SENIOR HIGH SCHOOL

Course Code: Professor: Von Christopher G. Chua

Course Title: Inquiries, Investigation, and Email: [email protected]
[email protected]
Immersion
No of Units: 3 Consultation Hours: Fridays, 9:00-10:00 AM
Prerequisite/s: Practical Research 1 and 2 Class Schedule and
Room:
Prerequisite to: Section:

I. COURSE DESCRIPTION
The course aims to develop critical thinking and problem-solving skills of Grade 12 students through the conduct
qualitative and quantitative researches relative to their interests and senior high school academic track and strand.

II. DESIRED LEARNING OUTCOMES

On the completion of this course, the student is expected to:

1. Conduct and defend a group research (qualitative, quantitative, or mixed methods) by undertaking a
rigorous process that involves:
a. Deciding on a suitable research topic 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 various research designs with emphasis on mixed methods design, sampling
techniques, process of validating a research instrument, 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, making recommendations based on these conclusions, and writing 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. LASALLIAN HONORS CODE

GODLINESS
A Lasallian is created in the image and likeness of God;
As such, strives to “be perfect as the heavenly Father is perfect.”
GOODNESS
A Lasallian is a good person, characterized by integrity, faith, and service.
GREATNESS
A Lasallian is self-governed, resourceful, excellent, accountable, and talented.

IV. GRADING SYSTEM

Descriptor:
Written Work 25% O 90 - 100%
Performance Tasks 45% VS 85 - 89%
Proposal/Final Defense 30% S 80 - 84%
FS 75 - 79%
TOTAL 100% Did Not Meet Expectations: 74% and below

Passing Score: 75%

V. REFERENCES
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.
 VI. FINAL OUTPUT
Students enrolled in this course are expected to work in collaboration with other students in class in conducting a
research in a chosen area of interest. The research paper, as final output, is to be submitted following two formats:
(a) a four-chapter full paper aligned to the prescribed format of the university; and (b) a research report (IMRAD).

The specific parts of these formats are outlined as follows:

FULL PAPER RESEARCH REPORT
Chapter I: The Problem and a Review of Literature • Abstract
• Background of the Study • Introduction
• Review of Literature
• Methodology
• Research Framework
• Statement of the Problem • Results and Discussion
• Significance of the Study • Conclusions
• Scope and Limitations of the Study • Acknowledgments
Chapter II: Methodology • References
• Research Design
• Participants
• Research Instruments
• Data Gathering Procedure
• Treatment of Data
Chapter III: Results and Discussion
Chapter IV: Summary of Findings, Conclusions, and Recommendations
References
Parts may vary depending on research design.

Each chapter shall be graded based on the following rubric.

MAJOR
INDICATORS WEIGHT
COMPONENT
Chapter I: The 1. The Background of the Study…
Problem and a a. presents a strong narrative hook. 3
Review of b. explains the research gap the research seeks to address. 3
Literature c. states clearly the general purpose of the research. 3
d. reflects coherence of thought 3
2. The Review of Literature…
a. cites a minimum of seven references from reputable journals. 5
b. has been logically arranged to form a cohesive whole. 3
c. follows correct in-text citation. 3
3. The Research Framework…
a. presents a strong, relevant theory that supports the concept of the 3
research.
b. includes a sensible research paradigm that represents the conceptual 3
framework of the study.
4. The Statement of the Problem…
a. provides specific, clear research questions that explicitly indicates the 3
variables of interest.
b. includes sufficient research questions, congruent to the rest of the 3
paper.
5. The Significance of the Study… 2
a. mentions all beneficiaries of the research. 3
b. explains succinctly how each beneficiary will benefit from the conduct of
the research 5
6. The paper is submitted on or before the deadline. 5
7. The paper follows the prescribed format (no more than five errors in
formatting has been noted). 5
8. The paper is free from grammatical and typographical errors (no more than
five errors of this type have been noted).
Sub-total 55
VII. LEARNING PLAN
Course Topics
Week Learning Outcome Teaching-Learning Activities
(Content Unit)
1–3 • compares various research Brainstorming for • Collaborative In-class Activities
designs discussed in the previous Research Topics • Lectures and Discussions
practical research courses, • Critical Analysis Reporting
together with mixed methods to • Small-Group Discussions
explain similarities, differences, • Summative Test (Quiz No. 1)
strengths, and weaknesses
• facilitates discussion of a critical
analysis of a research paper
• formulates a class research
agenda.
4 • formulates clearly the statement Identifying the • Lectures and Discussions
of the research problem Problem and • Collaborative In-class Activities
• presents written statement of Asking the • Research Problem Presentation
the problem Question • Research Consultation

5 • selects, cites, and synthesizes Reading on • Collaborative In-class Activities

properly the related literature Related Studies • Lectures and Discussions
• uses sources according ethical • Library Work
standards • Research Consultation
• presents written review of
literature
6 • describes adequately the Understanding • Lectures and Discussions
research design (quantitative, Ways to Collect • Collaborative In-class Activities
qualitative, or mixed methods), Data • Practice Tasks
sample, the research instrument, • Research Consultation
data collection and analysis • Mock Defense
procedures.
• presents written research
methodology

7 PROPOSAL DEFENSE

8 – 11 • gathers and analyzes data with Finding Answers • Practice Tasks

intellectual honesty using to Research • Collaborative In-class Activities
suitable techniques Questions • Research Consultation
• analyzes data using coding
(qualitative data) and SPSS
(quantitative data)
12 • forms logical conclusions Reporting, • Collaborative In-class Activities
• makes recommendations based Findings, Drawing • Instrument Administration/
on conclusions Conclusions, and Experimentation, whichever
• writes and presents clear report Making applicable
Recommendations • Research Consultation

13 FINAL ORAL DEFENSE

14 • revises written research report Sharing your • Research Consultation

based on suggestions and Research
recommendations of the
panelists
• submits final written research
report
 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: Von Christopher G. Chua

SHS Mathematics Faculty

Checked by: Dr. Irene U. Dalog

Senior High School Chair

Endorsed by: Dr. Rosario Chu

Dean, College of Arts, Science and Technology

Approved by: Dr. Bernardo N. Sepeda

Vice Chancellor, Academics and Research