OSMEŇA COLLEGES Date Last Revised : February 15, 2021

College of Teacher Education Revision Date : February 15, 2021

City of Masbate Semester Adopted : Second

Vision Mission
Osmena Colleges College of Teacher Education envisions to produce teachers who will Osmena Colleges College of Teacher Education is committed to the preparation of teachers who
transform the results of their activities into effective instruments of progress and thus become are imbued with the Filipino traditions and culture to make them effective conveyors of
forerunners of change in the political, social, economic and moral structure of society. knowledge so that they can translate national and local development goals into viable programs
of instruction.
College Goals
1. Prepare and produce teachers possessing an objective and scientific outlook and are conscious of their significant roles in the realization of national and local development goals;
2. Know and understand the nature, needs and problems of the students and the community:
3. Implement sound educational and management practices; and
4. Develop a feeling of concern and involvement in the international, national and local issues that affect the well-being of the community and society as a whole.
Program Outcomes (from CMO No. 74, s. 2017 p. 4):

6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional

Class Information Instructor's Information

Section Instructor's Name & Jonald B. Sia

Qualification LPT, MAED, MAT-Eng, MPA(CAR), Ed.D

Schedule Office Designation Faculty,

and Location Apitong Building

Time Office/Consultation 8:30-11:30 A.M.

Hours
Venue Office 09298120301
Telephone

Term Second E-mail Address Sensei_jbsia@yahoo.com

141
 Course Description BTIs
This is a practicum research course that introduces the fundamentals of research and understanding
Course Information of research-based knowledge and principles of teaching covered
and learning. It will also provide prospective elementary teachers with an avenue to conduct applied or action research on significant problems in their own
Course Research
Nameschools that will provide in Education Course Code teaching and learning MCRES
classrooms/ empirical bases and research-based knowledge to improve and make curricular as well as 1.1.1, 1.2.1
Pre-requisite
instructional Subject
decisions both school-wide and at the classroom level. Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Course Learning Outcomes BTIs
At the end ofAssessments
End-of-Module the course, the -pre-service
30% teachers will be able to: covered
Outputs - 20%
Examination - and 50%
A. demonstrate knowledge understanding of research and how it can inform classroom decisions and practices
TOTAL: 100%
B. demonstrate understanding of research-based knowledge and principles of teaching and learning and 1.1.1
C. System
Grading apply the ability to use research as part of personal professional development and reflective practice. 1.2.1
7.4.1
Numerical Grade Point Value Description

99-100 1.0 Excellent

96-98 1.25 “
93-95 1.5 “
90-92 1.75 Very Good
87-89 2.0 “
84-86 2.25 Good
81-83 2.5 “
78-80 2.75 Fair
75-77 3.0 Passed
4.0 Conditional
5.0 Failed
6.0 Dropped

Course Policy

On the Conduct of Classes

Offline Modular Distance Learning (together supplemented with other applicable learning modalities) is the preferred mode of learning in this course amid COVID-19 pandemic. The
following guidelines must be followed:
• Each set of Osmeña Learning Module (OLM) is designed to be accomplished per term/grading period.
• Read carefully all parts of the module and follow the given instructions.
• Make sure to answer all parts of the OLM, especially the Self-Assessment Activities, End-of-Module Assessment and Self and Module Evaluation.
 • The signed Statement of Acceptance, End-of-Module Assessment, and Self and Module Evaluation have to be submitted in person/online to the instructor on the
designated day.
• Always write your complete name, course and year in the written documents you submit.
• Comply with the required formats.
• No part of the module may be reproduced, stored or distributed in any form or by any means without prior written permission of the author. This includes taking a photo of
any part of this module using any device for the purpose of sending it via any messaging application or posting it on a social media account.
• Submit only original work. Cite the author when quoting or using exact words or when paraphrasing ideas.
• Follow the prescribed schedule and submit course requirements on time.
• In case you cannot submit course requirements on time for a valid reason (sickness, death of a family member, lockdown in your area), notify your teacher through SMS
or e-mail using the contact details provided.
• Should the submission of the course requirement/s be late, accomplish the Explanation Slip template signed by your parent or guardian.
• Expect that your teacher will monitor your performance, provide feedback and rating of your submitted course requirements
• Contact your teacher if you need any academic support and guidance through the information provided.

On Examinations
1. The course uses alternative assessment on case-to-case basis. Thus, less pen and paper exams are expected.
2. An examination permit/promissory note must be presented by the student to take the examination.
3. Delayed examination may be given consistent to the policy of the college.
 Time Intended Learning Outcomes BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment (ILOs) Activities
Week 1 a. Explicate the nature of research as a The Scientific Approach in  Group work: preparing a  Group presentation of the
scientific inquiry aimed at providing [A] Education concept/semantic map of the nature concept/semantic map [A]
basis for informed classroom decisions 1.1.1 and fundamentals of research and 1.1.1
b. Review the fundamentals of research how it informs classroom decisions
[A]
1.1.1

Week 2 a. Compare and contrast the major [A] Research Approaches:  Dyad work: reading sample articles  Short Quiz/ Making a Venn [A],
characteristics of quantitative and 1.1.1 Qualitative vs Quantitative for each type of research diagram for comparing and 1.1.1
qualitative research designs approaches, preparing a comparative contrasting qualitative and
matrix of the characteristics of the quantitative research
two based on the articles provided, approaches
and sharing in the class discussion
their observations.

Week a. Identify a research problem Typical Stages of a Research Study,  Group work: identifying an  Discussion of output (i.e., [A]
3-4 b. Develop potential questions related to [A] Selecting a Research Problem, educational problem and formulate a research problem, research 1.1.1
the selected research topic 1.1.1 Articulating the Research research problem, 2 potential questions, significance of the
c. Evaluate the plausibility of the questions Questions, and Underscoring research questions, and significance study)
d. Articulate the significance of the study Significance of Study: Focus on of the study.
Action Research
Week a. Evaluate the sources for review [A, B] Reviewing and Evaluating the  Library work, seatwork and board  Writing an annotated [A, B]
5-6 b. Prepare an annotated 1.1.1, Literature, Avoiding work on APA Style bibliography, List of References 1.1.1,
bibliography 1.2.1 Plagiarism, APA Citation Style following APA format 1.2.1
c. Document sources properly using APA
citation style
Week a. Provide a summary of the reviewed [A, B] Writing and Organizing the  Writing the related literature review  Peer evaluation of the writing [A, B]
7-8 literature based on the annotated 1.1.1, Review of Literature inside the classroom output in terms of achieving its 1.1.1,
bibliography 1.2.1 purpose, coherence, and 1.2.1
b. Conduct a peer evaluation of a adherence
classmate’s work to APA citation standards

Week 9 a. Elucidate on how theories explain [A] The role of theory in research  Lecture, class discussion,  Ex Theory identification and [A]
the phenomena being explored 1.1.1 group discussion justification (Short quiz) 1.1.1
b. Cite a theoretical and a practical
question that educational researchers [B] [B]
ask 1.1.1 1.1.1

c. Identify appropriate tools for gathering Tools of Research: Tests,  Tool Identification and
research data Measures of Personality, Rationalization (Short quiz)
[A] Surveys, Observations [A]
1.1.1 1.1.1

Week 10 a. Develop a survey questionnaire [A, C] Constructing the survey  Lecture, Dyadic Task on Instrument  Constructed survey [A, C]
1.1.1, instruments development, pilot testing of questionnaire 1.1.1,
7.4.1 research instrument 7.4.1

Week 11 a. Provide an example for each type [A, C] Quantitative Research Designs:  Lecture, exercises, class  Accomplishing worksheets on [A, C]
of hypotheses, namely research 1.1.1, Hypothesis testing, validity discussion hypothesis formulation 1.1.1,
hypothesis, null hypothesis, and 7.4.1 7.4.1
alternative hypothesis
b. Discuss a classroom example of [A, C] [A, C]
testing a hypothesis. 1.1.1, Quantitative Research 1.1.1,
7.4.1 Designs: Sampling 7.4.1
c. Elucidate the concept of Techniques  Short quiz on sampling
sampling and sampling error techniques
[A] [A]
1.1.1 1.1.1

Week 12 a. Identify the statistical test/s appropriate for [A, C] Quantitative Research Designs:  Lecture, article analysis  Writing a Statistical [A, C]
a research question 1.1.1, Correlation, t-tests, Chi-Square Analysis Plan 1.1.1,
7.4.1 Tests of Significance, Analysis of 7.4.1
Variance

Week 13 a. Determine the appropriateness of a [A, B] Qualitative Research Designs:  Lecture, article analysis  Short quiz on qualitative [A, B]
qualitative research design in relation 1.1.1, Grounded Theory, Ethnography, research designs 1.1.1,
to a research problem 1.2.1 Case Study 1.2.1
 Week 14 b. Analyze qualitative data using [A, C] Analyzing and Reporting  Lecture, data analysis  Data analysis report in [A, C]
Creswell’s (2014) model 1.1.1 Qualitative Research exercises tabular form 1.1.1

Week a. Explain the nature and process of Action Research: Its nature,  Lecture - writeshop  Writing Action Research Plan [A]
15-18 action research [A] process, data collection and 1.1.1
1.1.1 analysis
b. Write and present research report
Writing the Final Report:
IMRD format  Writing and critiquing of the  Completed research report in [A, B,
[A, B, 1. Swales’ CARS Model for written research report IMRD format C]
C] 1.1.1,
Introduction
1.1.1, 1.2.1,
2. Generic structures of other
1.2.1, 7.4.1
sections
7.4.1

References

Ary, D., Jacobs, L.C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth, Engage Learning. Baumfield, V., Hall, E., & Wall,
K. (2013). Action research in education: Learning through practitioner enquiry. SAGE Publications Ltd
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Los Angeles, CA: SAGE Publication.
Cunningham, D. (2011). Improving teaching with collaborative action research: An ASCD action tool. Alexandria, VA: Association for Supervision and Curriculum Development.
Efron, S. E. & Ravid, R. (2013). Action research in education: A practical guide. Guilford Press. Wilson, E. (2017).
School-based research: A guide for education students. SAGE Publications Ltd