Senior High School (SHS)

Mass Training of Teachers (MTOT)

Inquiries, Investigation and Immersion

“Research is what I’m doing when I
don’t know what I’m doing.”
- Wernher von Braun
 K to 12 Basic Education Curriculum
SENIOR HIGH SCHOOL-APPLIED TRACK SUBJECT

Inquiries,
Investigation and
Immersion
Topics Know What Best Practices
Research 1
Research 2
Inquiries,
Investigation,
and
Immersion
Grade: 12
Semester: Second Semester
No. of Hours/ Semester: 80 hours/ Semester
Pre-Requisite: Research in Daily Life 1
Research in Daily Life 2
Common Subject Description
This culminating activity develops critical
thinking and problem solving skills through
QUALITATIVE and QUANTITATIVE researches.
 Learning Area No. of Learner’s Teacher’s Learner’s
Weeks Activity Activity Output
I. Brainstorming 2 The The teacher… Class Research
learner…. Agenda
for Research Weeks monitors and
Topics (8 Hours) prepares a directs the
plan and a learner’s work
focus on
issues and
ideas in their
respective
field
 RESEARCH AGENDA
A list or outline of things need to be
considered in doing research
 RESEARCH AGENDA
Research Topic Plan Research Access Plan
(RTP) (RAP)
 RESEARCH AGENDA
Research Topic Plan Research Access Plan
(RTP) (RAP)
• Potential Topic • Setting
• Possible Gap • Target Population
• Latent Research Design • Limitations
ACTIVITY

Gap Analysis-Provide answers to the following parts of the table.

GROUP ACTIVITY

Create/Device a research topic worksheet

that will help guide students in choosing
their research topic for the subject matter.
One representative for each group will
present the work and explain how it will
work.
 Teacher’s Task:
monitors and
directs the learner’s
work
 Research Agenda 3 Way Model
Student’s Output Suggested Activity Strategies/ Type of Student’s
Approaches Techniques Learning Style

Game-Based-Instruction
Activity

Research
Visual-Instructions and
Agenda ICT Integration Activity

Collaborative-Work-
Instruction Activity
 Learning No. of Learner’s Teacher’s Learner’s
Area Weeks Activity Activity Output
1. formulates clearly 1. gives feedback or 1. Background of the
II. 3 Weeks the statement of comments on problem
research problem progress achieved 2. Conceptual
Identifying (12 Hours) 2. presents written by the learner Framework
statement of the 2. checks learner’s 3. Research
the problem work Hypothesis (for
3. conducts oral quantitative
Problem defense of research)
learner’s work 4. Statement of the
and Asking problem
5. Definition of terms
the 6. Importance of the
study
Question 7. Scope and
limitations of the
study
 STATEMENT OF
RESEARCH PROBLEM

ORAL DEFENSE
ACTIVITY

Draft an oral defense guidelines

1.Before (preparing the paper)
2.Before (Planning the presentation)
3.On the day of the presentation
4.During the presentation
5.After the presentation
 Teacher’s Task:
1.checks learner’s work
2.conducts oral
defense of learner’s work
Review Pedagogies
Output Schedule
Assessment Tool
Group Problem Teacher’s Task
Students fail to think or remember the parts Short Activities for Review
1 of Chapter I
Scheduling of deadlines for every part. How Timetable of Outputs/
2 to process the Oral Defense?
Sets of Questions for Oral Defense
No standard Assessment tool Rubrics for Output Assessment
3
1. Background of the Problem
2. Conceptual Framework
3. Research Hypothesis (for quantitative research)
4. Statement of the Problem
5. Definition of Terms
6. Importance of the Study
7. Scope and Limitations of the Study
Learning Area No. of Learner’s Teacher’s Learner’s
Weeks Activity Activity Output
1. selects, cites and 1. gives guidance List of Related
III. Reading 5 synthesizes about relevant Literature Reviewed
properly related literature on the
on Related Weeks literature
2. uses sources
topic under
study and
(20 Hours)
Studies according to
ethical
appropriate
literature
standards. sources
3. presents written 2. conducts
review literature critiquing or oral
(8-10 pages) presentation of
review literature
One-concept-one-mind
Related Literature Review
1. Relevant to the topic
2. Proper citation
3. Thematic format
4. Shows cohesion
5. 8-10 pages
6. Weighted by references
Activity: Draw an illustration depicting some problems
you might encounter while the students are in the
process of reading and writing the Review of Literature.

ORAL
Before Reading While Reading After Reading PRESEN
TATION

Suggest some solutions for each identified problem.

How are we going to assess the Literature Review?

Oral Presentation Written Output

1. Relevance to the topic

2. Proper citation
3. Format
4. Cohesion
5. References used
Written Output Oral Presentation

The Written Output should have:

1. Relevance to the topic
2. Proper citation
3. Systematic Format
4. Cohesion
5. References
Evaluate the students written
output by throwing at least 5
critical questions
for each ATTRIBUTE to test the
QUALITY of the Literature Review.
Rubric Preparations for the Assessment of Written Output

The Written Output should have:

Produce a
1. Relevance to the topic
RUBRIC MODEL 2. Proper citation
to evaluate the 3. Systematic Format
Literature Review. 4. Cohesion
5. References

Gallery Walk: each group should CRITIQUE the Rubrics constructed by the other
groups
 Learning Area No. of Learner’s Teacher’s Learner’s
Weeks Activity Activity Output
1. describes assists in the 1. Research design
IV. 3 adequately identification of 2. Population
research design appropriate 3. Sampling method
Understanding Weeks (either research 4. Data
(12 Hours) quantitative or methodology, collection
Ways to qualitative), planning and procedure
sample, execution of the
Collect Data instrument used research project (if
in quantitative applicable)
research, data
collection and
analysis
procedures.
2. presents
written research
methodology
 Teacher’s Task:
1.Assists the identification of
appropriate research
methodology, planning and
execution of the research
project (if applicable)
 The Students will:

1.Write the Methodology

2.Present the Written Methodology
Crucial point of the study:
1. How did the students decode or understand the meaning
of RESEARCH METHODOLOGY?
2. Are the RESEARCH INSTRUMENTS ready?
3. Are there any ethical issues before the collection of data?
4. Are they really ready?
Make them
1. Check the congruency of the Research Methodology’s parts.
2. Conduct a review session and think of an appropriate and
effective REVIEW STRATEGIES.
Activity
Students may have difficulties in understanding the parts of the
Research Methodology. As a teacher, what activities/strategies are you
going to do to help these young researchers?

Parts of Review Strategies Checking of Understanding

Methodology
Research
Design
Instrument
Sampling
Activity
Parts of REVIEW STRATEGIES Checking of Understanding
Methodology
Research
Design
Instrument
Sampling

INFORMANCE:
1. Each group should demonstrate the process of review
2. Assign a task to each member of the performing group
Crucial point for the STUDENTS

1. Are they aware of the ETHICAL CONCERNS of

the Data Collection Procedures ?

2. Is there enough time given for the people concern to
answer or fill the research instruments?
Learning Area No. of Learner’s Teacher’s Learner’s
Weeks Activity Activity Output
V. Finding 3 gathers and
analyzes data
gives guidance 1. Interpretation
on the of Data
the Answers
Weeks with intellectual
honesty using
appropriate
method
2. Data analysis
method
to the (12 Hours) suitable analysis of data 3. Conceptualize
Research techniques obtained, d Framework
interpretation for qualitative
Questions and research
presentation of
results (if
applicable)
 Learning Area No. of Learner’s Teacher’s Learner’s
Weeks Activity Activity Output
1. forms 1. gives guidance on 1. Summary of
VI. Reporting 2 logical the writing of the Findings
Findings, Drawing Weeks conclusions different chapters 2. Conclusions
2. makes of the study and 3. Recommendations
Conclusions and (8 Hours) recommend communicating 4. List of References
Making ations based the standard 5. Written Research
on expected Report
Recommendations conclusions 2. checks written
3. writes and research report
presents
clear report
1. Conclusions should be drawn from the processes
and results of the study.
2. Check the linkages of the conclusions to the
research objectives.
3. Conclusions can be drawn from the answers of the
research questions and encountered problems.
1. Recommendations should be MADE based on the
CONCLUSIONS
2. Research objectives should be considered in
writing the recommendation
3. Most of the time, a problem, which the researcher
encountered, becomes the inspiration to write a
RECOMMENDATION.
 Learning No. of Learner’s Teacher’s Learner’s
Area Weeks Activity Activity Output
1. defends written 1. advises on the 1. Draft Written
VII. 2 Weeks research report preparation of Research Report
(8 Hours) 2. revises written the oral for Oral
Sharing research report
based on 2.
presentation
documents the 2.
Presentation
Final Written
your suggestions and
recommendatio
proceedings of
the oral
Research Report
for Submission.
Research 3.
ns of panelists
submits final 3.
presentation
checks the final
3. Communicating
Research through
Publication
written research written research
(if possible)
report report
 Student’s Task:
1. Defend the written research report
2. Revise the research report based
on the suggestions and
recommendations of the panel
3. Submit a final written research
report
 Teacher’s Task:

1. Document the Proceedings of the

Oral Presentation
2. Check the final written research
3. Communicate to the:
a. Researchers
b. Panels and experts
 Documents to Prepare
1. Letters:
a. Panel
b. Panel’s Work Community
2. Validation of the References
3. Rubrics for the Oral Defense
4. Approval Sheet
5. Abstract after the revision
6. Minutes of the Proceeding
ACTIVITY
Assessment Tool for the Final Output
1. Discuss the qualities that we should assess in the
final written output.
2. Create a graphic organizer to present the group’s idea
about the qualities of the final written output.
3. Consider the types of students when setting the
quality standards of a good final written output.
 Assessment Tool for the Final Output
Creation of Rubrics for the Final Written Output:
1. Divide the cluster per schools divisions.
2. Consider a rubric format for your assessment tool.
3. Discuss all of the assessment objectives.
4. Create a rubric based on the qualities discussed in the
previous activity.
5. Process and evaluate the rubrics by round-robin evaluation.
6. Revise your rubric model if necessary.
Planning
 Inquiries , Investigation and Immersion Subject Plan
GROUP:_______________________
Learning No. of Learner’s Activities No. of Days Teacher’s Activities Learner’s Output Remarks/
Area Weeks Allotted Recommendations
Gallery Walk
“I believe in innovation and that the
way you get innovation is you fund
research and you learn the basic
facts. ” -Bill Gates
The end...