Senior High School

Practical Research 2
First Semester – Quarter 1
Writes a Research Title
CS_RS12-Id-e-2
Practical Research 2– Grade 12
Alternative Delivery Mode
First Semester - Quarter 1 – Writes a Research Title
First Edition, 2020
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Published by the Department of Education - Region III

Secretary: Leonor M Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Karl Patrick Nikko B. Dela Cruz

Language Reviewer: Christ Gabriel Cruz

Content Editor: Rosauro V. Duplon

Illustrator: Jerico B. Reyes

Lay-out Artist: Karl Patrick Nikko B. Dela Cruz

Management Team

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

Project Development Officer II

Marinella P. Garcia Sy, PhD

EPS- Science
Glenda S. Constantino

Project Development Officer II

Joannarie C. Gracia

Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]
 Senior High School

What I Need to Know

This module will help you in encouraging the learners to recognize and depict the

Practical Research 2
Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research that they can
apply for their exploration of knowledge and guide them in quantitative study.

First Semester – Quarter 1

It gives you the practice you need to expand on your research skills and improve your ability

Writes a Research Title

to understand the content. Exploration in this module is very much opened and focus more
in dealing with the research process.

CS_RS12-Id-e-2
For the Learner:

“One of the road to success is to use the source of bliss in the precise quantity, at the
accurate time and in the factual way, and there is nothing wrong quality”.

In research, Quantity is frequently used to

gain CS_RS12-Id-e-2
a general sense of phenomena and to form theories that can be tested using further
quantitative research. So it is significant for you to understand and apply accuracy to
measure a definite answer.

At the end of this module, you are expected to:

• Describe characteristics of quantitative research.
• Determine strengths, weaknesses of quantitative research.
• Identify the kinds of quantitative research
 Introductory Message

For the facilitator:

Welcome to the Practical Research Alternative Delivery Mode (ADM) Module on Writing a
Research Title.

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.
For the learner:
Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on Writing a
Research Title.
This module was designed to provide you with fun and meaningful opportunities for guided

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

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 What’s In This is a brief drill or review to help you link the
current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
What’s More solidify your understanding and skills of the topic.
You may check the answers to the exercises using
the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process what
you learned from the lesson.

What Can I Do This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you to

enrich your knowledge or skill of the lesson learned.

Answer Key
This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.

3. Read the instruction carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need to Know
In this subject, you have been trained to look at research as a systematic way of identifying
what is unknown, a gap or ways of improving something. This systematic and organized
process is always started by identifying what one wishes to study or investigate. The need
to be able to establish the research agenda is a very important task of every researcher.

At the end of this module, you are expected to:

• identify possible sources of research inquiries;
• evaluate criteria of possible research inquiry; and
• write a research title.

What I Know

Direction: Read and analyze each statement given on each number then tell whether it is a
FACT or FLAW.

1. Research is a product of the NEW generation.

2. Any topic can be good for study.
3. Karl Marx led a scientific revolution.
4. A research undertaking should have continuity.
5. Research only makes use of available FRESH data.
6. A review of literature means looking into the past.
7. A research study can be UNTITLED.
8. Studies about aliens can be done.
9. The Corona Virus problem can be solved by research.
10. SHS students are too young to be researchers.
11. Studies must neither be too broad nor narrow.
12. Originality holds NO place in research
13. Qualitative studies deal with numbers.
14. A case study is custom-made for one participant only.
15. Social issues are NOT good sources of research data.

What’s In

Last lesson, we discussed how to design researches in daily life and how useful they
are in building the society. Now let us, look back for some of the activities you do in
daily life. Can you recall them? Let’s see!

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 Directions: On your own, how many activities do you do in the boxes below? Do you
find them interesting, engaging and motivating?

I sing very well. Rides jeep Plays mobile Plays volleyball

going to school games

I am a joker I read books Math is my Writes poems

favorite subject

Loves going to I play the guitar I can act. I can dance

PE class

I am an honor Has a little My favorite I am student-

student sister/brother color is blue athlete

Loves to play Loves ice Knows how to Enjoys

basketball cream cook watching
movies

Choose three (3) among the activities above and describe your feelings when doing them.
•
•
•

What’s New
A good research is clear, original, precise, researchable and interconnected to other
theories.

QUEST FOR QUESTIONS

Directions: Read and analyse the research title given on each number then tell whether it is
a good research by putting a heart (♥) on the space provided and leave it blank if it is not a
good research.

1. Role of computer technology towards airport security.

2. Parental involvement and academic achievement.
3. The relationship between eyewitness testimony and memory.
4. The effect of video game playing on academic performance at a community
college.
5. Discuss the functioning of the GPS system.

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 6. Cyberbullying in high schools.
7. How do you see an attention deficit syndrome? A myth or a reality
8. The effect of mobile phone usage on student learning.
9. How often do you buy mobile phones for fitness purposes?
10. Relationship between eyewitness testimony and memory.

What Is It

Research is ALL about finding answers to a QUESTION/INQUIRY. This

question/inquiry may be prompted by a wide variety of contents, your own personal
experiences and interests, or a theory that you are very much interested in and a lot more.
In any research undertaking, the systematic process always starts with the question: “ What
do I want to write about?” Such step will therefore need fine tuning, thus, one will decide by
identifying a research problem to write about.

The title summarizes the main idea or ideas of your study. A good title contains the
fewest possible words that adequately describe the contents and/or purpose of your
research paper.
The title is without doubt the part of a paper that is read the most.. If the title is
too long it usually contains too many unnecessary words, e.g., "A Study to Investigate the "
On the other hand, a title which is too short often uses words which are too general. For
example, "Philippine Politics" could be the title of a book, but it does not provide any
information on the focus of a research paper.
The following parameters can be used to help you formulate a suitable research
paper title:

1. The purpose of the research. This includes your reasons why you are conducting the
study like finding differences, effects or relationships between with one or two
variables.
2. The narrative tone of the paper. Your tone is as if you are telling what will happen to
your study after the implementation.
3. The methods used. You research title should have a specific research method to be
used either in qualitative or quantitative.

The initial aim of a title is to capture the reader’s attention and to draw his or her
attention to the research problem being investigated.
Create a Working Title
Typically, the final title you submit to your teacher is created after the research is
complete so that the title accurately captures what was done. The working title
should be developed early in the research process because it can help anchor the focus
of the study in much the same way the research problem does. Referring back to the
working title can help you reorient yourself back to the main purpose of the study if you
feel yourself drifting off on a tangent while writing.

The Final Title

Effective titles in academic research papers have several characteristics.

• Indicate accurately the subject and scope of the study. (Topic and coverage of the
study must be present in the research title)

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 • Avoid using abbreviations. (Word shortcuts are not allowed to be used.)
• Use words that create a positive impression and stimulate reader interest.
• Use current nomenclature from the field of study.(Always use updated data for your
study)
• Identify key variables, both dependent and independent.
• May reveal how the paper will be organized.
• Suggest a relationship between variables which supports the major hypothesis.
• Is limited to 10 to 15 substantive words.
• Do not include "study of," "analysis of" or similar constructions.
• Titles are usually in the form of a phrase, but can also be in the form of a question.
• Use correct grammar and capitalization with all first words and last words capitalized,
including the first word of a subtitle. All nouns, pronouns, verbs, adjectives, and
adverbs that appear between the first and last words of the title are also capitalized.
• In academic papers, rarely is a title followed by an exclamation mark. However, a title
or subtitle can be in the form of a question.

Karl Marx, a leading proponent of revolutionary change identified the following as Possible
Sources of Research Questions/Topics:

• Intellectual Puzzles and Contradictions

• Existing forms of literature
• Replication
• Structures and Function
• Opposition
• A social problem
• ‘Gaps between official versions of reality and the facts on the ground’
• The counter-intuitive
• New methods and theories
• ‘New Social and technical developments and social trends
• Personal Experience
• Sponsors and teachers.

However, for these sources to qualify as viable for inquiry, they MUST adhere to
certain parameters and criteria of:
➢ Clarity (they must be sensible and intelligible);
➢ Researchability (continuing inquiries can be made );
➢ Connectivity (must have connections with existing/established
theories/studies);
➢ Originality (hold prospect of making a unique contribution); and
➢ Precision (must NEITHER be too broad or narrow)

How to Write a Good Research Title

1. Keep it simple, brief and attractive: The primary function of a title is to provide a
precise summary of the paper’s content. So keep the title brief and clear. Use active
verbs instead of complex noun-based phrases, and avoid unnecessary details.
Moreover, a good title for a research paper is typically around 10 to 12 words long. A
lengthy title may seem unfocused and take the readers’ attention away from an
important point.

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 Avoid: Reading at home has an Adverse Effects in the Reading Comprehension of
the students.
Better: Reading Comprehension Helps improve the Reading Comprehension of the
Students
2. Use appropriate descriptive words: A good research paper title should contain key
words used in the manuscript and should define the nature of the study. Think about
terms people would use to search for your study and include them in your title.
Avoid: Teaching –Learning Process of the Students during the Pandemic
Better: The Pedadogy of the Students during the Pandemic

Discussion Activity
Directions: In 2-3 sentences, answer the following questions:
1. How will you define a research title?

2. What are the criteria to qualify as viable research?

A.
B.
C.
D.
E.

What’s More
Independent Activity 1

Directions: Examine the given examples of Inquiries and identify if the research title is
GOOD or POOR. For the GOOD, give the criteria that makes it so. For the POOR, improve
it to make it GOOD.
A good research title has the following characteristics:
➢ Clarity (they must be sensible and intelligible);
➢ Researchability (continuing inquiries can be made );
➢ Connectivity (must have connections with existing/established
theories/studies);
➢ Originality (hold prospect of making a unique contribution); and
➢ Precision (must NEITHER be too broad or narrow)

1. Children and Teenagers Study Habits and the Video Games They Play
2. Social Media in the Context of Cyber Bullying
3. Internet as the New Platform of Human Rights Violations
4. A Day on Planet Mars as an Adventure

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 5. What is the Relevance of Mental Health Amid the COVID 19 Pandemic?
6. Social Amelioration Program: Another Political Game?
7. PRRD: Best or Worst Philippine President?
8. Corona Virus and Mother Earth: Friend or Foe?
9. Distance Learning VS Face-to-Face Learning: Which Do I Prefer?
10. The Virtual Classroom of DepED

Independent Assessment 1
Directions: Using the GOOD examples of INQUIRIES in the Independent Activity 1,
formulate/write a least (3) tentative RESEARCH TITLES.

1.

2.

3.

Independent Activity 2
Direction: Look at the pictures below and craft a possible research problem based on each.

1.

2.

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 3.

Independent Assessment 2

Directions. Based on the previous activity, provide the necessary answers to the given
questions.
1. Are all the suggested sources of inquiries possible for research? Yes or No?
Explain your answer in NOT more than 3 sentences.

2. If YES, write or craft two (2) workable titles/problems for each topic.

Independent Activity 3
Directions: Using the COVID 19 Pandemic and Philippine Educational System as sources of
inquiry, formulate three (3) possible research problems.

1.

2.

3.

Independent Assessment 3

Directions: Analyze the research problems you have crafted using Karl Marx’s criteria of a

sound inquiry

Fill out the boxes below.

Problem/Title Criterion/Criteria

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 What I Have Learned

Reflect on what you have learned after taking up this lesson by completing the chart below in
2-3 sentences.

What were your thoughts or ideas about writing a research title?

I thought…

What I Can Do

The Research title or inquiry forms a vital part of the research process. Without it, the
researcher would not be able to achieve the purposes he/she would set for to conduct a
study.

Directions: Given the prevailing situations in the country and the world, write three (5)
Research Titles that can be undertaken by a Senior High School student.

Example: Online Classroom: an Effective Mode of Learning

1.
2.
3.
4.
5.

Assessment

Direction: Read and analyze each statement given on each number then tell
whether it is a FACT or FLAW.

__ _1. Research is a product of the NEW generation.

__ _2. Any topic can be good for study.
__ _3. Karl Marx led a scientific revolution.

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__ _4. A research undertaking should have continuity.
__ 5. Research only makes use of available FRESH data.
__ _6. A review of literature means looking into the past.
__ _7. A research study can be UNTITLED.
____ 8. Studies about aliens can be done.
9. The Corona Virus problem can be solved by research.
10. SHS students are too young to be researchers.
11. Studies must neither be too broad nor narrow.
12. Originality holds NO place in research
13. Qualitative studies deal with numbers.
14. A case study is custom-made for one participant only.
15. Social issues are NOT good sources of research data.

Additional Activities

Critical Thinking.
ESSAY: Read and analyze the questions given and answer them briefly on the space
provided.
1. As a researcher, to what may you compare the process of “Writing the Research
Problem/Title? Why?

2. Why MUST our sources of inquiry conform to criteria of clarity, continuity and
researchability?

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Answer Key
 References
Balch, Tucker. “How to Compose a Title for Your Research Paper”. Accessed
July 28, 2020

Kulkarni, “3 Basic Tips on Writing a Research Paper Title .” Oct 17, 2013 Accessed
July 28, 2020

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 Appendices

Rubric for Independent Assessement 1

1. The purpose of the research is indicated – 10 points

2. The narrative tone of the paper [typically defined by the type of the research] – 5
points
3. The methods used is indicated -5 points

Total = 20 Points

Rubric for Independent Activity 2

1. The research problem is clearly defined based on the picture – 5 points

2. The ideas are connected to form a comprehensible research problem. - 5 points

Total = 10 Points

Rubric (applicable for Independent Activity 3 & Independent Assessment 3)

➢ Clarity (they must be sensible and intelligible); -2 points

➢ Researchability (continuing inquiries can be made ); -2 points
➢ Connectivity (must have connections with existing/established
theories/studies); -2 points
➢ Originality (hold prospect of making a unique contribution); -2 points
➢ Precision (must NEITHER be too broad or narrow) -2 points
Total = 10 Points/item

Rubric (applicable for Independent Activity 3 & Independent Assessment 1)

➢ Clarity (they must be sensible and intelligible); - 5 points

➢ Researchability (continuing inquiries can be made ); - 3 points
➢ Connectivity (must have connections with existing/established
theories/studies); - 2 points
Total = 10 Points

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 For inquiries and suggestions, please contact
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development
System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]

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