Inquiries, Investigation

and Immersion
Quarter 2 – Module 7:
Sharing your Research

CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 7
Inquiries, Investigation and Immersion
Alternative Delivery Mode
Quarter 2 – Module 7: Sharing your Research
Second Edition, 2021

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Published by the Department of Education

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

Development Team of the Module

Writers: Marjorie B. Yosores Emily A. Tabamo
Rudilyn F. Zambrano Cheryll M. Sabaldana
Jungie G. Palma Cathrine B. Pielago
Christy C. Gabule-Dablo, DScN
Maria Conception Sione E. Alpore
Evaluators: Maria Cecilia N. Gabas
Annarose J. Catian
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Inquiries, Investigation
and Immersion
Quarter 2 – Module 7:
Sharing your Research
Introductory Message
The purpose of this module is to guide the teacher as to what to do in dealing
the students. This is an interactive way to test and evaluate the students’ learning
process. The writer simplifies the instruction of every activity to be understood well.
The importance of the module is to explore the literacy of the students. Motivating
the students to use module is a great help to adapt the education for all programs.

To our dearest students let yourself be free in exploring the module made for
your literacy and learning process. This module is designed to test your skills in
understanding and comprehending the different activities. This module involves
logical flow of ideas to spread essential context regarding the learning process. The
purpose refines completely new approach in selecting topic which inclined the
interests of the learners. Additional insights might investigate the implications in
identifying new problems and re-conceptualize.

1. What I Need to Do – the part used to introduce the learning objectives in this
module.
2. What I Know – this is an assessment as to your level of knowledge to the
subject matter at hand, meant specifically to gauge previous knowledge.
3. What’s In – the part used to connect your previous learning with the new
lesson.
4. What’s New – the part used to introduce new lesson through a story, an
activity, a poem, song, situation or activity.
5. What is It – the part that will help you discover and understand the lesson.
6. What’s More – the part that will help enrich your learnings of the lesson.
7. What I Have Learned – the part that will help you process what you have
learned in the lesson.
8. What I Can Do – the part that allows you to apply what you have learned into
real life situations.
9. Assessment – the part that evaluates your level of mastery in achieving the
learning objectives.
10. Additional Activities – the part that enhances your learning and improves your
mastery of the lesson.
 What I Need to Know

In this lesson, your chosen final paper depends on whether based on your Practical
Research 1 or Practical Research 2 outputs. You will walk through your journey back
on how you share and defend your written research report. In the same manner,
you are going to revise your written research report based on suggestions and
recommendations of panelists and finally, submit the final written research report.
All the topics presented in this module will serve as pointers in developing and
completing your final papers.

D – EFEND
E – XPLAIN
F – OCUS
E – LABORATE
N – OTE
S – HARE
E – MBARK

After going through this module, you are expected to:

1. Defend written research report
2. Revise written research report based on suggestions and recommendations of
panelists
3. Submit final written

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How to learn from this module?
What’s the best way to prepare for your Oral Defense? (A review)

1. Know the format of your research defense

Make sure that you have followed the standard guidelines in presenting your
written research. As a learner of this program, make sure that you can defend your
research in front of the panel of examiners personally. An online defense may be
applicable, but it is better to have it in-person to avoid communication barriers.

2. Prepare and practice your presentation

A good presentation depends also on the time frame. A 15-minute
presentation with a maximum of 10 to 15 slides is already an ideal presentation.
Practice, and master the content of each slide to avoid excessive watching on your
copy. Train yourself in public speaking, or practice your presentation inside an empty
room. However, the best way to practice is to have it with your peers or family
members, so that they can also give comments or feedback on your performance.

3. Answer the questions properly and confidently

In every defense, there is always a question from a panel. Defend your
research, and confidently answer the questions. Do not be hesitant in front of them,
because they might think that you are not a master in your research study.

Visit the following links to watch examples of an oral defense.

https://www.youtube.com/watch?v=edQv9OKvfdU
https://www.youtube.com/watch?v=MJ_IVOldfH8
https://www.youtube.com/watch?v=dcV4jEQBD7Q

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 What I Know

This pretest is asking you to review the basic parts and details necessary to complete
your final paper. This includes the fundamental aspects of well-written research
work and some principles to guide you in defending your research paper. Write the
letter of the correct answer on a separate sheet of paper. Good luck.

1. It is designed to identify related research, to set the current research project

within a conceptual and theoretical context.
a. Literature Review c. Methodology
b. Rationale d. Conclusion
2. It is part of the research where you should define or identify the general topic,
issue, or area of concern, thus providing an appropriate context for reviewing the
literature.
a. Literature Review c. Introduction
b. Rationale d. Summary
3. Which of the following is not the purpose of the research conclusion?
a. It stresses the importance of the thesis statement
b. It gives the written work a sense of completeness
c. It does not leave a final impression on the readers
d. It demonstrates good organization.
4. Which of the following is NOT a characteristic of a Research Proposal?
a. The proposal might not be consistent with the donor’s interests.
b. It must be made to someone who either accepts, rejects, or modifies.
c. It is being written for presentation to another party to gain its acceptance.
d. It does require presentation with a sufficient degree of clarity and
persuasiveness to be convincing.
5. Which of the following does NOT describe a Research Problem?
a. It is the main focus of the study.
b. It is the question (s) that the research will answer.
c. It must be composed of measurable concepts that cannot be operationally
defined.
d. It can be a result of observation (induction) or can be deduced from existing
theory.
6. These are statements of the specific intent or purpose of the research.
a. Introduction c. Literature Review
b. Objectives of the Research d. Summary and Findings
7. In research, what writing style format is widely used?
a. APA 6th edition c. CMOS 17th Edition
b. MLA d. Turabian
8. We review the relevant literature to know:
a. What is already known about the topic?
b. What concepts and theories have been applied to the topic?
c. Who are the key contributors to the topic?
d. All of the above.

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9. Which of the following should be practiced before Oral defense EXCEPT for____?
a. You may prepare hand-outs or brochure
b. Prepare for your presentation mentally and physically
c. You need to memorize everything but should know the key points.
d. You may bring a mode of verifications for easy reference of your research.
10. Which of the following statement is NOT true about revising your research paper?
a. Be sure to proofread and edit as needed.
b. Read the paper from the last word to the first word.
c. Having someone else read it aloud to you is a waste of time.
d. After receiving some suggestions, create a new outline by noting points you
want to hit.
11. How will answer your panelists if they will ask you “What is the significance of
the study?
a. Simply state how your research work will help other researchers,
educators, organization practitioners, and policymakers.
b. In this area, mention how your study addressed the existing
issues/problems/concerns that made you choose your topics
c. To answer this question, simply tell your audience/panelist that the
findings from your study can be generalized to other relevant settings,
groups, or case studies.
d. Show the descriptive results from the study in a convincing and clear style.
Make sure your findings refer to your research objectives/questions
12. This chapter talks about the result of your study. Here you are going to present
the data gathered using the questionnaire you used by tabulating all the gathered
data.
a. Method and Procedures c. Introduction
b. Presentation, Analysis, d. Review of Related Literature
and Interpretation of Data
13. Which is not true about summary, conclusions, and recommendations?
a. Your conclusion should be based on your findings.
b. It is where you summarize your interpretation of data in Chapter 4.
c. Recommendations should be directly based on the significance of the
study.
d. It is the part of your research where you describe the instrument you used
for example the questionnaire
14. Which of the following statement is NOT true?
a. Title Page consists of the research title, names of the researchers, and
name of the English teacher
b. Table of Contents contains the accurate paging of each part of the research
paper
c. List of Tables/Figures contains the accurate paging of each part of the
research paper
d. Acknowledgement is a personal page where the researchers are given the
privilege to extend gratitude to all people who helped in accomplishing the
research
15. Which of the parts of the Research Paper is NOT correct?
a. Chapter 1. The Problem and Its Background
b. Chapter 2. Review of Related Literature
c. Chapter 3. Method and Procedures
d. Chapter 4. Summary, Conclusion, and Recommendations

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 Lesson

1 Sharing Your Research

What’s In

Activity 1. Throwback Time

For you to remember your previous lessons in research, here are some exercises to
refresh your mind. Match the terminologies or phrases in column B to their definition
or statement in column A. Write the letter of your answer on a separate sheet of
paper. Your answer should reveal a word that is an important value that everyone
should possess.

A B
1. It shows the scope of the study and all the R. Presentation, Analysis, and
limitations which the research does not cover. Interpretation of Data
2. It will give the readers the terms used in the A. Review of Related
research. Literature
3. It provides an overview of how the researcher I. Method and Procedures
perceives the issues.
4. It is here where you present your H. Definition of Terms
interpretation of data as the basis of your
Summary of Findings.
5. In this part you narrate the process you G. Acknowledgment
perform in the study which leads to the
findings.
6. This part provides the answer to the stated S. Scope and Limitations of the
problem. Study
7. It is a personal page where the researchers are N. Summary, Conclusions and
given the privilege to extend gratitude to all Recommendations
people who helped in accomplishing the
research.

What value is shown when a person distributes or lets someone else uses a
portion of something. It is a process of dividing and giving something as an
outright gift. It is a very essential skill that we need in this time of pandemic to
build a healthy community, strong relationships and contribute to the well-
being and happiness of everybody.

____ ____ ____ ____ ____ ____ ____

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Activity 2. Evaluate Your Paper
Evaluate your research paper using the sample rubric of well-written research work.
This will somehow give you an idea on what are the basic parts of your research
paper that needs to be improved.

Research Paper Rubric

Criteria Exceeds Meets Nearly Does Not No
Standard Standard Meets the Meet Evidence Your
Score
Standard Standard
Points Value 5 4 3 2 1

Title Page Research Title, Evidence of Evidence of Evidence of All

component
Your name, four three two or less
s are not
Track, and included,
Strand, Date, not
Teacher’s Name, properly
formatted
Semester,
Neatly Finished-
no errors
Introduction The introduction The The There is no Absent, no
evidence of
is engaging, introductio introductio clear
introductio
states the main n states the n states the introduction n
topic, and main topic main topic or main topic
previews the and but does and the
structure of the previews not structure of
paper the adequately the paper is
structure of preview the missing
the paper structure of
the paper
Body Each paragraph Each Each Each Major
sections of
has thoughtful paragraph paragraph paragraph
pertinent
supporting has lacks fails to content
detail sentences sufficient supporting develop the have been
that develop the supporting details main idea omitted or
greatly run-
main idea detail sentences
on
sentences
that develop
the main
idea
Conclusion You as the The author There is an There is no Absent
author are can provides incomplete indication
make sufficient concluding and that the
and precise remarks unfocused author tried
conclusions that show conclusion to synthesize
based on the analysis the
review and information
synthesis of or make a
ideas that conclusion
occurred based on the
research

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Mechanics No errors in Almost no Many errors Numerous It is hard
and Usage punctuation, errors in in and to know
capitalization, punctuatio punctuatio distracting what the
spelling, and n, n, errors in author is
word usage capitalizatio capitalizatio punctuation, trying to
n, spelling, n, spelling, capitalization express
sentence sentence , spelling,
structure, structure, sentence
and word and word structure,
usage usage and word
usage
Citation All cited works, Some cited Few cited Not all Absent
both text and works, both works, both sources are
visual, are done text and text and cited
in the correct visual, are visual, are
format with no done in the done in a
errors correct correct
format. format
Inconsisten
cies evident
Bibliography Done in the Done in the Done in the Done in the Absent or
correct format correct correct correct the only
with no errors. format with format with format with sites are
Includes more few errors. some many errors. internet
than 5 major Includes 5 errors. Includes 3 sites.
references (e.g., major Includes 4 major
science journal references major references
articles, books, (e.g., references (e.g., science
but no more science (e.g., journal
than two journal science articles,
internet sites. articles, journal books, but
Periodicals books, but articles, no more
available online no more books, but than two
are not than two no more internet
considered internet than two sites.
internet sites) sites. internet Periodicals
Periodicals sites. available
available Periodicals online are
online are available not
not online are considered
considered not internet
internet). considered sites.)
internet).
Appearance Creative and Contains Contains 3 No Absent
attractive cover title page, of 4 criteria organization, structure
with color and table of for meets; missing and
graphics, clear contents, and /or significant 2 organizatio
n.
organization, section poorly of 4 criteria.
readable and dividers, organized
neat, title page, and three- and difficult
table of ring binder. to read;
contents, lacking
section dividers, neatness
and three-ring
binder.

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Contents All required Contains Contains 5 Contains Absent
information is application, – 6 of less than 5 contents,
discerned with abstract, criteria for criteria for structure
clarity and research meets; and meets. , and
precision and paper, lab /or poorly organizatio
n.
contains all report, organized
items listed in observation
the Meets log,
category reflective
essay,
guide, and
rubrics.

What’s New

Suggested Research Presentation Guidelines

This is only a suggestion as to how you prepare your presentation. Your adviser can
decide as to the time allotment in consideration of different factors. You may or may
not follow the sequence or format as required here. This is flexible according
to your school situation. This is only applicable to those who can present using
multimedia presentations.

Brief Presentation: This is the visual version of your paper. Your presentation
should include a short introduction, your hypotheses, a brief description of the
methods, tables, and/or graphs related to your findings, and an interpretation of
your data.

The presentations should not be more than 10 minutes long. It is not much time
though. Consider planning about 1 minute per slide. The trick to giving a better
presentation is simplifying your information down into bulleted, diagrams, tables,
and graphs. Do not rush while presenting.

Title slide (1 slide). It will contain the title of your paper. If the research is in a group,
list the name of all the members, your class and section, school, and the date of
presentation.

Introduction (typically 3-4 slides). Explain why your work is interesting. This part
tells the context of the study. Using pictures is a plus factor to attract audience
excitement and attention about the issue and questions you are addressing. Clearly
state your hypotheses.

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Materials and Methods (typically 2-3 slides). This is a clear summary of the
design. Show a picture of your respondents and justify why they are appropriate for
addressing the questions mentioned above. Show a picture of the venue/ laboratory
set-up or some person doing some work or activity related to your study. You can
show a diorama of your experimental design (sample sizes, sampling frequency).
Mention what parameters you measured but do not go into detail on exact
procedures used. State what statistical tests you used to analyze data.

Results (typically 2-4 slides). You may show a photograph that shows an
interesting qualitative result and state the results. Graphical presentation of results
reminds the audience of your hypothesis. A simple and clean graph with a complete
label is more reliable. Do not use light colors in your figures, they do not show up
well when projected.

Implications and Conclusions (typically 2-3 slides). Interpret your results

correctly. Address sources of errors and methodological difficulties constructively.
Results should be placed in context and draw implications from them.

Acknowledgment (1 slide). Thank everyone who provided advice or assistance.

Verbally thank your audience for their attention and tell them you would be happy
to answer any questions.

Activity 3. My Power, My Point!

Write the content of your Research Presentation here according to the guidelines.

Title slide (1 slide):

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Introduction (typically 3-4 slides).

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Materials and Methods (typically 2-3 slides).

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Results (typically 2-4 slides).

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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Implications and Conclusions (typically 2-3 slides).

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Acknowledgment (1 slide).

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 4. Slide Rate!

Rate your slide presentation using this PowerPoint Rubric

Criteria Exceeds Meets Nearly Does Not No Score

Standard Standard Meets Meet Evidence
Standard Standard
Value Point 5 4 3 2 1
Clarity of Includes a Includes a Includes a Missing a Not
Topic clear title that title that title that title or present
gives specific gives gives some statement of
information information information the main
about the about the about the topic.
main topic. main topic. main topic.
Details of Includes all Includes Includes Includes No details
Research details from most details some details only a few from
research and from research from details from research.
has clear and has clear research research
labels, labels or and has using labels
phrases, or phrases. labels or or phrases.
sentence phrases.
descriptions.
Effective- The viewer The viewer The viewer The viewer PowerPoin
ness has a understands has some has t does not
thorough the topic understandi difficulty communic
understandin researched. ng of the understandi ate the
g of the topic The topic ng the topic topic
researched. backboard researched. researched. researche
Backboard includes The The d
includes examples and backboard backboard
specific /or includes includes few
examples illustrations. some examples
and/or examples and/or
illustrations and/or illustrations
in an illustrations .
organized .
manner
Quality Includes Includes Includes Does not Work is
illustrations illustrations illustrations include haphazard
and labels. and labels. and labels. illustrations and
Content is Content is Content is and labels careless.
edited for edited for not edited and/or Has none
spelling and spelling and for spelling contains of the
punctuation punctuation and more than 3

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 and has no and has less punctuatio errors in required
errors than 3 errors. n and has spelling and elements.
more than 3 punctuatio
errors. n.
Total

What is It

Use the following steps when preparing for the oral defense of your
Research Paper.
1. Your evaluation is based on your presentation.
2. Prepare for your presentation mentally and physically. If possible, sleep early
the night before your presentation.
3. You don’t need to memorize everything but you should know the key points.
4. Familiarize your PowerPoint presentation and all the parts of your research
including all the details.
5. Make eye contact with more than one member of the panel of assessors during
your presentation.
6. You may bring a mode of verifications for easy reference of your research.
7. Keep cool. Don’t speak too fast and don’t read your notes. Just glance once in
a while.
8. Use simple terminologies. It should be concise to be understood even if the
audience is not in the academe.
9. You may prepare hand-outs or brochures.
10. Space your presentation. Do not focus on one slide only.
11. When the panelist occasionally interacts during your presentation, take note
of the suggestions.
12. Do not answer in a hurry. Pause and think to organize your thoughts. If you
are not clear about the question, you are entitled to clarify.
13. Put up a good defense without being defensive. Be confident.
14. After the oral defense, meet with your advisor for debriefing and seek advice
on how to revise your thesis.
15. Practice, practice, practice. Rehearse several times with the equipment you
will use for your presentation

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 What’s More

Activity 5. My Answers
Common project defense questions and answers
You can start writing your answer to these questions for your guide during the
presentation.

1. Why did you choose this topic?

Commonly this is the first question and you need to prepare a good response.
Mention your driving motivations for the study. State your research problem
and why you wanted to address it in embarking on your study.

2. Briefly, explain what your research project is all about?

To answer this question, understand completely your research work. If you
were asked to submit an abstract, basically repeat it.

3. What is the scope of the study?

Briefly state the specific aspects of your research topic that you choose to
cover

4. What is the significance of the study?

Simply state how your research work will help other researchers, educators,
organization practitioners, and policymakers. In short, citing the usability of
your research.

5. Did you bridge any gap from your study?

In this area, mention how your study addressed the existing
issues/problems/concerns that made you choose your topics.

6. What are your research variables?

This question is asked to find out if you know what your research project is
all about. Explain your independent and dependent variable(s) to show them
you grasp the concept of your research topic. Identify the variables in your
project topic, define and explain them.

7. What research methodology did you use?

This is usually chapter three of your project report. To respond to this
question, you should briefly state the research design procedure you adopted
for the research. Talk about the data collection methods and sampling
techniques employed in the research.

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8. Why did you use that research methodology?
State the main reason for choosing your research methodology.
For instance, you used a survey research method, state your reasons to collect
information from the sample without influencing the population of the study .

9. Why do you think your research is reliable?

To answer this question, simply tell your audience/panelist that the threats
to research reliability (which are participant’s error, participant bias,
research error, and researcher bias) did not occur during the research.

10. Why do you think your research is valid?

To answer this question, simply tell your audience/panelist that the findings
from your study can be generalized to other relevant settings, groups, or case
studies.

11. In what way(s) does your research project contribute to knowledge?

You may refer to the significance of the study. You talk about your research
objectives in addressing the problem. Briefly state that your project will
advance understanding in your research field.

12. What are the limitations encountered?

No research task is perfect. It is common for at least one issue to be
identified. To answer this question, communicate about the weaknesses that
had been out of your control.

13. What source of data was employed for the research?

Simply state the data collection methods that were used in the study. You
should state if primary sources such as questionnaires, interviews,
observations, or secondary sources such as textbooks, journals, articles, etc
were used. If you combined primary and secondary sources, briefly talk
about it.

14. What are your findings?

Show the descriptive results from the study in a convincing and clear style.
Make sure your findings refer to your research objectives/questions.

15. Based on your findings what are your recommendations/suggestions?

This is where you talk about the importance and implications of your
findings from three levels namely:

a. Research (various ways other researchers can improve or refine the

study)
b. Theory (the new contributions that you are adding to the body of
knowledge) and
c. Practice (how the information gotten from your study can make
practice better, improve the operational procedures, solve problems,
and improve policy-making, etc.).

Note: Avoid the temptation to make recommendations that are not

supported by your findings. Do not recommend based on your beliefs.

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 16. What is the strongest point in your project?
The duration of the oral defense might just be 10 - 15 minutes, as such the
questioners will not have the time to ask you about every detail. They
will want to focus on the major thoughts and ask you the
most essential components of your research. Be equipped to answer.

17. If you could change something regarding your study, what would it be?
You can get your answer from the limitations of your study. Consider the
constraints and the kind of data collection

18. Do you have any closing comments?

Thank the panel of assessors and let them know that the
revisions/corrections that were given (such as rewriting the conclusion,
tables/graphs that are not in the right format, something you said during
the oral defense and they want you to include it in the report or some other
issues they noticed you did not capture) would be implemented and shown
to your supervisor.

Activity 6. My Version
REVISE WRITTEN RESEARCH
What is a revision of a paper of text?
To improve your paper, revision is necessary to polish it through completely. Several
steps in writing are involved. Revision is the process to drive your paper to a better
level. In revising, you will rework and rewrite sentences. You may revise the entire
paragraph to improve your argument.
Prepare your final paper for submission. Your output is your final revised paper.

10 Things You Can Do to Better Revise Your Paper

1. It is good to have someone else read your paper. Your researcher teacher may
critic your work. You may ask your language teacher to read your paper and
ask for some suggestions.
2. Go over your paper by reading out loud. Figure it out if it may sound right.
3. Thoroughly research the topic by reading the new credible sources.
4. After receiving some suggestions, create a new outline by noting points you
want to hit.
5. Have someone else read it aloud to you, does it sound right?
6. Read the paper from the last word to the first word.
7. Consider your paper as a presentation. Think of it as if you were presenting
to an audience.
8. Provide a complete draft of the new introduction and conclusion. Check if the
current paper is aligned with the correct parts.
9. Be sure to proofread and edit as needed.

10. Set your paper aside for a day or longer and come back and read it through
fresh eyes.

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 What I Have Learned

My Research Journal
Activity 7. Insights

Write a synthesis journal from the different activities and discussions you
encountered during your research. You can recall experiences and real-life problems
you met in Practical Research 1, Practical Research 2, and Inquiries, Investigations,
and Immersion subjects. How did you solve and manage it? How will you apply it in
the future?

What I Did

__________________________________________________________________________________
__________________________________________________________________________________

What I Learned

__________________________________________________________________________________
__________________________________________________________________________________

How can I use it?

__________________________________________________________________________________
__________________________________________________________________________________

Activity 8. My Points of View: A Reflection

Questions:
1. What is the purpose of revising your research paper?
2. What are some tips in revising and editing your research paper?

3. How much time did you spend on your research paper?

4. What have you learned about your topic?

5. Which part of the research paper that you find difficult?

6. Which part of the research paper that you find easy?

7. How do you feel about the research paper you wrote?

8. The next time you write a research paper, what will you do differently?

9. What was the most interesting part of your research paper?

10. If you had another week, what would you change about your paper?

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 What I Can Do

Activity 9. My Script (Optional)

Prepare a script of your oral defense. This script can be one of the bases in rating
those who cannot present their research paper using face-to-face modality. The script
follows the arrangement of your prepared slides.

Activity 10. Oral Presentation

Before your oral presentation, try to assess your research and presentation skills.
Practice navigating your slide and presenting your research. Use this suggested Oral
Presentation Rubric for your guide. Your teacher might have a different rubric
depending on the situation in your school.

ORAL PRESENTATION RUBRIC

Criteria 4-Excellent 3-Good 2-Fair 1-Needs
Improvement
A. Content The student The student The student is The student
demonstrates is at ease uncomfortable does not have
full knowledge with with the a grasp of the
by answering expected information information,
all questions answers to and can the student
with all answer only cannot
explanations questions, rudimentary answer
and without questions questions put
elaboration elaboration forth
B. Organization The student The student The audience The audience
presents presents has difficulty cannot
information in information following understand
a logical, in logical presentation the
interesting sequence because the presentation
sequence which the student because there
which the audience jumps around is no
audience can can follow sequence of
follow information
C. Mechanics The The The Student’s
presentation presentation presentation presentation
has has no more has three has four more
grammatical than two grammatical grammatical
errors grammatical errors errors
errors
D. Delivery Holds Consistent Displays Holds no eye
attention of use of direct minimal eye contact with
the entire eye contact contact with the audience
audience with with the the audience as the entire

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 the use of eye audience, while reading report is
contact, but still mostly from reading from
seldom returns to the notes notes
looking on notes
notes
E. Enthusiasm Demonstrates Shows some Shows little or Shows no
strong enthusiastic mixed feelings interest in the
enthusiasm feelings about the the topic
about the about the topic being presented
topic topic presented
F. Elocution The student The The tudent’s The tudent
uses a clear student’s voice is low. mumbles
voice and voice is Student incorrectly
correct, clear. incorrectly pronounce
precise Student pronounces terms and
pronunciation pronounces terms. The speaks too
of items so most words audience has quietly for the
that all correctly. a difficult audience to
audience Most can time hearing hear.
members can hear the presentation
hear the presentation
presentation
G. Body Language Movements Made no Very little No
seem fluid and movements movement or movements or
help the or gestures descriptive descriptive
audience that gestures. gestures.
visualize. enhance
articulation
H. Poise / The student Makes Displays mild Tension and
displays a minor tension; has nervousness
Professionalism relaxed, self- mistakes, trouble is obvious;
confident but quickly recovering has trouble
nature about recovers from recovering
self, dressed from them; mistakes. from
professionally, mistakes
makes no
mistakes
I. Time Presentation The The Presentation
given in the presentation presentation given
time allotted given given exceeded 15
exceeded 5 exceeded 10 minutes or
minutes in minutes in more in the
the time the time time allotted
allotted allotted
J. Completeness The The The additional The
presentation presentation depth is presentation
provides good provides needed in does not
depth and good depth places provide
details and details adequate
but few depth
needed
details are
omitted

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 Assessment

Multiple Choice. Write the letter of the correct answer on a separate sheet of paper.
Good luck!
1. Which of the parts of the Research Paper is NOT correct?
a. Chapter 1: The Problem and Its Background
b. Chapter 2. Review of Related Literature
c. Chapter 3. Method and Procedures
d. Chapter 4. Summary, Conclusion, and Recommendations
2. Which of the following statement is NOT true?
a. Title Page is consisted of the research title, names of the researchers,
and name of the English teacher
b. Table of Contents contains the accurate paging of each part of the
research paper
c. List of Tables/Figures contains the accurate paging of each part of the
research paper
d. Acknowledgement is a personal page where the researchers are given
the privilege to extend gratitude to all people who helped in
accomplishing the research
3. Which is not true about summary, conclusions, and recommendations?
a. Your conclusion should be based on your findings.
b. This is where you summarize your interpretation of data in Chapter 4.
c. Recommendations should be directly based on the significance of the
study.
d. It is the part of your research where you describe the instrument you
used for example the questionnaire
4. This chapter talks about the result of your study. Here you are going to present
the data gathered using the questionnaire you used by tabulating all the
gathered data.
a. Method and Procedures
b. Presentation, Analysis, and Interpretation of Data
c. Introduction
d. Review of Related Literature
5. How will answer your panelists if they will ask you “What is the significance
of the study?
a. Simply state how your research work will help other researchers,
educators, organization practitioners, and policy-makers.
b. In this area, mention how your study addressed the existing
issues/problems/concerns that made you choose your topics
c. To answer this question, simply tell your audience/panelist that the
findings from your study can be generalized to other relevant settings,
groups, or case studies.
d. Show the descriptive results from the study in a convincing and clear
style. Make sure your findings refer to your research
objectives/questions

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6. Which of the following statement is NOT true about revising your research
paper?
a. Be sure to proofread and edit as needed.
b. Read the paper from the last word to the first word.
c. Having someone else read it aloud to you is a waste of time.
d. After receiving some suggestions, create a new outline by noting points
you want to hit.
7. Which of the following should be practiced before Oral defense EXCEPT for?
a. You may prepare hand-outs or brochure
b. Prepare for your presentation mentally and physically
c. You need to memorize everything but you should know the key points.
d. You may bring a mode of verifications for easy reference of your
research.
8. We review the relevant literature to know____
a. What is already known about the topic?
b. What concepts and theories have been applied to the topic?
c. Who are the key contributors to the topic?
d. All of the above.
9. In research, what writing style format is widely used?
a. APA 6th edition c. CMOS 17th Edition
b. MLA d. Turabian
10. These are statements of the specific intent or purpose of the research
a. Introduction c. Literature Review
b. Objectives of the Research d. Summary and Findings
11. Which of the following does NOT describe a Research Problem?
a. It is the main focus of the study.
b. It is the question (s) that the research will answer.
c. It must be composed of measurable concepts that cannot be
operationally defined.
d. It can be a result of observation (induction) or can be deduced from
existing theory.
12. Which of the following is NOT a characteristic of a Research Proposal?
a. The proposal might not be consistent with the donor’s interests.
b. It must be made to someone who either accepts, rejects, or modifies it.
c. It is being written for presentation to another party to gain its
acceptance.
d. It does require presentation with a sufficient degree of clarity and
persuasiveness to be convincing.
13. Which of the following is not the purpose of the research conclusion?
a. It stresses the importance of the thesis statement
b. It gives the written work a sense of completeness
c. It does not leave a final impression on the readers
d. It demonstrates good organization.
14. It is part of the research where you should define or identify the general topic,
issue, or area of concern, thus providing an appropriate context for reviewing
the literature.
a. Literature Review c. Introduction
b. Rationale d. Summary
15. It is designed to identify related research, to set the current research project
within a conceptual and theoretical context
a. Literature Review c. Methodology
b. Rationale d. Conclusion

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References

A Research Guide for Students. Retrieved from

https://www.aresearchguide.com/revise-a-paper-properly.html

Excelsior Online Writing Lab. Retrieved from

https://owl.excelsior.edu/research/revising-and-editing-a-research-paper/

http://www.drpaulwong.com/how-to-prepare-for-the-oral-defense-of-your-
thesisdissertation/

https://www.acavent.com/2018/06/12/powerpoint-presentation-from-research-
paper/

http://www.swarthmore.edu/NatSci/cpurrin1/powerpointadvice.htm

http://teach.ufl.edu/wp-content/uploads/2016/07/Science-Rubrics.pdf

Answer Key

15.D 15.A
14.C 14.C
13.D 13.C
12.A 12.A
11.A 11.C
10.C SHARING 10.B
9. C 9. A
8. D G 7. 8. D
7. A 7. C
N 6.
6. B 6. C
5. C I 5. 5. A
4. A R 4. 4. A
3. C A 3. 3. D
2. C H 2. 2. C
1. A S 1. 1. D

What I Know What’s In Assessment

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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