls reported that it made them feel happy and
cheery. Overall, most of the results were different from the research sources
consulted. In any case, it is obvious that colors have a great effect on one’s mood.
Airey, D. (2006). How does colour psychology work? Retrieved October 19, 2007, from
http://www.davidairey.com/how-does-colour-psychology-work?
Eric, John, & Paraag. (2007). Color psychology. Retrieved October 19, 2007, from
http://library.thinkquest.org/27066/psychology/nlcolorpsych.html Johnson, D.
(2007). Color psychology. © 2000–2007 Pearson Education, publishing as
Infoplease. Retrieved October 19, 2007, from http://infoplease.com/spot/colors1.html Smith,
K. (2007). Color: Meaning, symbolism, & psychology. Retrieved October 19, 2007, from
http://squidoo.com/colorexpert/Wollard, K. (2000). Orange you glad you’re not blue?
Retrieved October 19, 2007, fromhttp://wf2la6.webfeat.org

28 CO_Q4_ENGLISH10_MODULE 1
 Answer Key

check by the .teacher

NOTE: This will be
Activity
Additional
C.20 .10 C
A.19 .9 D
B.18 .8 A
.17 B .7 B
D.16 .6 D
.15 A .5 C
.14 C .4 D
.13 A .3 E
.12 B .2 A
.11 A .1 C
Assessment What I Can Do
answer of the student
.10 FALSE .10 RESULTS
.3 & .4 Depends on the FALSE.9 CONCLUSION
.g REFERENCES .8 TRUE .9 DISCUSSION/
CONCLUSION .7 TRUE .8 METHODS
.f DISCUSSION/ .6 TRUE .7 INTRODUCTION
.e RESULTS .5 FALSE .6 INTRODUCTION
.d METHODS .4 TRUE .5 DISCUSSION
.c INTRODUCTION .3 TRUE .4 REFERENCES
.b ABSTRACT .2 FALSE .3 METHODS
2. .a TITLE .1 TRUE .2 TITLE
.b QUANTITATIVE What’s More .1 RESULTS
1. .a QUALITATIVE What’s New
What’s I Have Learned
LESSON 3

the .lesson
student’s choice from
will depend on the
NOTE: The answers
Learned
What’s I Have
What’s More What’s New
.10 QUANTI
.9 QUALI
.8 QUANTI
.7 QUALI
.6 QUALI
.5 QUANTI
.4 QUANTI
.3 QUALI
.2 QUANTI
1. QUANTI
What I Can Do
LESSON 2

29 CO_Q4_ENGLISH10_MODULE 1
 6 .K
.J 8
11
.I .H

.20 C
10 .E .19 A
.D 3 .18 B
1 .C .17 B
4 .B .16 D
What’s I Can Do 2 .A .15 A
learned .14 C
What I have .13 A
.12 B
.11 A
.10 C
.9 D
.8 A
.7 B
.6 D
.5 C
.4 D
.3 E
.2 A
.1 C
Know
What’s More I What

What’s New LESSON 1

30 CO_Q4_ENGLISH10_MODULE 1
References
"Basic Research Terms And Concepts And The Research Process". 2021.
Prezi.Com.https://prezi.com/mw2fn_olmvtn/basic-research-terms-and-concepts-
and-the-research-process/.

"Basic Elements Of A Research Paper (Or Any Academic Paper) | Research Paper,
Research Writing, Academic Writing". 2021. Pinterest.
https://www.pinterest.ph/pin/618330223823792099/.

Chisnall, P. (2001). Marketing Research, 6th ed. McGraw-Hill, Berkshire.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed

Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.

"LR Portal". 2021. Deped LR Portal. https://lrmds.deped.gov.ph/detail/11029.

"Mine Boy Quizzes". 2021. Gradesaver.Com.

https://www.gradesaver.com/mine-boy/study-guide/quiz4.

Patton, M.Q. (1990) Qualitative Evaluation and Research Methods, 2nd edn.
Newbury Park, California:SAGE.

"Quantitative Vs Qualitative Research". 2021. Prezi.Com.

https://prezi.com/po26lakebmrq/quantitative-vs-qualitative-research/.

"Quantitative And Qualitative Research". 2021. Prezi.Com.

https://prezi.com/jeha5ifqwauq/quantitative-and-qualitative-research/.

"Qualitative Vs. Quantitative Research | Differences & Methods". 2021. Scribbr.

https://www.scribbr.com/methodology/qualitative-quantitative-research/.

"Research Paper Sample | Betterlesson | Book Report, Book Report

Templates, Persuasive Writing Examples". 2021. Pinterest.
https://www.pinterest.ph/pin/57069120254113376/.

Retrieved: https://www.nps.gov/flfo/learn/education/upload/unit1lesson9.pdf

"The Importance Of Research For ICT Teachers — ICT & Computing In Education".
2021. ICT & Computing In Education.
https://www.ictineducation.org/home-page/2011/2/8/the-importance-of-
research-for-ict-teachers.html.
2021. https://www.g2.com/articles/qualitative-vs-quantitative-data.
1. Bajpai, 2011, p.4
2. Picknell, 2021
3. https://d1wqtxts1xzle7.cloudfront.net/55010759/creswell_Qualitative_Inquiry_
2nd_edition-with-cover-page-v2.pdf
4. Mine Boy Quizzes". 2021. Gradesaver.Com.
https://www.gradesaver.com/mine-boy/study-guide/quiz4
5. Zarah 2019
https://docs.google.com/document/d/12oqtvKG7BWJNZG2eIFO3KG3y8sGPu-
e0/edit?pli=1#

31 CO_Q4_ENGLISH10_MODULE 1
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