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Research 1 Activity Sheet

Quarter 2 – MELC 3
Week 3
Developing Research Problem

REGION VI – WESTERN VISAYAS

Research I Activity Sheet No. 3: Developing Research Problem
First Edition, 2020
Published in the Philippines
By the Department of Education Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for the
exploitation of such work for a profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
This Learning Activity Sheet is developed by DepEd Region 6 – Western
Visayas.
ALL RIGHTS RESERVED. No part of this learning resource may be
reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Research 7 Activity Sheet

Writer: Mae Rose Sante-Macasling

Editor: Moonyeen C. Rivera

Layout Artist: Mara Jamaica B. Floreno

Schools Division Quality Assurance Team:

Analie J. Lobaton
Moonyeen C. Rivera
Division of Cadiz City Management Team:
Ma. Lorlinie M. Ortillo,
May P. Pascual,
Moonyeen C. Rivera,
Analie J. Lobaton
Regional Management Team
Ma. Gemma M. Ledesma,
Josilyn S. Solana,
Elena P. Gonzaga,
Donald T. Genine,
Rovel R. Salcedo,
Moonyeen C. Rivera,
Anita S. Gubalane,
Minda L. Soldevilla,
Daisy L. Lopez,
Joseph M. Pagalaran

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Introductory Message

Welcome to Research II!

The Learning Activity Sheet is a product of the collaborative efforts of the Schools
Division of Cadiz City and DepEd Regional Office VI - Western Visayas through the
Curriculum and Learning Management Division (CLMD). This is developed to guide the
learning facilitators (teachers, parents, and responsible adults) in helping the learners
meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to guide

the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in acquiring
lifelong learning skills, knowledge, and attitudes for productivity and employment.

For learning facilitator:

The Research 1 Activity Sheet will help you facilitate the leaching-learning activities
specified in each Most Essential Learning Competency (MELC) with minimal or no face-
to-face encounter between you and the learner. This will be made available to the
learners with the references/links to ease independent learning.

For the learner:

The Research 1 Activity Sheet is developed to help you continue learning even if
you are not in school. This learning material provides you with meaningful and engaging
activities for independent learning. Being an active learner, carefully read and understand
the instructions then perform the activities and answer the assessments. This will be
returned to your facilitator on the agreed schedule

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Name of Learner: __________________________________________________________
Grade and Section: _________________________________Date:___________________

RESEARCH 1 ACTIVITY SHEET No. 3

Developing Research Problem

I. Learning Competency with Code

Develop a research problem/question. (SSP_RS7-IPS-II-i-j-11)

II. Background Information for Learners

Constructing and formulating research questions is one of the most critical aspects
of all research. A carefully grounded research question is a fundamental step in the
theory development (Alvesson & Sandberg, 2013).

It is not possible to develop your knowledge about a particular subject if you fail to
formulate a research question. Good questions might be as valuable and sometimes
even more valuable than answers. However, good questions do not just exist, they
also need to be created and formulated. Many research enthusiasts pointed out the
importance in formulating innovative questions which will led to new research
problems, and resolve long-standing controversies. Formulating innovative questions
could also provide an integration of different approaches, and might even turn
conventional wisdom and assumptions upside-down by challenging old beliefs.
(Campbell, et al, 1982; Abbott, 2004; Astley, 1985; Bruner, 1996; Davis, 1971, 1986).

It means that if you do not pose innovative research questions it is less likely that
your research efforts will generate interesting and influential results. It also defines
what the study is all about and reflect the curiosity of the researcher. An innovative
research question may be what distinguishes an excellent research from an average
one.

In this learning activity, you will learn how to develop good research questions.

III. Activity Proper

Steps to developing a Research question:

1. Choose an interesting general topic.

• Most professional researchers focus on topics they are genuinely interested in
studying.
• Writers should choose a broad topic about which they genuinely would like to
know more.

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2. Do some preliminary research on your general topic.
• Do a few quick searches in current periodicals and journals on your topic
• After searching see what’s already been done and to help you narrow your
focus.
• What questions occur to you as you read these articles?
➢ For example: What herbal plant can be used to cure patients afflicted by
COVID-19?

3. Consider your audience.

• Would that particular audience be interested in the question you are
developing?

4. Start asking questions.

• Taking into consideration items 1-3, start asking yourself open-ended “how”
and “why” questions about your general topic.

5. Evaluate your question.

• After you’ve put a question or even a couple of questions down on paper:
➢ evaluate these questions to determine whether they would be effective
research questions or whether they need more revising and refining.
• Is your research question clear?
• With so much research available on any given topic;
➢ research questions must be as clear as possible in order to be effective
in helping the writer direct his or her research
• Is your research question focused?
➢ Research questions must be specific enough to be well covered in the
space available.
• Is your research question complex?
➢ Research questions should not be answerable with a simple “yes” or
“no” or by easily-found facts.
➢ They should, instead, require both research and analysis on the part of
the writer.
➢ They often begin with “How” or “Why.”

6. Begin your research.

• After you’ve come up with a question, think about the possible paths your
research could take.
➢ What sources should you consult as you seek answers to your
question?
➢ What research process will ensure that you find a variety of
perspectives and responses to your question?

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IV. Activity Proper
Activity 1: Mind Map
Directions: List down the environmental problems found on the drawing inside the six
circles. Answer the questions that follow.

Illustrated by: Yelaena S. Macasling

ENVIRONMENT

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Guide Questions:

1. What is your topic?

_________________________________________________________________
_________________________________________________________________

2. What interests you about this topic?

_________________________________________________________________
_________________________________________________________________

3. List three questions you have about this topic:

_________________________________________________________________
_________________________________________________________________

4. From among the three questions you’ve listed, change it to a more complex
question by using the words like cause, effect, compare, impact, change, and
influence to make it a good research question.
_________________________________________________________________
_________________________________________________________________

5. Evaluate your question. Is it clear? Is it focused? Is it arguable? Reword and

rewrite your questions in number 4.
_________________________________________________________________
_________________________________________________________________

6. Based on your main research question, list three sub-questions. These should be
questions that will help you find the answer to your research question in number 5.
_________________________________________________________________
_________________________________________________________________

Activity 2: EVALUATING RESEARCH QUESTIONS

Below are poorly written research questions. Practice writing strong research
questions by making them clear, focused, and arguable. Use strong words to make
your questions more complex: cause, effect, compare, impact, change, influence.

1. How do artificial sweeteners affect people?

_____________________________________________________________________
_____________________________________________________________________

2. What are the advantages and disadvantages of cell phone use in schools?
_____________________________________________________________________
_____________________________________________________________________

3. Does owning a pet improve quality of life for older people?

_____________________________________________________________________
_____________________________________________________________________

4. Has the population of the world increased in the past century?

_____________________________________________________________________

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_____________________________________________________________________
I. RESEARCH QUESTION – KW CHART

Topic:

This topic is interesting because:

KNOW WANT TO KNOW

What is one strong question you will work to answer with your project? This
question cannot be a yes or no question.

II. Reflection
Complete the statements below.

I understand

I don’t understand

I need more information about

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Crafting A Research Question
(Answer of students may vary)
1. What is your topic? Ans. Water Pollution
2. What interests you about this topic? Ans. We have the same problem in our barangay.
3. List three questions you have about this topic:
Ans. (1) Why is the water polluted? (2) How can the people help in cleaning the water? (3)
How can I minimize water pollution?
4. Look at the above questions. Increase the complexity of ONE of these questions, to make a
good research question. Use words like cause, effect, compare, impact, change, influence.
Ans. (Why is the water polluted?)
What are the effects of water pollution to the health of the nearby residents/baranggay?
5. Evaluate your question. Is it clear? Is it focused? Is it arguable? Reword and rewrite your
question below.
Ans.
• Yes, it is clear but the group of people were not specified.
• What are the effects of water pollution to the residents situated along the river?
6. Based on your main research question, list three sub-questions below. These should be
questions that will help you find the answer to your research question.
• How did water pollution affect the health of the residents situated along river (you
can specify the place)?
• What are the effects of water pollution to the quality of marine organisms
harvested from river (you can specify the place)?
•
III. Answer Key
What factors have influenced population growth in the fastest growing countries? 4.
In what ways does owning a pet improve quality of life for older people? 3.
How does restricting cell phone use in school affect student social interaction? 2.
How does aspartame affect hypertensive people? 1.

(Suggested GOOD research questions)

Activity 2

• Air pollution
• Greenhouse effect
• Deforestation
• Radioactive waste
• Chemical waste
• Water pollution
(Sample answers)
Activity 1

IV. Links and Other References

Developing Research Questions, accessed 30 November 2020,

<https://books.google.com.ph/books?id=z-
AqDwAAQBAJ&printsec=frontcover&dq=developing+a+research+problem/questio
n&hl=en&sa=X&ved=2ahUKEwiXyPyJwqntAhUHx4sBHfniAIAQ6AEwAXoECAgQ
Ag#v=onepage&q=developing%20a%20research%20problem%2Fquestion&f=fal
se>

Constructing Research Questions: Doing Interesting Research, accessed 30 November

2020, <Retrieved from https://dx.doi.org/10.4135/9781446270035>

How to Write a Research Question, accessed 30 November 2020,

<https://writingcenter.gmu.edu/guides/how-to-write-a-research-question>