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Research II
Quarter IV – Module 2.4:
Maximizing Student Success in
Oral Presentation

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Research II – Grade 9
Self-Learning Modules
First Edition, 2021

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Published by the Department of Education – Regional Office VIII

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Assistant Regional Director: Arnulfo M. Balane, CESO V

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Language Editors: Bernie Jude R. Lamograr
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Ryan R. Tiu EdD, EPS, CLMD – Science
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Gina L. Palines, EPS, CID – Science
Name. EPS, CID - LRMS

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
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the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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For the learner:

Welcome to the Research II Self – Learning Module 2.4 on Maximizing Student

Success in Oral Presentation!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action, and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

Explore
competencies you are expected to learn in the
module. A brief drill or review to help you link
the current lesson with the previous one. The
new lesson will also be introduced to you in
various ways such as a story, a song, a poem, a
problem opener, an activity, or a situation.
This section provides a brief discussion of the
Learn
lesson. This aims to help you discover and
understand new concepts and skills.

Engage This comprises activities for independent

practice to 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.
This includes questions or blank
Apply sentence/paragraph to be filled into process
what you learned from the lesson.

Assess This is a task which aims to evaluate your level

of mastery in achieving the learning
competency.
This contains answers to all activities in the
Answer Key module.

This contains the learner’s reflection. Learners

Reflect
are encouraged to think about the lessons
particularly the parts that went well (they have
understood) and the parts that were weak (they
have difficulty) and write about it briefly.
Learners can share their thoughts and feeling

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about the lessons.

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. Read the instructions carefully before doing each task.
3. Observe honesty and integrity in doing the tasks and checking your
answers.
4. Finish the task at hand before proceeding to the next.
5. 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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Explore

Introduction:

Oral research presentations have become a useful and effective way to

increase students’ awareness of communication skills which provide a useful
opportunity for students to practice different skills which are required in the field of
research. Thus, students can develop their ability to synthesize information and
present it to the audience. To encourage greater participation, science fairs are
conducted at various levels: school-wide level, district/division level, regional level
and national level. In each level, the presentation of students’ investigatory projects
is typically done through visual displays and oral reports. This section discusses
the general guidelines to maximize students’ success in oral presentation.

After going through this module, you are expected to follow the tips to
maximize students’ success in oral presentation.

Q4_STE_Research_II_ Module 2.4 Page 1 of 9

Learn

Maximizing Success in Oral Research Presentation

A. The Manuscript/Slides

Students must have a manuscript of their oral defense following the sequence
as illustrated in the note cards of the usual procedure of oral presentation in a
science congress.
A presentation manuscript is an important tool that will help maximize your
impact on your audience and contribute to the potency of your overall PowerPoint
design. Basically, the manuscript must be simple and will help you reduce the risk
of rambling. Design elements and on-screen text in PowerPoint is more important
than anything else that should be more compelling to retain audience interest.
1. A well-conceived color scheme. Before you start creating presentation
slides, choose a color scheme that suits your purpose and write down color
names and numbers to keep things consistent.
2. Brand-specific fonts. Using a custom font is a great way to personalize a
presentation that is easy to read on both small and large screens and have a
clean and classy finish.
3. Real, relatable graphics and photos. Remember that there is more to
making your presentations graphically rich than simply tossing in photos
here and there.
4. Easy-to-read infographics. The visual science project display presents the
title of the project, abstract, statement of the problem, procedure (materials
and methods), result and conclusion.

Q4_STE_Research_II_ Module 2.4 Page 2 of 9

B. The Presentation

Whether you are an experienced presenter, or just starting out, here are some
ideas that will help your presentation even better:

1. Show your passion and connect with your audience. It is hard to be

relaxed when you are nervous. This is the most important thing: to let your
passion on your study to shine through. Be honest with the audience about
what you convey on the study and why it matters.
2. Focus on your audience’s needs. Your presentation needs to be built
around what your audience is going to get out of the study through
presentation which you need to make is easy for your audience to
understand and respond.
3. Keep it simple: Concentrate on the core of the study. When planning for
your presentation, always keep in mind the important ideas you need to
convey to the audience.
4. Smile and make eye contact with your audience. If you smile and make
eye contact, you are building rapport which helps the audience to connect
with you and your study. It also helps you feel less nervous because you are
talking to them.
5. Start strongly. The beginning of your presentation is crucial. You need to
grab your audience’s attention especially the research panel and hold it.
6. Remember the 10-20-30 rule for slideshows suggests that it should:
 Contain no more than 10 slides, that’s the ideal.
 Last not more than 20 minutes and
 Use a font size of not less than 30point.
7. Tell the study, as if a story. Think about your study as if you are telling a
story to your audience what had transpired during the entire process.
8. Use your voice effectively. Varying the speed at which you talk and
emphasizing changes in pitch and tone, all help to make your voice more
interesting and will hold your audience’s attention.

Q4_STE_Research_II_ Module 2.4 Page 3 of 9

9. Use gestures effectively. This means that as well as your tone of voice,
your body language or gestures is crucial to getting your message across.
Make your gestures open and confident and move naturally.
10. Relax, breathe and enjoy. Bring yourself to relax mood, you will
almost certainly present better. If you can actually start to enjoy yourself,
your audience will respond to that and engage better. Your presentation will
improve exponentially and so your confidence. It’s well worth a try.

Engage

To ensure success and confidence during the actual oral presentation, all
groups or individual manuscript must be checked
Activity 1. Check your manuscript!
Instructions:
Have your manuscript checked by your Science Teacher or Research Teacher
to determine that the standards are correctly followed.

After it was checked by your teacher, prepare the final copy of your
manuscript to be given to the research panel during your oral presentation.

Activity 2. Check your PowerPoint Presentation!

Instructions:

Let your PowerPoint presentation be checked by your Science or Research

Teacher to make sure they also follow the standards of the proper slide
presentation and that the contents are correctly synthesized or summarized as
needed in the presentation.

Q4_STE_Research_II_ Module 2.4 Page 4 of 9

Activity 3. Getting Ready to Present!

Instructions:
With your group, prepare, practice, practice and practice then record your
Completed Science Investigatory Project by following all the tips on “Maximizing
Students’ Success in Oral Presentation.”

Apply

Here we go… Let’s find out what you have learned in this lesson.

Instructions:
I. Write YES or NO on the blank provided before each number is the
statement shows maximizing success in oral presentation.
________ 1. Make the study as if it is a story by reading it before the audience.

________ 2. Texts should be all capitalized in the PowerPoint presentation.

________ 3. Practice the presentation in front of the class or friends.

________ 4. Prepare your manuscript and have it checked by your teacher.

________ 5. Continue practicing the presentation until polished.

II. Arrange the following according what you need to do first to maximize
success in oral presentation:

_________ Read the slides once in a while but not reading all throughout.

_________ Continue practicing the oral presentation until polished.

_________ Practice the presentation if front of a class or on stage.

_________ Submit the manuscript/slide presentation for checking by your Science

teacher.

_________ Prepare the manuscript and the slides, then arrange them in
order/sequence of presentation.

Q4_STE_Research_II_ Module 2.4 Page 5 of 9

Assess
Performance-based Task Assessment:

 
2 pts 4 pts 6 pts 8 pts 10 pts

Question, Hypothesis and 2 4 6 8 10

Variables No question, No variables, unclear Either project question or Project question is Project question is clearly
Student should restate the variables, or hypothesis, question hypothesis not clearly restated, hypothesis restated, hypothesis
question, state the hypothesis, hypothesis stated at not restated. explained, or not all explained, variables listed explained, and variables are
and explain their variables all. variables stated or but not described. completely described.
described.

Investigation Design 2 4 6 8 10
Not visible Test is not relevant to Investigation is a partially Investigation is a Investigation is a well-constructed
the constructed test. Some of reasonably test of the stated question or
question or the constructed test. All of hypothesis. Materials, controls,
hypothesis. components are missing, the components are variables,
Information is not making it difficult to reasonably and procedures are presented so
sufficient replicate. presented so that the that the investigation can
to replicate investigation can be be replicated.
investigation. replicated.

Experimental Procedure 2 4 6 8 10
Not visible Experimental Experimental procedures Experimental procedures Experimental procedures clearly
Student should summarize the procedures mentioned, but not described described, and pictures/diagrams
experimental procedures, using mentioned so little, described step by step., on board used to help clarify. (if
any pictures from their board to audience does not some steps may be relevant)
clarify and explain. understand how the unclear.
experiment was
done.

Presentation of Results 2 4 6 8 10
Student should use data - charts, No data tables, Data tables, charts, Data tables, charts, graphs, Data tables, charts, Data tables, charts, graphs,
graphs, pictures, diagrams and charts, graphs, graphs, diagrams, diagrams, pictures present, graphs, diagrams, diagrams, pictures are clearly and
discussion to explain the results diagrams, pictures pictures are present, but not clearly explained pictures, are explained. thoroughly explained.<BR>
of their experiment. are present, no but not explained. or understood by <BR> Results are clearly presented.
results are explained Results are unclear to audience, when results are Results are presented.
audience. presented.

Conclusions 2 4 6 8 10
Student should explain whether Hypothesis not Hypothesis supported or Hypothesis supported or refuted
the results support or refute the mentioned and no refuted and conclusions and conclusions demonstrate deep
hypothesis (and why) and conclusions reached are thoughtful understanding of the project.
explain their conclusions.

Summary 2 4 6 8 10
Let's hope no one Participant has not Participant demonstrated Participant demonstrated Participant demonstrated that s/he
has to go here! :) demonstrated an an that has a strong
understanding of initial understanding of s/he understands research understanding of research
scientific research and at least and and can successfully design,
research and did not participated in the design, can successfully design, conduct, report, and evaluate
demonstrate conduct, report, and conduct, report, and investigations in science.
competence with evaluate evaluate
the process. investigations in science. investigations in science.

References/Sources 2 4 6 8 10
1 source only 2 sources in Chicago 3 sources in Chicago 4 sources in Chicago 5 sources or more in Chicago
format format format format (books, websites, journals)

Students will be graded based on their performance following the rubrics below:
Reflect

Maximizing success in an oral research presentation is one great factor to

build confidence and get high marks during the actual oral defense.

A. Write down your experiences that went WELL while you are practicing and
following the tips in maximizing success in oral presentation.

B. Write down your experiences that did NOT went well while you are
practicing and following the tips in maximizing success in oral presentation.

Q4_STE_Research_II_ Module 2.4 Page 7 of 9

Answer Key

Test I. Test II.

1. NO 1. 3
2. NO 2. 5
3. YES 3. 1
4. YES 4. 4
5. YES 5. 2

Q4_STE_Research_II_ Module 2.4 Page 8 of 9

References
A. Books

Beveridge, W. 2020. The Art of Scientific Investigation. New York : NY Vintage Books
Random Houe.
Institute, Science Education. 2001. "Guide to Investigatory Projects." Department of
Science and Technology 49-50.
Brisk, M. A. 2014, Great Ideas for Science Fair Projects, 2nd Edition, New Jersey,
Prentice Hall Inc.
VanCleave, J. 2017. Guide to the best science fair projects. John Wiley and Sons,
Inc.
B. Internet Sites

https://www.rcampus.com/rubricshow

https://www.wikihow.com/Present-a-Science-Project

http://sciencefair.math.iit.edu/presentation/manner

http://sciencefair.math.iit.edu/presentation/outline

www.sciencebuddies.org

Q4_STE_Research_II_ Module 2.4

Page 9 of 9
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Government Center, Candahug, Palo, Leyte, 6501

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