WORK IMMERSION

Lesson 1: Orientation
Work Immersion
- According to DepEd Order No. 40, series of 2015, it refers to the part of
the Senior High School (SHS) curriculum consisting of 80 hours of hands-on
experience or work simulation which the Grade 11 and 12 students will
undergo to expose them to the actual workplace setting and to enrich the
competencies provided by the school under the supervision of the school
head and the designated personnel of the Partner.
- Refers to the subject of the SHS Curriculum, which involves hands-on
experience or work simulation in which learners can apply their
competencies and acquired knowledge relevant to their track.

DepEd Order No. 30 s. 2017 “Guidelines for Work Immersion”

- Basis for the implementation of work immersion in all senior high schools.
Section 1: Rationale
- One of the goals of the K to 12 Education Program is to develop in
learners the competencies, work ethics, and values relevant to
pursuing further education and/or joining the world of work.
- To achieve greater congruence with the basic education and the
nation’s development targets, work immersion, a required subject,
has been integrated in the curriculum. This subject will provide
learners with the following opportunities:
a. To become familiar with the workplace
b. For employment simulation
c. To apply their competencies in areas of specialization/applied
subject’s in authentic work environments
- To achieve these objectives, Work Immersion is therefore
a requirement for graduation from secondary education.
Learners are immersed in actual work environments such
as workshops, offices and laboratories in which their
prior training is relevant. But this is given clarification on
DepEd Order No. 39, s. 2018.
 ● For all tracks, schools may optimize to devise a unique delivery model with a
minimum of 80 hours and a maximum of 320 hours following the Curriculum
Guide.
● All TVL learners shall have completed the required learning competencies of
a particular specialization before Work Immersion.
● The nominal duration of specialization for TVL shall be considered in
crafting the delivery model of the school.

For other Tracks:

● ABM may have business Enterprise Simulation
● HUMSS learners may take Culminating Activity
● STEM learners may take Research/Capstone Project
● GAS learners may take Research/Capstone Project or Culminating Activity
● FOr Sports Track, learners may take Apprenticeship (off-campus)
● For Arts and Design track, learners may take Performing Arts for production
or Exhibit for Arts Production.

Memorandum DM-CI-2020-00085
- This was implemented due to to Covid-19 Pandemic which greatly affects
the implementation of work immersion specifically for the school year
2020-2021.
- Varying suggested activities for all tracks guided by Most Essential
Competencies (MELCs) are provided.
- The Activities in all tracks can be performed in different schemes:
a. In-school
b. Home-based
c. Community-based
d. School industry partnership

Partnership - The relationship between the partner institution and the school, or
any office of DepEd (Central, Regional, or Division) that responds to the needs of
K to 12 program in general, and Senior High School in particular, which is
formalized through a Memorandum of Agreement.

Partner Institution - public or private institutions or organizations that are able

and willing to lend their expertise and resources.
Work Immersion Teacher - The school personnel who is assigned to supervise
the learners at the Work Immersion Venue in coordination with the work
immersion partner institution supervisor.

Memorandum of Agreement - a legal binding document, which spells out the

specific terms and conditions between and among parties entering into
partnership to implement a program, project or any other similar undertakings.

Workplace Immersion Venue - the place where work immersion is conducted. It

shall conform to the law and rules and regulations on safety, appropriateness for
learning, and availability of facilities and equipment which are issued by the
DepEd (DO 40, s. 2015).

School Partnership Focal Person - the person authorized to seek partnership

between DepEd and institutions (DepEd Order 40, s. 2015).

Work Immersion Partner Institution Supervisor - The counterpart of the work

immersion teacher and may also be the representative of the partner institution in
forging partnership with DepEd schools.

Lesson 2: Work Ethics

Work Ethics
- Group of moral principles, standards of behavior, or set of values regarding
proper conduct in the workplace.
Reasons why employees are fired?
1. Noncompliance with the rules and regulations
2. Harassment to fellow employees
3. Theft or stealing
4. Utterance of Offensive Language
5. Negligence of the responsibility
6. Troublemakers or frequent cause of conflict
7. Grievous offenses
Common Work Ethics
A. For Attendance
a. Be on time or 10-15 minutes before the time
 b. Don’t abuse leave time.
c. Avoid absences without valid and important reasons.
B. Character
1. Honesty - an honest employee fosters a good reputation to an
organization.
2. Punctuality - you need to submit your work early or on time. Always
come to your work 15 minutes before the time.
3. Integrity and Loyalty - Never disclose or reveal nor share
confidential matters. You must be trustworthy so that people will rely
and trust you.
4. Teamwork - Be a good team player with your colleagues in a
workplace. Always help one another to achieve more.
5. Productivity - you have accomplished more within the stipulated or
specified time. Never use your time for doing nonsense things like
chatting, gossiping, texting, etc.
6. Reliability - it is a quality of being able to be trusted or believed
because of working or behaving well. Your employer trusts you that
you can do your own work without so much supervision. You can also
be asked for help at times by your employer and your co-worker.
7. Commitment to Excellence - you do not only work just for
compliance but you work hard to produce the best output or best
quality.
8. Professionalism - it is more than just how you look but it’s a way of
speaking, behaving and even thinking that helps a person to be
successful in the workplace. You must know how to follow all
workplace rules. You also know how to admit if you made a mistake
and learn from it. Ask for help if you’re now sure how to handle a
situation. Language is an important aspect of communication
whether you are talking with a co-worker in the privacy of your own
office or to a customer. Practice using language that is appropriate
for the workplace in your everyday conversations so that you get into
the habit of sounding professional. Lastly, always dress up
appropriately.
9. Attitude - many always look for an employee with the right attitude.
To be a better employee, you must listen to suggestions. Be positive
on different challenges. You also accept responsibility entrusted to
 you and admit your own mistakes if ever you commit one. Respect
begets respect.
10. Cooperation - you know how to follow rules and regulations of the
workplace. You also know how to get along with others. Besides, You
also show appreciation of the privileges and never abuse them.

Professional Appearance and Grooming for the Workplace

1. Always be neat and clean including your teeth, fingernails, face, hair, and
even your shoes.
2. Keep your pockets empty and as much as possible avoid tinkling coins or
keys and bulges.
3. Avoid eating candies, smoking cigarettes and chewing gum when you are
inside the office.
4. Use a portfolio case or light briefcase when carrying important documents
with you instead of compiling these documents in folders and carrying these
between your armpits.
5. As much as possible, getting rid of tattoos and body piercings for these will
just make you look untidy and unprofessional.
6. Wear light perfume/cologne and minimize using lots of jewelry.

Lesson 3: Safety in the Workplace

Occupational Safety and Health Standards (OSHS)
- This was formulated in 1978 in compliance with the constitutional mandate
to safeguard the workers’ social and economic well-being as well as their
physical safety and health.
- The Department of Labor and Employment under Article 162 of the Labor
Code of the Philippines, the OSHS was promulgated for the guidance and
compliance of all concerned.This body of rules and regulations is referred to
as “standards”.
- It aims to protect every working man and woman against the danger of
injury, sickness or death through safe and healthful working conditions,
thereby assuring the conservation of valuable manpower resources and the
prevention of loss or damage to lives and properties, consistent with
national development goals and with the State’s commitment for the total
development of every worker as a complete human being.
Employer - includes any person acting directly or indirectly in the interest of an
employer, in relation to an employee, and shall include government-owned or
controlled corporations and institutions, as well as non-profit private institutions or
organizations.

Employee - any person hired, permitted or suffered to work by an employer.

Safe or Safety - the physical or environmental conditions of work or employment,

which substantially comply with the provisions of these standards.

Health - shall connote a sound state of the body and mind of the worker, which
enables him to perform his job normally, in a state of well-being.

Work Accident - shall mean an unplanned or unexpected occurrence that may or

may not result in personal injury, property damage, work stoppage or interference
or any combination thereof, which arises out of and in the course of employment.

Work Injury - any injury or occupational illness suffered by a person, which arises
out of or in the course of his employment.

Workplace - the office, premises or worksite, where the workers are habitually
employed and shall include the office or place where the workers, who have no
fixed or definite work site, regularly report for assignment in the course of their
employment.

Duties of Employers, Workers, and other Persons:

1. Each Employer covered by the provisions of these standards shall:
a. Furnish his worker a place of employment free from hazardous conditions
that are causing or more likely to cause death, illness or physical harm to his
workers.
b. Give complete job safety instructions to all his workers, especially to those
entering the job for the first time, including those relating to the
familiarization with their work environment, hazards to which the workers
are exposed to and steps taken in case of emergency.
c. Comply with the requirements of this standards
d. Use only approved devices and equipment in his workplace.
 2. Each Worker shall:
a. Cooperate with the employer in carrying out the provisions of this standards
b. Report to his supervisor any work hazard that may be discovered in his
workplace
c. Make proper use of all safeguards and safety devices furnished in
accordance with the provisions of these standards for his protection and
that of others, and shall follow all instructions given by the employer in
compliance with the provisions of these standards.
d. Use personal protection and safety equipment as required by the employer
e. Follow work safety procedures
3. It shall be the duty of any person, including any builder or contractor or
enforcement agency, who visits, builds, renovates, or installs devices,
conducts business in any establishment or workplace, to comply with the
provisions of this standards and all regulations of the employer issued there
under as well as with other subsequent issuances of the secretary.

Specific Guidelines That DOH Implements

1. The employer must ensure that the workspace is properly disinfected,
ventilated, and maintained.
2. The employer shall also provide proper visual reminders for safety policies
around the workplace to improve compliance.
3. Other prevention and control measures are:
a. Conduct daily temperature and symptom monitoring and recording
of all staff who report for work.
b. Establish a referral network for employees who will develop
symptoms.
c. Employers must enforce infection control procedures such as physical
distancing, wearing masks, meticulous hand hygiene, and cough
etiquette. Appropriate PPE shall also be worn based on the setting of
their work.
d. Employers shall implement activities to promote physical and mental
resilience among their employees and workers, and ensure other
measures to reduce transmission, contact rate and risk of infection.

Hazard - anything with potential to cause injury, illness, or damage.

Types of Hazards:
1. Physical Hazard - these are brought by unhealthy working conditions, poor
lighting, poor ventilation, insufficient facilities, inefficient or faulty
equipment or machine, and improper work practices like wrong use of
knives.
2. Biological Hazard - these are brought about by workers infected with
diseases or illnesses, unhygienic personal practices that can transmit
bacteria, parasites, fungi to other workers and food and equipment being
handled. Hence, it is advised that Covid-19 probable cases should be
isolated right away.
3. Ergonomic Hazard - these are brought by poor posture when working long
periods of standing, bending, pushing, lifting, carrying that can cause body
stress, muscle pains, and soreness, back injury, numbness of hands, feet,
and other parts of the body.
4. Psychological Hazard - these are brought by too much stress from work
that may cause mental emotional strains, anxieties, depression-losing focus
on one’s work and others.
5. Chemical Hazard

What employees do when discovered potential hazards:

- Be sure that every individual in the workplace is aware of the problem.
- Inform or notify your supervisor. Unless you are the supervisor, then get
going on that safety committee plan.
- Make a follow up. Informing about the hazard is not an assurance that the
problems are resolved, unless make follow ups.
- Record or file any reports or documents about the problem.

A. To Keep Oneself Clean

1. Wash hands thoroughly.
2. Keep the finger nails short and clean.
3. Always wear PPE while at work.
4. Wear mask anywhere and anytime,
5. Remove all accessories before working.
B. To Keep The Food Clean
1. Never handle food when you have wounds, cuts, and infections.
 2. It is best to work with clean and sanitized gloves all times to minimize
hand contact with food.
3. Refrigerate food, especially perishable ones.
4. Keep food in clean containers with cover.
5. Wash fruits and vegetables thoroughly before use.
6. Check food and containers for any possible contamination.
7. Clean the containers of ingredients regularly.
8. Follow the policy of first in, first out. Those stored earlier should be
used first before those stored later.
C. To Keep the Workplace Clean
1. Do not do personal hygiene activities in the workplace.
2. Do not eat, smoke, or spit in the workplace.
3. Do not sit on equipment and worktables.
4. Keep the surrounding areas free from dirt and disorganization.
5. Follow the Japanese philosophy:
a. Seiri (tidiness) - throw away all rubbish and unrelated
materials in the workplace.
b. Seiton (orderliness) - set everything in the proper place for
quick retrieval and storage.
c. Seiso (cleanliness) - clean the workplace; everyone should be
a janitor.
d. Seiketsu (standardization) - standardize the way of
maintaining cleanliness.
e. Shitsuke (discipline) - practice 5 S daily - make it a way of life
(also means commitment).

Lesson 4: Rights and Duties of Employees & Employers,

Confidentiality in the Workplace, and Conflict Resolution

Republic Act No. 110581

- Act strengthening compliance with occupational safety and health
standards and providing penalties for violations thereof.
- Section 1: The State affirms labor as a primary social and economic force,
and that a safe and healthy workforce is an integral part. The State shall
ensure a safe and healthy workforce for all working people by affording
them a full protection against all hazards in their work environment.
 - Chapter III Section 4: Duties and Rights of Employers, Workers, and Other
Persons.
Duties of Employers
1. Furnish the workers a place of employment free from hazardous conditions
that are causing or are likely to cause death, illness, or physical harm to the
workers.
2. Give complete job safety instructions or orientation to all the workers
especially to those entering the job for the first time.
3. Inform the workers of the hazard associated with their work,health risks
involved or to which they are exposed to.
4. Use only approved devices and equipment for the workplace.
5. Comply with OSH Standards including training, medical examination, and
where necessary provision of protective and safety devices such as personal
protective equipment (PPE) and machine guards.
6. Allow workers and their safety and health representatives to participate
actively in the process of organizing, planning, implementing and
evaluating the safety and health program.
7. Provide where necessary, for measure to deal with emergencies and
accidents including first aid arrangements.

Duties of Workers
1. Every worker shall participate in ensuring compliance with OSH standards in
the workplace. The worker shall make proper use of all safeguards and
safety devices furnished for the worker’s protection and that of others, and
shall observe instructions to prevent accidents or imminent danger
situations in the workplace. The worker shall observe the prescribed steps to
be taken in case of emergency.
2. The worker shall report to the supervisor any work hazard that may be
encountered in the workplace.

Duties of Other Persons

1. It shall be the duty of any person including the builder or contractor who
visits, builds, renovates, or installs devices or conducts business in any
establishment or workplace, to comply with the provision of this act and in
any regulations issued by the Secretary of Labor and Employment.
 2. Whenever two or more undertakings are engaged in activities
simultaneously in one workplace, it shall be the duty of all engaged to
collaborate in the application of OSH standards and regulations.

Section 5 - 8: Workers’ Rights

1. Workers’ Right to Know - the right to safety and health at work shall be
guaranteed. All workers shall be appropriately informed by the employer
about all types of hazards in the workplace, provided access, and to
orientation on the data sheet of chemical safety, electrical safety,
mechanical safety, and ergonomical safety.
2. Workers’ Right to Refuse Unsafe Work - the workers has the right of
refusal to work without threat or reprisal from the employer if, as
determined by the DOLE, an imminent danger situation exists in the
workplace that may result in illness, injury, or death corrective actions to
eliminate the danger that have not undertaken by the employer.
3. The Right to Report Accidents - Workers and their representatives shall
have the right to report accidents, dangerous occurrences, and hazards to
the employer, to the DOLE and to other concerned government agencies
exercising jurisdiction as the competent authority in the specific industry or
economic activity.
4. Workers’ Right to Personal Protective Equipment (PPE) - Every
employer, contractor or subcontractor shall provide his workers free of
charge protective equipment for their eyes, face, hands and feet, and
lifeline, safety belt or harness, gas or dust respirators or masks, and
protective shields whenever necessary by reason of the hazardous work
process or environment, chemical, radiological, mechanical and other
irritants or hazards capable of causing injury or impairment in any part of
the body through absorption, inhalation or personal contact. All PPE shall be
of the appropriate type as tested and approved by the DOLE based on its
standards.

Confidentiality
- Not discussing internal goings-on with co-workers.
- It refers to not sharing trade secrets and other company information with
competitors, the press or anyone outside of your company.

Data Privacy Act/Republic Act No. 10173

 - Passed by the Philippines Congress in 2012 and finally implemented five
years later in 2016.
- It protects and maintains the right of customers to confidentiality by setting
a legal list of rules for companies to regulate the collection, handling, and
disposal of all personal information.

Personal Information
- Any information, whether recorded in a material form or not, from which the
identity of an individual is apparent or can be reasonably and directly
ascertained by the entity holding the information, or when put together with
other information would directly and certainly identify an individual.

Sensitive Personal Information

- About an individual’s race, ethnic origin, marital status, age, color, and
religious, philosophical or political affiliations.
- About an individual’s health, education, genetic or sexual life of a person,or
to any proceeding for any offense committed or alleged to have been
committed by such person, the disposal of such proceedings, or the
sentence of any court in such proceedings
- Issued by government agencies peculiar to an individual who includes, but
not limited to, social security numbers, previous or cm-rent health records,
licenses or its denials, suspension or revocation, and tax returns.

Conflict - state of incompatibility of ideas between two or more parties or

individuals. It is also a natural disagreement resulting from individuals or groups
that differ in attitudes, beliefs, values or needs.

Conflict Resolution Techniques

1. Listen then speak out
- It is better for the two involved parties to speak and listen to one
another to identify the root and nature of the conflict.
2. Gather the group
- The employers must also arrange meetings to discuss the issue and
think of the immediate solutions to satisfy everyone.
3. Be impartial
- Do not take sides but instead listen to both parties.
4. Do not postpone conflicts resolution
 - If the conflict arises, it is better to immediately address the issue.
Postponing it may affect everyone’s performance and conflict might
be aggravated by others.
5. Promote Teamwork
- It is best to remind the staff the importance of working as a team.
6. Broadcast Praises
- If the good deeds are spread to everyone in the workplace, this
makes everyone motivated and encouraged to do the same.

How will the conflict be prevented?

1. Being open
2. Maintain clear communication
3. Encourage different points of view and evaluate each fairly.
4. Demonstrate respect for team members rather than resorting to blame
games.
5. Keep team issues within the team.

Lesson 5: Appreciating the Importance of Credentials

Resume
- Short document used to summarize a job seeker’s experience and
qualifications for a prospective employer.
- It includes the job seeker’s contact information, work experience, education,
and relevant skills in support of a job application.
Importance of Resume:
- A well-organized, tailored resume will increase your chances of landing in an
interview.
- It gives the hiring manager an overview of the qualifications you have for
the job for which you’re applying.
Tips in Writing a Resume
- Begin resume by writing your full name, address, telephone number, fax, a*
- Write an objective. The objective is a short sentence describing what type of
work you hope to obtain.
- Use dynamic action verbs such as accomplished, collaborated, encouraged,
established, facilitated, founded, managed, etc.
- Begin work experience with your most recent job. Include the company
specifics and your responsibilities.
 - Do not use the subject ‘I’, use tenses in the past, except for your present job.
- Place your work experience before your education. In English speaking
countries, especially in the United States, work experience is the most
important factor in hiring.
- Ask for permission to use someone as a reference before you interview for a
position. It’s also a good idea to let your references know that you will be
interviewing if you haven’t interviewed for a while. In this way, references
will be in the loop if a potential employer calls or sends an email for further
information. But don’t include the contact information of your references on
your resume. The phrase available upon request will suffice.
- Your entire resume should ideally not be any longer than one page. If you
have had a number of years of experience specific to the job you are
applying for, two pages are also acceptable.

Business Letter
- Official form of communication used for several business purposes such as
presenting proposals, filing a leave, or even in applying for a job.

Guidelines on completing an Application Form

- Read the whole form carefully before completing it.
- Make a rough copy and ask someone to check it.
- Write neatly and use black ink or biro.
- Follow instructions exactly, it may ask for BLOCK CAPITALS in some
sections.
- Answer the questions fully, using sentences where possible.
- Write your address in full, not forgetting the post code.
- Make sure you list all courses and qualifications. List examinations taken or
about to be taken. Enter estimated grades if known.
- Complete the section on previous employment by entering part-time jobs,
paid or voluntary, and your work experience placement.
- Include the things you enjoy doing in your spare-time in the interests and
activities section.
- Use the opportunity to sell yourself in the section which asks for further
information. Try to relate your strengths to the skills and qualities that the
employer will be looking for.
- Check if your application is accurate and has no misspelled words.
- Keep a copy of your application form for future reference.
 - Use your Personal Education Plan (PEP)/progress file and action plan to
help you complete the form.
- Return your application form promptly - there is often a closing date for
receipt of applications.
- Don’t leave blank spaces, write ‘not applicable’ (N/A for short) or none to
questions that do not apply to you.

Barangay Clearance
- This certificate is usually requested for employment requirements, ID
application, supporting documents in application to government agencies,
supporting documents to medical certificates, Affidavits, and whenever any
office requests or requires it.
- The certificate is signed by the Barangay Chairman. Stamped and sealed
with the official Barangay Seal.

Police Clearance
- Document issued to a person to prove and certify that he/she is free and
cleared from any case, liability, crime, offense, and bad record in the local
town or municipality he/she is currently residing.
- The Police Department or PNP Station is authorized to issue this certificate
to any individual under its jurisdiction.
- Usually requested when you apply for a job either local or abroad or when
you need to show some supporting documents in applying for an ID like
passport or when a government agency or any official requires it.
- Valid for 6 months while NBI is valid for one year.

Mayor’s Clearance
- Individuals need to secure this before they can apply for a firearms license.

Medical Certificate
- It must be honest and not misleading
- Practitioners may only sign medical certificates they believe, to be
completely accurate.
- Based on facts known to the doctor.
- Practitioner’s own observations as well as information provided by the
patient.
- Medical practitioners may decline to issue a certificate.
Job Interview
- Interview consisting of a conversation between a job applicant and a
representative of an employer which is conducted to assess whether the
applicant should be hired.
a. Private Interview
- Consists of talking between an employer and job applicant or
between school official and student seeking admission into college.
- The person interviewed is assessed and evaluated by means of his
qualities as a candidate for acceptance or admission into the
organization.
b. Public Interview
- Formal or informal talk performed before a large group of audience
who may or may not be present within the premises where the
interview takes place.

Lesson 6: Immersion Portfolio

Student Portfolio
- A compilation of academic work and other forms of educational evidence
assembled for the purpose:
a. Evaluating course work quality, learning progress, and academic
achievement
b. Determining whether students have met learning standards or other
academic requirements for courses, grade-level promotion, and
graduation
c. Helping students reflect on their academic goals and progress as
learners
d. Creating a lasting archive of academic work products,
accomplishments, and other documentation.
Forms of Portfolios:
1. Notebooks filled with documents
2. Notes
3. Graphics
4. Letters
5. Resumes
6. Physical collection of student work like written assignments, journals, tests,
artworks, lab reports, physical projects or any other material evidence or
 learning progress and academic accomplishments including awards, honors
certifications, recommendations, written evaluation by teachers or peers
and self-reflections by the students.

Online Portfolio
- Often called digital portfolios or e-portfolios.

Content of Portfolio
1. Accomplished forms
2. Pictures of work site and non written output/projects with captions
3. Illustration of activities performed
4. Weekly diary
5. Sample written output
6. Other relevant pictures/documents
INQUIRIES, INVESTIGATIONS, AND IMMERSION

Lesson 1: Brainstorming for Research Topics

Guideline on how to narrow down your topic

1. Interest in the Subject Matter
- Refers to an individual’s interest in a topic driven by his/her schema
about it.
- Being interested in a topic is usually due to the richness of your stock
knowledge about it or because of its familiarity to you. Curiosity
about an issue/topic is one of the factors that motivate a person to
unravel the unknown in a topic. Thus, the researcher’s interest
increases the possibility of the success of the study.
2. Richness of Available Sources or Supporting Evidences
- Refers to the availability of needed resources as evidence for the
topic.
- One of the things that you should do is to collect a lot of information
on your topic of interest. This enables you to find evidence that would
support your topic. You must ensure that your sources come from a
wide variety of literature.
3. Timeliness and Relevance of the Topic
- This refers to the social applicability and appropriateness of the topic
to the current situation.
- Your topic should be relevant and timely. A topic is relevant if it serves
as an instrument in improving society or if it answers or solves current
issues which are some of the reasons why research is conducted.
4. Limitations of the Subject
- This refers to the topic’s contribution to a particular field or discipline.
- You must also consider the significance of the topic in your track and
strand. Remember that research is conducted to contribute
something valuable to a particular area or discipline
5. Personal Resources
- Refers to the researcher’s abilities, financial capacity, resources in
terms of instruments, facilities and time frame.
- Prior to finalizing your chosen topic, you must assess your research
abilities as a student. You may do so by taking your financial
 capability, health condition, personal qualifications and training as a
researcher, needed facilities and time allotment into account. It is
important that all of these aspects are considered in order for you to
guarantee the accomplishment of your research.

Steps to trim down your area of interest

1. Focus on your track, strand or area of specialization.
2. Recall the specific area, lesson or issue in your respective field or strand that
has piqued or aroused your interest the most.
3. Generate an unanswered question or an unresolved problem from your
chosen area or lesson.
4. Assess the question or problem based on the five guidelines stated below:
● I’m interested in the topic
● There are available sources of data
● It is timely and relevant
● It will contribute to my strand
● It is doable considering my personal resources.
5. Write your research problem

Formulating a Research Title

1. Indicate accurately the subject and scope of the study.
2. The title must be limited to 10 to 15 substantive words. Conjunctions,
prepositions, and articles are not counted.
3. Do not include analysis of, study of, an investigation of and the like.
4. The title must be in the phrase form.
5. Avoid titles that give too much information.

Lesson 2: Identifying the Problem and Asking the Questions

Background of the Study

- Is an explanation of the context of study which involves the current data or
status of the problem, existing studies about it and its history that paved
the way to the development of the research problem.
- It explicates the rationale why a researcher is conducting the study.
- Writing this may lead you to your research questions.
Guidelines in writing the Background of the study
1. It should clearly state the reason for conducting the study.
 2. It should move from broad to specific.
3. It should state the current condition of the research problem.
Outline of the Background of the study
a. Discuss the topic in general. Start from a holistic or world perspective.
b. Insert a condition that is directly related to the topic and to the focus of
your study.
c. Identify the factors contributing to the focus of your study.
d. State the current condition of the topic in your school or locale.
e. State the reason why you choose to study the topic.

Statement of the Problem

- Another purpose of research is to guide people towards a better
understanding of phenomena, human behavior, human interactions and
other events in daily life.
- This premise indicates the importance of meticulously crafting the research
questions as it sets the focus and drives the course of the study.
Parts of Statement of the Problem
1. General Statement of the problem/objective.
2. Specific research questions
Guideline in formulating specific question or sub-questions:
1. Begin the research questions with the “what?” or “how” explanation of the
research design. (qualitative).
2. “Why” implies an explanation of an occurrence and suggests a
cause-and-effect type of thinking. (quantitative).
3. Focus on a single phenomenon or concept.
4. Qualitative research uses explanatory and non-directional verbs. The study
will:
a. Grounded Theory - discover
b. Ethnography - seek to understand
c. Case Study- explore the process of
d. Phenomenological - describe the experiences of
e. Narrative Research - report the stories
5. Quantitative research uses directional verbs such as: affect; effect;
influence; impact; cause; relation; relate; and determine.
6. Expect research questions to evolve and change during the study in a
manner consistent with the assumptions of the emerging design.
 7. Use open-ended questions without reference to the literature or theory
unless otherwise indicated by a qualitative strategy of inquiry.
8. Specify the participants and the research site of the study, if the
information is not yet given.

Hypothesis
- Preconceived idea, assumed to be true and is tested for its truth or falsity.
- States the concrete terms that a researcher expects to happen in the study.
- Not all studies test hypotheses. Sometimes a study is designed to be
explanatory. Explanatory research intends to investigate a problem that is
not clearly defined. Hence will not provide conclusive results.
Types of Hypothesis
1. Null Hypothesis - indicates that there is no significant difference or
relationship between specified populations or variables. It is the hypothesis
the researcher will try to disprove or discredit.
2. Alternative Hypothesis - one that states that there is a significant
difference or relationship between specified populations or variables.
Significant Difference
- Used when testing whether there is difference between the means of two or
more populations or variables.
Significant Relationship
- Used in situations where one is examining the association between any two
sets of variable

Significance of the Study

- Pinpoints the benefits certain groups of people will gain from the findings of
the study.
- Must start from the most to the least benefited ones.

Scope and Delimitations of the Study

- States the coverage of the study
- It must answer the following parameters as much as possible:
a. What - the topic and the variables to be included
b. Why - the general objectives
c. Where - the specific locale
 d. When - the time frame
e. How - research design, instrument and methodology

Conceptual Framework
- An outline or a blueprint that you can follow in doing your research.
- It is presented in a flow chart, map, diagram, or narrative form.
- When using a diagram, it is still necessary to include narrative to explain
the details.
- Here you show the variables that influence your research. Variables are
anything that has quantity or quality that varies in a research.
- Make it more detailed to make it thorough.
Steps on Writing the COnceptual Framework
1. Choose your topic. It should be within the field of your specialization.
2. Do a literature review. Go over relevant and updated studies related to your
own research. Use reliable sources of information and use appropriate
documentation.
3. Isolate the important variables.identify the specific variables mentioned in
the literature and show their interrelationships.
4. Generate the conceptual framework. Build your conceptual framework using
the variables studied in the scientific articles you have read. Your problem
serves as a reference in constructing the conceptual framework. In effect,
your study will attempt to answer a question that other researchers have
not explained yet.

Definition of Terms
- Lists down and defines the key terms as used in the study in alphabetical
order
Operational Definition
- Refers to a specific definition of concept in a research study. This is
necessary because it will clarify the purpose and direction of the study.

Lesson 3: Selecting Relevant Literature

Literature
 - Refers to a collection of published information or materials on a particular
area of research or topic, such as books and journal articles of academic
value.

Literature Review
- Process of studying what has already been written on a particular topic.
- The process involves identifying, locating, and analyzing documents that
contain information related to a researcher’s research topic.
- Comprehensive study and interpretation of literature that addresses a
specific topic

Purpose of Literature Review

1. To demonstrate a familiarity with a body of knowledge and establish
credibility.
2. To show the path of prior research and how a current project is linked to it.
3. To integrate and summarize what is known in an area.
4. To learn from others and stimulate new ideas.

Basic Criteria for evaluating information from any sources

1. Accuracy - the reliability and correctness of information.
2. Authority - the qualifications of the author to write on the topic.
3. Objectivity - the fact of being based on facts and not influenced by
personal beliefs or feelings.
4. Currency - the state of being commonly known or accepted.
5. Coverage - the extent to which literature meets the needs and depth of the
research topic.

Relevance
- The degree to which the information is useful or related to another.

Synthesis
- Putting together materials from different sources into an integrated whole.

Credibility
- The extent to which a research account is believable and appropriate.

Linkage
 - Forming of connections between the prior and the existing body of
knowledge.

Gap
- A topic or area for which missing or insufficient information limits the ability
to reach a conclusion for a question.

Lesson 4: Citation of Review of Related Literature

Citation
- Set of rules on how to cite courses in academic writing.
- Whenever you refer to someone else’s work, this is required in order to avoid
plagiarism.

Importance of Citation
1. It is helpful for anyone who wants to find out more about your ideas and
where they came from.
2. Citing sources shows the amount of research you’ve done.
3. Citing sources strengthens your work by lending outside support to your
ideas.
4. It is a basis of the authenticity of one’s study.
5. It ensures the ethical and academic honesty of someone's work.
6. It reveals the sources of information and knowledge
7. It served as a legal basis in crafting the body of your study.

Styles of Citation used in an Academic Paper

1. Modern Language Association (MLA)
- It is widely used in the Humanities such as the fields of English,
Literatures, Arts, and Philosophy
- It uses brief parenthetical citations in the text that refers to an
alphabetical list of work cited appearing at the end of the work.
Using MLA to a Book:
1. When the author’s name and his work is cited in the paragraph,
the citation using MLA style:
According to Gullans in his book Poetic Form, the importance
of structure… (23).
 2. When the author’s work needs to be identified in the
paragraph:
… in the book entitled, Poetic Form, importance of
structure…(Gullans 23).
3. When the author’s work is not identified and not revealed in the
text:
… importance of structure… (Gullans, Poetic Form 23).
2. American psychological Association (APA)
- Uses an author-date system.
- It is widely used in the Social Sciences field such as Anthropology,
Business, Communication, Education, Political Science, and
Psychology.
- It uses in-text citations in the text that refer to an alphabetical list of
references appearing at the end of the work.
Using APA
1. Place the author’s name and year of publication in parentheses
and separate it using a comma.
2. If the name of the author appears in the text, cite only the year
in parentheses.
3. If both author and the publication year appeared on the text,
don’t include a parenthetical citation.
4. If there are two authors, cite both names every time.
5. If the sources of your RRL has 3 or more authors, cite only one
author’s name plus “et.al.” and its publication year.
6. For citing direct quotations (rather than paraphrase), provide a
page number in the citation in addition to the author and date.
7. For citing secondary sources, find the primary source and cite
it directly rather than citing the secondary source. If the year of
publication for the primary source is known, include it in text.
Meanwhile, if the publication year of the primary source is
unknown, omit it in the in-text citation.
3. Chicago
- A citation style that was introduced and published by the Chicago
University. This style supports two styles:
1. Notes and Bibliography
2. Author-Date
Plagiarism
- Refers to unethical practice of using words or ideas of another
author/researcher or your own previous works without proper
acknowledgement.

Lesson 5: Synthesizing Review of Related Literature

Synthesizing an RRL
- Must demonstrate a critical analysis of the papers or sources that the
researcher collected, as well as, it must show the ability of the researcher to
integrate the results of her analysis on Chapter II.
- Must be evaluated and weighed critically
- It is an advanced reading technique or skill that requires critical analysis,
creativity, and the insightful mind of a researcher.
- Contrasts and combines information and ideas from the gathered sources
of the researcher
- It gives an integration of information from different sources to highlight
important points of connection and relatedness, to address similarities and
differences and draw conclusions.
- Combines parts and elements from a variety of sources into one unified and
integrated entity.

Steps in Synthesizing an Review of Related Literature

1. Digest the material and understand the content of the sources.
- In this, you have to determine and identify similarities among the
articles by group in terms of concepts, patterns, and relationship.
2. Review and critically analyze the sources.
- This may determine the differences and contradictions among the
articles by group
3. Synthesize the content of the information that you have gathered.
- It means going beyond your critique to determine the relationships or
patterns among sources, identifying then comparing and contrasting
common concepts or themes.
 - It determines general observations and conclusions about each topic
given the relationship inferred from the group of articles within each
topic.

Integration
- Making connections between and among ideas and concepts
- It is about applying what you have researched within a larger framework,
thereby providing you a new way of looking onto a phenomenon.

4 Types of questions
1. Factor Isolating Questions
- Categorize, label, or name factors or situations that exist in the
perimeter of the research work.
2. Factor Relating Questions
- Relationship between and among factors.
3. Situation Relating Questions
- Observable changes that have 2 variables involved.
4. Situation Producing Questions
- Open to opportunities.
- Definite course of action.
- Policies or conditions to accomplish a goal.