De La Salle University-Dasmariñas SENIOR HIGH SCHOOL Core Education Department Term 3, 2nd Semester, SY 2022-2023 COURSE SYLLABUS AND CALENDAR COURSE DESCRIPTION This course introduces learners to concepts, principles, processes and fundamentals of research that are essential in developing foundational competencies for conducting critical, independent or collaborative inquiry. It further aims to equip learners with what they should know and be able to do in order to confidently and competently demonstrate research-driven attitude in producing research as both an academic and service-oriented output. The course shall be delivered with the Lasallian guidepost of making learners as researchers striving responsibly for excellence towards contributing sensibly to community development. Course Title Practical Research 1 Course Code SRES121 Course Credit 4 units Prerequisites None Teacher Dilangalen, Maha Ramento, Allison Rosel, Ramiah Consultation Hours Onsite/ 1 hr.

Learning Competencies: At the end of the lesson, the learners can: LC1. distinguish relevant and irrelevant ideas and information of their chosen research topic; LC2. generate effective hypotheses to account for an observed phenomenon; LC3. evaluate and make their best judgement in choosing a fitting method for their research; LC4. compare and contrast existing ideas to contemporary ideas; LC5. follow and apply a research procedure in writing and planning a research; and LC6. demonstrate 21st century skills in all learning activities.

DATE TOPIC LEARNING COMPETENCIES TEACHING LEARNING ACTIVITIES/ ASSESSMENT STRATEGY TECHNOLOGY ENABLER NO. OF HOURS Week 1 Jan. 23-28 ASYNCHRONOUS CLASS ORIENTATION • Gospel Reflection • Discussion of PR 1 Gamification • Class Policies and Overview of the Course Schoolbook PowerPoint 4.0 Week 2 Jan. 30- Feb.4 Lesson 1 Nature of Research: Learning the foundations of inquiry • Value and practicality of research • Characteristics of research • Qualities of a good researcher • Research as process of inquiry, critical thinking and problem-solving • Ethical considerations in the conduct of research The learners can. . . • explain the value and • practicality of research in daily life; • describe the characteristics of research vis-à-vis the qualities of a good researcher; • define research as a reflective process of inquiry; • recognize how moral principles matter in research; and • appreciate research as purposeful, collaborative and practical undertaking. • Gospel Reading/Prayer • Orientation • Course overview • Formative Assessment #1 of 2 (Onsite): Self-check 1 Value of Research • Gateway Assessment #1 of 4 (Online): Quiz (20 pts.) • Integrative Assessment/Output Progress Report (30 pts.) Schoolbook PowerPoint 4.0

Week 3 Feb.6-11 Lesson 2 Identifying the Inquiry and Stating the Problem • The research problem • Characteristics of a research question • Research Hypotheses • Significance, scope and delimitation of a study The learners can. . . • identify a specific and purposeful topic to research about; • state clear research problem and questions; • describe the justification or reason for conducting the study; • differentiate kinds of variables and their uses; • determine the scope and delimitation of the study; and draft a research title. • Gospel Reading/Prayer • Orientation • Course overview • Formative Assessment #2 of 2 (Onsite): Self-Check 2 Identifying Variables • Discourse Assessment #1 of 2 (Onsite): Conceptualizing Research Topic (30 pts.) • Gateway Assessment #2 of 4(Online): Quiz (15 pts.) Schoolbook PowerPoint 4.0 Week 4 Feb.13-18 Lesson 3 Understanding the Research Process & Designs • The research process: an introduction • Research Methodology The learners can. . . • describe the process of research; • classify research designs commonly used in qualitative and quantitative research; • explain the data collection process for a particular research design; • determine a research methodology for a proposed study; and • Gospel Reading/Prayer • Orientation • Course overview • Discourse Assessment #2 of 2 (Onsite): Revised Title with Research Objectives, questions and Research Design (30 pts.) • Gateway Assessment #3 of 4 (Onsite): Schoolbook PowerPoint 4.0

• differentiate a quantitative from qualitative research. Quiz (20 pts.) Week 5 Feb.20-25 CONSULTATION WEEK 4.0 Week 6 Feb.27-Mar. 4 Lesson 4 Learning from Related Literature • Getting background information and researching related literature • Organization of major ideas from a reviewed literature • Understanding theoretical and conceptual framework • Citing sources and practical intellectual honesty The learners can. . . • identify the purpose of related literature and studies; • synthesize information from relevant literature; • explain how theoretical background / methodological approach helps define a research question; and • write a coherent review of literature following ethical standards and styles of citing sources (APA, MLA, CSE). • Gospel Reading/Prayer • Orientation • Course overview • Discourse Assessment #4 of 4 (Online): Team Review of Related Literature (40 points) • Gateway Assessment #4 of 4 (Online): Comparing and identifying applicable citation format for the proposed study (40 pts,) Schoolbook PowerPoint 4.0 Week 7 Mar. 6-11 FINAL TITLE DEFENSE 6.0 Week 8 Mar. 13-18 INTEGRATION WEEK 4.0 Week 9 Mar. 20 - 25 SELF-CARE WEEK TOTAL 40.0

INTEGRATIVE OUTPUT PERFORMANCE STANDARD Assessment Rubric for the Title Defense CATEGORY EXCELLENT GOOD FAIR POOR Relevance/Essence/ Impact 40% The title of the research clearly stated the possible contributions of the research to the broader field or community. It offers sufficient knowledge required and brings about the change needed to raise the standard of living and make life safer. 31-40 points The title of the research stated the possible contributions of the research to the broader field or community. It offers knowledge required and brings about the change needed to raise the standard of living and make life safer. 21-30 points The title of the research partially stated the possible contributions of the research to the broader field or community. It provides some information to improve the standard of living and make life safer. 11-20 points The title did not contribute to the broader field or community. It did not provide information to improve the standard of living and make life safer. 0-10 points Novelty/Uniqueness/ Innovativeness 40% The research title, in comparison to previous studies, focuses on new knowledge and approaches to tackling problems that already exist, produces superior outcomes. 31-40 points The title of the research, in comparison to previous studies, contributes to existing knowledge and approaches to solving existing problems. 21-30 points The title of the research focuses on some new knowledge and approaches to solving existing problems. 11-20 points The title of the research did not focus on new knowledge and approaches to solving existing problems. 0-10 points Clarity of Topic 20% Includes a precise title that describes the key topic in detail and is properly-aligned to stated research questions. 16-20 points Includes a title that gives information about the main topic and is aligned to stated research questions. 11-15 points Includes a title that gives some information about the main topic and is aligned to stated research questions. 6-10 points Missing a title or statement of the main topic and is not aligned to stated research questions. 0-5 points

GRADING SYSTEM CRITERIA PERCENTAGE Gateway Assessment (Performance Task) 45% Integrative (Output/Major Exam) 30% Discourse Assessments (Written works/Long Quiz/Short Quiz) 25% TOTAL 100% COURSE POLICIES 1. The teachers are expected to conduct a face-to-face class on the specified schedule. 2. Enrollment in Schoolbook. The respective teacher shall enroll the students in their respective schoolbook classes. This will be based on the class list provided by the Office of the Registrar. 3. Communication and Feedback a. Online Asynchronous Communication shall happen when the faculty utilizes at least one of the recommended asynchronous communications. The minimum response time for asynchronous communication is 48 hours, excluding Sundays and holidays. All communication platforms must be explicitly indicated in the syllabus. Below are the recommended asynchronous communication platforms: Proposed Topics Relevance/Essence/ Impact (40%) Novelty/Uniqueness/ Innovativeness (40%) Clarity of Topic (20%) 1. 2. 3. TOTAL

i. MS Teams chat ii. Messaging – through Schoolbook. Any private or confidential matters may be messaged through Schoolbook messaging feature. iii. Email – you may email your teacher b. No use of foul, curse, or other bad words, whether written or verbal. No shouting. No flooding of chat and messages. 4. Attendance Policy a. The name of an officially enrolled student appears on the final class list provided by the Registrar. Prompt and regular attendance in all classes are required of all students from the first meeting of to the end of the semester. b. Student who has accumulated three (3) tardiness count shall have one meeting of absence recorded. A total of three (3) absence per term is given to student. Student who reached the maximum count of absence should be sent by the subject teacher to the guidance office for a scheduled parent-guidance counsellor conference. 5. Intellectual Property Policy a. Students should be honest at all times. Cheating in any form is prohibited and considered a major offense. The students who will be caught cheating will automatically get a grade of 0.00 in the assessment and will be given a corrective action in accordance with the Student Handbook Section 15.2 b. All other classroom policies (decorum, grievance, etc.) shall adhere to the provisions of the latest version of the Student Handbook. c. Policy and copyright infringement will not be tolerated. Any violation of such will earn a grade of zero in the assessment. d. Using any illegally obtained software is strictly prohibited. e. Students are encouraged to use their original photos, videos, and other resources. Otherwise, students can use royalty-free resources or embed the sources in their submissions to avoid copyright infringement and/or plagiarism. f. Inviting people that are not part of the class in synchronous meetings is strictly prohibited unless approved by the subject teacher. Posing as another person during a synchronous activity is strictly prohibited. . The name of an officially enrolled student appears on the final class list provided by the Registrar. Prompt and regular attendance in all classes are required of all students from the first meeting of to the end of the semester. a. Student who has accumulated three (3) tardiness count shall have one meeting of absence recorded. A total of three (3) absence per term is given to student. Student who reached the maximum count of absence should be sent by the subject teacher to the guidance office for a scheduled parent-guidance counsellor conference.

Giving of passwords to Schoolbook and Office 365 is strictly prohibited. Likewise, accessing Schoolbook and Office 365 accounts other than the students’ personal accounts is also strictly prohibited. Violating students will be reported to the Student Discipline and Formation Office. (SDFO) Other Policies: 1. Learners must be equally responsible for requesting the teacher about missed activities or assessments at most 3 days after the schedule. Failure to coordinate promptly may mean a deduction on the score or incurring an incomplete lesson status in SB. 2. All requirements, tasks, and assessments must be submitted promptly via DLSU-D Schoolbook or any agreed-upon alternative platform. 3. Late submission of performance tasks and assessments without a valid or acceptable reason will automatically get a daily 1-point deduction from the total score. 4. Students who failed to take the major examinations may apply for a special examination which faculty members usually administer during the week immediately after the last day of the regular examination schedule. REFERENCES: Online Reference: E-provider Accession Number Reference Material Online Bianco, M. (n.d.). The research paper: Step 1: The concept paper. http://www.marthabianco.com/Courses/Cities/concept.html\https://utamu.ac.ug/ Online Jamie Hale, M. (2019). The 3 basic types of descriptive research methods. https://psychcentral.com/blog/the-3-basic-types-of-descriptive- research-methods/ Online Lango, B. (2019). How to write a concept paper with practical sample by Dr Lango. https://www.researchgate.net/publication/336150591_How_to_write_a_concept_paper_wit h_practical_sample_by_Dr_Lango Online Michigan State University. (2021). Undergraduate research – Oral presentation. https://urca.msu.edu/orals

Online Raganit, R. (2020). How to write a concept paper for academic research: An ultimate guide. https://filipiknow.net/how-to-write-a-concept-paper/ Online Research Design: Definition, Characteristics and Types QuestionPro. (2019). https://www.questionpro.com/blog/research-design/ Online University of Otago. (2015). Writing a literature review. https://www.otago.ac.nz/hedc/otago615355.pdf Online University of Toronto. (n.d.). Writing literature review. http://utsc.utoronto.ca/twc/sites/utsc.utoronto.ca.twc./files/resourcefiles/LitReview.pdf Online USC Libraries. (2020). Research guide – Choosing a research problem. https://libguides.usc.edu/writingguide/researchproposal Online USC Libraries. (2020). Research guide – Giving an oral presentation. https://libguides.usc.edu/writingguide/researchproposal Online Sacred Heart University – Library. (2020). Organizing academic research papers: Giving an oral presentations. https://library.sacredheart.edu/c.php?g=29803&p=185944 Other References: Reference Material Barrot, J.S. (2018). Practical Research 1. Quezon City: C & E Publishing, Inc. Calmorin, L.P. (2015). Research and Thesis Writing with Statistics Computer Application. Rex Book Store. Manila Clamor-Torneo & Torneo. (2018). Practical Research 1: An Introduction to Qualitative Research. Quezon City. Sibs Publishing House, Inc. Creswell, J.W & Creswell, J.D (2018). Research Design. 5ed. Los Angeles: SAGE Publications. Fraenkel, J., Wallen, N. & Hyun, H. (2019). How to Design and Evaluate Research in Education. Mc-Graw Hill. New York, NY Neuman, W.L. (2009). Understanding Research. Pearson Education, Inc. Boston, MA

Prepared by: Subject Teachers Practical Research 1 Endorsed: Ms. Lara G. Lopez Mr. Christian B. Lucero Ms. Kimberly D. Trinidad Syllabus Committee Chair IMP Committee Chair Academic Coordinator Approved: Ms. Ma. Luisa V. Cuaresma Mr. Marlon C. Pareja Associate Principal for Academics and Research Principal cf: OVCAR, Principal, APAR, Academic Coordinators