DANCE - rhythmic and expressive movement of the

body in successive movement; mother of the arts SIGNIFICANT FEATURES OF THE DANCE
 as birth, death, healing of the sick, asking for  Movement within the body
forgiveness, war, marriage which includes the hand and
 thankfulness for a good harvest, in celebration arms.
of religious festivities, or just a mere  Movement from one space to another.
pleasurable expression FEATURES OF DANCE
WHY DO PEOPLE DANCE?  MUSIC -used as accompaniment that
 It has been used in worship. somehow motivates the dancer's movement
 It plays a role in courtship.  MOVEMENT - action of dances with the use
 It is an expression of the joy one feels. of their bodies to create organized patterns
 It brings victory or somehow restores health to  THEME - content or main ingredient of the
life. dance
 It serves to entertain others.  TECHNIQUES - skill in executing movement
 It gives beauty and inspiration to others.  DESIGN - arrangement of movements
 It provides personal and effectiveness of according to pattern in time (either fast or
communication. slow) and space (one's position in relation to
KINDS OF DANCE his background)
 ETHNOLOGICAL DANCE - indigenous to  PROPERTIES AND COSTUME -
a certain race or country contribute to the visual effect of dance
 ethnic is used to distinguish religious
dances, and designed as hymns of praise to TRADITIONAL DANCE
a god  dances of indigenous communities that
 SOCIAL DANCE - dancing for pleasure; by show cultural traits of people in specific
pairs or group of people following a definite time and place
step or pattern FORMS OF TRADITIONAL DANCES
2 TYPES OF SOCIAL DANCE 1. ETHNIC DANCE - represents history, culture
 BALLROOM DANCE - originated as and tradition of the people in the ethnic group
square dance which was followed by  The dances of the Non-Christian Filipinos
waltz, tango, foxtrot, swing are made up to the pagan groups and the
 FOLK DANCE - usually derived from muslim groups
ethnic dances  There are the dances of the christian and
ELEMENTS OF DANCE the lowland Filipinos, some of which are
 TIME comprised of savage and vigorous or light-
a. Speed - slow, medium, fast, freeze, suspend. hearted.
TYPES OF ETHNIC
b. Rhythm- pulse, beat, pattern, syncopation  RITUAL DANCES – evolved for a purpose;
 ENERGY accomplish a special wish, or strive to bring to
a. Light, strong, weak, sharp, smooth man a vital necessity
 SPACE  DUGSO (Bukidnon) - shows the
a. Place - Personal, general Higaonon performing the ritual of
b. Size small, medium, big Hinaklaran wherein the men and women
c. Level - low, middle, high hold hands while moving around in
d. Direction-forward, background, left, right, measured steps named after a peculiar
up, down body movement
e. Pathway - straight, curved, zigzagged,  PAGDIWATA (Palawan) - ceremonial
turning dance of the Tagbanua is a religious rite of
 BODY the native – either of thanksgiving or of
a. Shape - lines, curves, angles, various shape healing sick people possessed by bad spirit
b. Parts - head, neck, shoulder, arms, back,  LIFE-CYCLE DANCE - dances which
stomach, fingers, legs, bottom, toes celebrate an individual's birth, baptism,
 MOVEMENT CONCEPTS courtship, wedding and demise
a. Locomotor-walk, run, heap, hop, jump,  SALIP DANCE - a courtship dance that is
gallop, slide, crawl, creep, slither. performed by the Kalinga men and women
b. Nonlocomotor- bend, twist, stretch, reach,  BINASUAN DANCE - Bayambang,
swing, push, pull, fall, sway, turn, spin, dodge, Pangasinan; with the use of drinking
kick, poke, curl, slash, dab, punch, flick, float, glasses filled with rice wine
glide, shake, rise, wiggle, burst  OCCUPATIONAL DANCE - form of art that
expresses the hardworking value of Filipinos
 MANANAGAT (Cebu) - imitates the work GROUND IN THE DISTANCE BETWEEN
of a fisherman and his companions THE STARTING AND LANDING AREA
8. ROLLS - THERE ARE THREE KINDS OF
MODERN DANCE – creative type of dance that is ROLLS: LOG, FORWARD, AND
contemporary in form and uses abstract movements BACKWARD
 broad genre of western concert or 9. FALLING - IT IS THE PROCESS OF
theatrical dance, primarily arising out of YIELDING TO GRAVITY DONE IN ANY
Germany and the United States DIRECTION
 History: early 20th Century, modern dance is a
dance style that focuses on a dancers own CONTEMPORARY DANCE - style of expressive
interpretations instead of structure steps as in dance that combines elements of several dance genres
traditional ballet dancing including modern, jazz, lyrical and classical ballet
 Purpose: flourished in the areas that lacked  History: start of the 20th century;
strong ballet traditions, such as in the United US dancer Isadora Duncan (1878-1927)
States  Purpose: is to let the dancer express his or her
 Europe by 1930 inner emotions to the audience
 United States had become the center for  the use of parallel in the legs, curving, twisting
dance experimentation and tilting the spine, as well as abstract
Benefits of doing Modern Dance gestures and embracing gravity in the use of
 Stronger bones and reduced risk of floor work
osteoporosis
 Better coordination, agility, and flexibility KEY DIFFERENCE
 Improved balance and spatial awareness  Technique: Modern dance emphasizes natural
 Increased physical confidence alignment and freedom of movement, while
CHARACTERISTICS OF MODERN DANCE contemporary dance incorporates a wider
 Technique - contemporary dancers use a range of techniques and styles, including ballet
technical approach; "to advance the human and jazz.
body that is capable of expressing any aspect  Emotion: Modern dance emphasizes
of human behavior" expression of emotion, while contemporary
 Improvisation – using different images, dance often focuses on athleticism and
thoughts, emotions; natural and free technical precision
movements  Choreography: Modern dance often features
 Choreography - contemporary dance form improvisation and a lack of structure, while
reflects much of its creators' personal and contemporary dance typically incorporates
emotional perceptions more structured choreography and complex
BASIC STEPS OF MODERN DANCE partnering work.
1. DANCE WALK – THE ALTERNATE  Movement style: Modern dance often features
TRANSFER OF WEIGHT FROM ONE irregular and asymmetrical movements, while
FOOT TO THE OTHER DURING THE contemporary dance emphasizes fluidity and
DANCE athleticism.
2. RUN – A FASTER SHIFTING OF WEIGHT
BETWEEN FEET
3. TRIPLET – IT IS A SIMPLE MODERN
DANCE EXPERIENCE WITH A TOTAL
WEIGHT SHIFT, DONE IN AN EVEN 3⁄4
METER WITH EACH STEP
4. WALTZ – THE RHYTHM FOR WALTZ
HAS AN EVEN COUNT OF 1 2 3/ 1 2 3/.
BEGIN AS IN THE WALK, TURNED OUT
THE FIFTH POSITION
5. GALLOP – THE COMBINATION OF A
STEP AND A LEAP WITH ONE FOOT
KEEPING THE LEAD
6. TURNS - REQUIRES THE
ESTABLISHMENT OF AN AXIS WITHIN
THE BODY BY THE TOUCHPOINT
BETWEEN THE BODY AND THE
SURFACE
7. LEAP – THE BODY IS SUSPENDED IN
THE AIR WITH TWO FEET OFF THE
 movement shows flirtation, the
teasing, the longing, and the ultimate
connection

5. SWING - originated in Harlem during the

BALLROOM -18th and 19th Century in Europe when 1920s with the Jazz music
kings and queens were entertained by dancing  “LINDY HOP”
performances  “Swing” comes from the type of beat
 “BALLARE” which means “TO DANCE” jazz percussion was playing
 two individuals, a “leader” and a “follower”,  “swinging the beat”
dance with Physical contact  lifts, spins and flips
 “PARTNER DANCING” BENEFITS
 form of social dancing whose primary purpose  Uplifting and Fun
is for recreation and entertainment  Bones and Joints
12 TYPES OF BALLROOM  Flexible
1. Cha-Cha  Brain Food (spatial memory)
2. Foxtrot  Conditioning (improve your health, lower
3. Jive obesity and also promote lung capacity)
4. Swing  Creative Outlet (allow you to release your
5. Mambo emotions and through those artistic moves)
6. Pasadoble  Endurance (your muscles will be working
7. Quickstep harder and for a longer period of time)
8. Rumba  Social Connectivity
9. Samba
10. Tango  FITT PRINCIPLE
11. Viennese Waltz  DAYANGDANG – influence of Spanish to the
12. Waltz Philippines
FIVE FAMOUS BALLROOM DANCES  PASA DOBLE – bull fighting
1. CHA-CHA - Latin dance that originated in  TANGO – originated in Cuba
Cuba, in the late 1940s  SAMBA - Brazil
 fun, flirty dance that grew out of the
Cuban Mambo
 triple chasse steps (cha cha cha's) and
rock steps
 triple chasse steps (cha cha cha's) and
rock steps
 evolved from a slow version of
Mambo called "Triple Mambo"
2. WALTZ - dance of choice in 19th century
 "weller" and "spinner"
 derived from German term "Waltzen"
meaning "to roll" or "to turn"
 progressive dance marked by long,
flowing movements, continuous turns,
and rise and fall
3. FOXTROT - originated in 1914 by vaudeville
actor Arthur carringford
 slow-quick-quick
 slow-slow-quick-quick
 long, smooth, flowing movements
across the floor to swing or big-band
music
4. RUMBA - originated among the african slaves
in cuba during the 6th century
 “Rumba” comes from the verb
“Rumbear” which means going to
parties, dancing and having a good
time
Ezekiel 37:26-28 - 26 I will make a covenant of
COMMITMENT – a PLEDGE we make when we peace with them; it will be an everlasting covenant. I
want to dedicate ourselves to something, a purpose, a will establish them and increase their numbers, and I
cause or to someone who is significant to us will put my sanctuary among them forever. 27 my
 commitment is a personal choice dwelling place will be with them; I will be their god,
 you enter into a commitment, you enhance and they will be my people. 28 then the nations will
your dependability and trustworthiness know that I the lord make Israel holy, when my
 you live up and keep your commitments, you sanctuary is among them forever.’”
earn greater respect and admiration from other
people  God, our Creator, endowed us with the
 person who keeps his/her commitment is a power of thinking and choosing.
person of dignity and character  capacity to make decisions and be
How to grow in our PERSONAL COMMITMENT: responsible for them
1. Be a person who keeps his/her word.  He directs us according to His plans
2. Be a person of principle.  God is the source and the foundation of our
3. Know your priorities and attend to them worth as human beings.
accordingly.  His image and likeness
How to grow in our SENSE OF COMMITMENT  share in God’s image and nature
TO OTHERS:  source and the foundation of our worth as
1. Show respect towards others at all times. human beings
2. Show compassion towards those in need.  God invites us to respond to His covenantal
3. Show cooperation and be a team person, offer using our power to think and to
How to grow in our SENSE OF COMMITMENT choose.
TOWARDS OUR FAMILY AND THE  Guided by the 1st Commandment, let us
SOCIETY/COMMUNITY: acknowledge God as creator Who initiated a
1. Give time for the family. covenant with us.
2. Show cooperation with the community where  In every Eucharistic celebration, let us
you belong. renew our commitment to do our part in
3. Contribute to the greening of the environment. our covenant with God.

ST. VINCENT DE PAUL

SELF – WORTH - internal sense of one’s value as a  made use of his intelligence and creativity in
person, deserving of love, respect and belongingness making decisions for the less privileged
from others  established two (2) charitable institutions
 healthy self-worth is necessary for our dedicated to aiding the underprivileged:
personal development and identity, it is also 1. Daughters of Charity
very important in our being happy in life 2. Congregation of the Missions
 Self-worth is equal to Self-value Vision:
 Self-worth is the core of our very self – our UNIVERSIDAD DE STA. ISABEL of PILI,
thoughts, our feelings and our behaviors INC. is an empowering Christ-centered Vincentian
 healthy self-worth broadens our view of learning institution.
others: makes us more open-minded, daring in Mission:
seeking opportunities for advancement and Commit to engaging the community of
creative in improving relationships with others learners into becoming inner-directed, globally
 low self-worth makes one prone to self- competent Vincentian Leaders who journey with
defeating behaviors like: being unable to persons living in poverty situations and care for God's
support relationships, experiences self-doubt, creation.
can’t handle self- criticism which may lead to Core Values:
sadness, depression, anxiety, anger, shame or  Respect
guilt  Simplicity
 Cultivating self-worth is a process which  Service and
requires decision, commitment and desire to  Vincentian Excellence
be recognize as persons of worth. As Vincentian students, we are:
 Competent
 Charitable and
 Christ-centered

"Madre y Reina"
Internal self-awareness - refers to clearly seeing your
inner self –your personalities, values, desires,
reactions, and impact on other people
External self-awareness - involves understanding
how others see you

Self-Concept - everything that you know about

yourself
 your perception of yourself, how you
define and understand yourself as a multi-
dimensional (physical, spiritual,
emotional, social, and moral) human being Steps to Become More Self-Aware:
3 ESSENTIAL COMPONENTS  Ask yourself why.
1. Physical characteristics are used to describe  Delay gratification.
how you look in either a positive  Take feedback constructively.
2. Personality traits are the stable characteristics  Let go of biases.
that determine your behavior  Use tools to know yourself.
3. Social identity would refer to the social group  Reflect often.
where you belong.
Self-complexity - the different ways in which you Individual Differences - it refers to the differences
think about yourself and similarities among people in a psychological way
Self - esteem - which is the value that you put on what Demographics - it is the statistical characteristics of
you know about yourself. people like their gender, their religion, their age, their
 it is a positive or negative self-evaluation marital status and the like
of the self-concept that could be based on Albert Bandura
your performance or behavior or your  Social Learning Theory - a person learns by
interaction with others. observing the behaviors of others, their
Self-worth - how much you value yourself attitudes, and the outcomes of these behaviors
Self-efficacy - the belief and confidence that you can Conditions for Effective Modeling
accomplish tasks and control your environment 1. Attention - it refers to the active processing of
specific information about your surroundings
Charles Horton Cooley 2. Retention - it is described as remembering the
 looking glass self person, object, action, or event where attention
 people around you serve as mirrors that is given
reflect how you see yourself 3. Reproduction - it is the duplication of the
Factors that influence self-concept and self-esteem: object, action, action, or event
 the ways others react to an individual 4. Motivation - it is the push to imitate or
 the way an individual compares himself to duplicate
others Reciprocal Determinism - when a certain behavior is
 the extent to which an individual identifies imitated by another, this can cause a chain reaction in
with these other people which other people will begin to imitate this behavior
Self-awareness - is the ability to know yourself until it becomes a habit or accepted by many
extensively, not just regarding traits and Benefits of keeping a journal:
characteristics, but also knowing your inner state and  A way to vent or express safely.
how you think  It enhances creativity.
Shelley Duval and Robert Wicklund  Recording good ideas.
 Self-Awareness Theory  Habit formation.
 when you focus on yourself, there is the  Mental health tool.
tendency to compare what you currently General Jan C. Smuts
observe to the standards you set for  Holism - tendency in nature to form wholes
yourself which are greater than the sum of the parts
 Self-Discrepancy Theory through creative evolution
 when there is a mismatch between your Five Areas of Personal Development
ideal self and your actual self, this A. Physiological Development - five senses and
becomes a source of distress for you and is other physical characteristics including the
much likely to affect your self-esteem changes in the body and the development of
 Self-Concept Clarity skills related to mobility or movement
 having a clear and defined self-concept Steps in taking care of the body:
1. Practice healthy eating habits.
2. Live an active lifestyle.
3. Get enough sleep and rest.
B. Cognitive Development
 Cognition - the processes of knowing which
includes remembering, attending, and
reasoning
 Cognitive Processes - include the higher
mental processes like memory, language, THE CYCLE OF BEHAVIOR
perception, problem-solving, and abstract
thinking
Attitude - “a relatively enduring organization of
beliefs, feelings, and behavioral tendencies towards
socially significant objects, groups, events, or
symbols.”
 an attitude entails how the person
perceives events, how a person feels about Breaking the Cycle
these events, and a person’ s evaluation of 1. Rewards and Associations
whether an event is helpful or not.  Rewards - incentives that a person receives
The Elements of Attitude: when doing a positive or the desired behavior
 Cognitive - this is made up of knowledge  Association - a person is encouraged to relate
and specific beliefs behavior to an outcome
 Affective - this is made up of emotional 2. Changing irrational beliefs - thoughts that
responses are not based on reality
 Behavioral - this is the manner in which an 3. Reflection and automatic judgments.
attitude influences the observable action  Automatic judgment - happens when a
C. Social and Emotional Development - our previous experience crosses the mind, and the
inherent or innate capability and needs to person automatically judges the experience
reach out and form relationships with other  Reflection - entails thinking what your
people thoughts and emotions are to avoid making
 Emotions - responses that create biochemical automatic judgments
reactions in the body; happy, sad, fearful, or Self-Evaluation - act of recognizing and evaluating
surprised, and disgusted or angry the thoughts, emotions, and behaviors of the person
 Feelings - are the mental reactions and
association to emotions
D. Spiritual Development - discovery and
experience of the inner guide that steers the
values and beliefs of a person
 Values - judgment that people make about
issues, people, or things
Adolescence - known as a period of change for young
 Virtue - the quality that echoes or reflects the
people
values
E. Psychological Development - focuses on how
these three acts in accordance or opposition of
another; growth and development of a person’
s cognitive, emotional, and social skills

Duality - the recognition and comprehension of the  Physical development - would refer to
nature of things dually changes in the size, appearance, functions and
Dualism - is a philosophical term that speaks of the physical capacities of an individual.
independence between the functioning of the mind and  Cognitive development - pertains to different
the body intellectual abilities and thought processes.
Cognitive Behavioral Therapy (CBT) - your  Socioemotional development - talks about
behavior is affected by how you think and feel; regulation and management of emotions and
 correct misconceptions, false beliefs, and feelings, interpersonal skills and different
faulty reasoning so that you can sustain a aspects of behavior
healthy level of adjustment and connection Principles of Development
with other people 1. Sequential
2. Individualized
3. Gradual
4. Holistic
Consequences of Change Types of Responsibilities
1. Storm and Stress 1. Legal Responsibility - obligations that are
2. Identity vs. Identity Confusion upheld by laws made by man
3. Imaginary Audience and Personal Fable 2. Moral Responsibility - man’s obligations to
Developmental Tasks In Relation to the SELF do the right thing because to ignore it would
1. Accept, care and protect one’s physical body. be wrong
2. Manage one’s sexuality and the roles that go 3 Elements of Moral Responbility
with it.  Knowledge – refers to information and skills
3. Select and prepare for a job or career. obtained from experience or education
4. Adopt a personal set of values to guide  Freedom – refers to the state of being able to
behavior. act or speak without force or necessity
Interpersonal Developmental Tasks  Involvement or Causality – refers to the degree
1. Establish mature relationships with peers of of participation in a situation
both sexes. 3. Social Responsibility - obligations that are
2. Recreate their relationships with their parents. shared by a society
3. Build and embrace socially acceptable  creating opportunities for others,
behavior and become socially responsible. working together to achieve a
4. Be knowledgeable about family life and home common goal, taking care of the
management matters. environment, giving back to the
community, and empowering others
PEER - defined as an equal of a person - someone of 4. Personal Responsibility -individual being
the same rank, or status or background as an individual able to acknowledge and accept one’s own
Roles of Peers in Adolescence decisions and actions, as well as the
A. Peers Provide Emotional Support consequences and impact these make on others
B. Peers Help Develop Skills Components of Personal Responsibility
1. Leadership Skills  An awareness of and control over one’s own
2. Social Skills thoughts and feelings;
C. Peers Help Mold Behaviors and Beliefs  An awareness of and control over behavioral
choices;
Physical Changes - changes in physical appearance  A willingness to hold oneself accountable for
are most evident in this stage one’s behavior and its outcomes; and
Cognitive Changes - it is seen in the chart that some  An awareness of and concern for the impact of
adolescents are already able to organize their thoughts one’s behavior on others
and ideas during these years Implications of Responsibility
Socio-emotional Changes - hormones cause different  Functioning of Society
emotions to arise and the changes one experiences are  Taking Control of Life
heightened Nature of Responsibility
 It is a choice.
Social Comparison Theory - innate tendency to  Take more to be more
evaluate themselves in various aspects of their lives  Maturity follows.
1. Upward - comparing self to someone better Developing Responsibility in Preparation For
2. Downward - comparing self to someone worse Adulthood
Effects of Peer Social Comparison  Think before you act.
1. Body Image  Face the consequences of your actions.
2. Outlook in Life  Get to know yourself.
3. Social Media  Put yourself in another’s shoes.
Managing Peer Social Comparison
1. Gratitude is key. Initiative - the ability to push life in a forward and
2. Be inspired. purpose-driven direction
3. Compete with yourself.  mastery of experiences and support
coming from significant others like
Adolescence - is a period of many changes and families and friends
expectations  kindness, empathy, and compassion
 is a transition stage that when done right, can
lead to the development of responsible adult in
the future. The developmental tasks that are expected during
RESPONSIBLE - to be able to answer to or be adolescence are:
accountable for your behavior and obligations  Achieving gender-specific roles
 Creating mature relations with both genders
 Accepting one’s physical characteristics
 Developing a set of values and ethics to guide future Morality - way people choose to live their lives in
behavior accordance to a set of principles and guidelines that
 Preparing for marriage and family influence their decisions about what is right and wrong
 Developing emotional independence and what is good and evil
 Preparing for a career or profession
 Achieving socially acceptable and responsible Abstract thinking - imagining or comprehending
behavior things that are not physically present; love, justice, and
peace are understood
Issues during the Adolescent Period: Concrete thinking – making conclusions based on the
1. Physical Concerns actual presence or direct experiencing an object or
2. Eating Disorder concept
 Anorexia Nervosa is shown by people
who think that they are overweight Emotional competence - is the ability to handle and
when in fact, they are already manage emotional responses
underweight. Social competence - is the ability to relate to others
 Bulimia Nervosa is shown by people effectively
who eat large amounts of food.
 Binge-eating disorder is shown by Expectation - the degree of probability that something
uncontrollable eating. will occur
3. Substance Abuse  Carl Pickhardt described expectations as
 Drug addiction is defined as the mental sets people choose to create to help
condition in which an individual is move through time (now to later) and change
unable to control the use of addictive (old to new)
substances known as psychoactive Self-Fulfilling Prophecy - a belief that becomes a
drugs. reality because you act as if it were already true or
Some Mental Illnesses Caused by Psychoactive happening
Drugs: Expectancy effect - stresses that the expectations of
 Hallucinations other people can shape the way you can confirm these
 Uncontrolled Aggression expectations
 Mood Disorders
 Irrational Fears How Do Significant People Influence Adolescent
 Psychotic Disorders Behavior?
A. Family
Types of Psychoactive Drugs  social causation model - it was stressed that
A. Stimulants like crystal meth and cocaine economic disadvantage and social conditions
B. Depressants like alcohol affect effective family functioning
C. Narcotics like morphine codeine, and heroine  family stress model - explains that In
D. Hallucinogens like LSD and ecstasy connection with the social causation economic
conditions affect how family members interact
4. Alcohol Abuse - alcohol is a drug that elevates with each other
five neurotransmitters that affect our thinking, B. Peers
feeling, and behavior  Popular adolescents - those who are at the top
5. Teen Pregnancy of dominance hierarchy
 Deviancy training - specific types of
Personal fable - thinking of being special, invincible, interactions within friendships that may
or important, and that others are concerned or strengthen or reinforce talk about deviant (rule
preoccupied with you -breaking) behavior
Personal Fable is shown through: What are some of the risky behaviors that are
1. You often feel that you, alone, can fulfill your influenced by peers?
ambitions.  Aggressive behavior
2. You feel that other people will get into trouble  Substance abuse
but not you.  Depressive symptoms including suicidal behavior,
3. You believe that others are always watching weight-related behavior
you. Who is most likely to be influenced by peers who
4. Engaging in alcohol drinking and drugs. are prone to risky behavior?
5. Driving recklessly and without a license.  Teens with low self-esteem or high level of social
Peer pressure - influence of other people’s anxiety
perceptions of individual decision or actions, which  Teens who are rejected
may either be a group of people or just an individual  Teens with poor relationships with their families
C. School
D. Community

Self-affirmation - the behavioral or cognitive events

that sustain, strengthen and support the perception of
self-integrity
Self-integrity - perception or belief that you are
virtuous, rightful, and is capable of predicting and
controlling outcomes
Self-affirmation theory - asserts that the main goal of
the self is to protect self -integrity
Working memory - is at work if you can imagine an
object and manipulates its appearance or movement
mentally
Inhibition - is defined as the permission to suppress
responses that may hinder a goal
Daily affirmations - statements describing a goal in its
completion
Guidelines on Creating Positive Self-Affirmations
1. Begin your affirmation with “I am.”
2. Make use of the present tense.
3. Use a positive statement.
4. Avoid using words that connote negativity.
5. Make it short and simple.
6. Make use of an action word that ends with –
ing.
7. Include a word that implies an action or a
feeling.
8. Make an affirmation about yourself.
THE UNDERSTANDING OF CULTURE,
SOCIETY, AND POLITICS
SOCIETY – people who share the same culture or
tradition; who have enduring relationship and
interaction with others

CULTURE VARIATIONS AND SOCIAL

DIFFERENCES IN GENDER

SEX – biological differences; male and female

GENDER – social, cultural, and psychological
characteristics assigns to make and female; masculine
and feminine
PRE-SPANISH SOCIAL CLASS
MALE VS FEMALE
 Chromosomal structure: XX for female, XY
for male
 Hormone production: more testosterone for
male, more estrogen in females
 Internal and external reproductive organs:
penis and testes for male, vagina and ovaries
for female

GENDER ROLES – culturally assigned tasks to

sexes; social constructs: only males can handle
physically demanding activities and females should
handle domestic tasks SPANISH SOCIAL CLASS

SOCIAL CONSTRUCTS
 Only males can handle physically demanding
activities
 Females should handle domestic tasks.

How do the LGBTQIA and feminist movements

challenge common misconceptions of gender?
THROUGH SOCIALIZATION AMONG
DIFFERENT SOCIAL GROUPS, MEMBERS OF
SOCIETY CAN LEARN AND SHAPE THEIR UPPER – 10% - wealthy industrialist with big
CONCEPTIONS AND EXPECATATIONS OF WHAT corporation
IS FEMININE AND WHAT IS MASCULINE. MIDDLE – 20% - professionals, skilled and semi-
skilled workers
GENDER EQUALITY – equal rights and LOWER – 70% - laborers and unskilled workers
opportunities for girls and boys
GENDER INEQUALITY – absence of gender KARL MARX – socioeconomic class that delineates
equality the bourgeois and the proletariat
BOURGEOIS – owner of the means of production
CULTURAL VARIATIONS AND SOCIAL PROLETARIAT – must work and sell their labor
DIFFERENCES IN SOCIOECONOMIC CLASS power
TYPES OF CAPITAL
SOCIOECONOMIC CLASS – category that groups  ECONOMIC CAPITAL – financial
people into similar economic, social, cultural and resources; money, assets, properties, savings
political status  SOCIAL CAPITAL – network of an
ECONOMIC STATUS – ranking of people based on individual’s social relations with people
income classification  CULTURAL CAPITAL – knowledge,
White collar – doctors, lawyers behavior, skills
Blue collar – construction workers and janitors
THE CASTE SYSTEM OF INDIA
CULTURAL VARIATIONS AND SOCIAL LABELS – used to describe different types of
DIFFERENCES IN ETHNICITY AND RELIGION exceptionalities
STEREOTYPING – oversimplified assumptions
ETHNIC GROUPS – refers to specific group of STIGMATISM – negative or unfair beliefs; publicly
people with similar characteristics and a distinct labelling
cultural identity DISCRIMINATION – negative treatment as a result
 TAGALOG, CEBUANO, ILOCANO, of stigmas and stereotypes
BICOLANO, MARANAO,
MAGUINDANAO, TAUSUG CULTURAL AND SOCIAL DIFFERENCES IN
ETHNICITY – denotes the shared culture of these NATIONALITY
groups; cultural heritage, language or dialect, religion, NATIONALITY – person’s belonging or membership
traditions to a specific nation
 Based on cultural traits
 Diverse ACQUISITION OF ONE’S NATIONALITY
RACE – socially constructed category with the same 1. JUS SANGUINIS (RIGHT OF BLOOD) –
biological traits nationality and citizenship is determined by parent’s
 physical characteristics like skin color, facial nationality
features and hair texture and color 2. JUS SOLI (RIGHT OF SOIL) – by the territory or
 biological traits land in which children is born
 more unitary or singular 3. NATURALIZATION – legal process of acquiring
from different state
 residency 10 year
 moral character
 own real estate earn less than 5000
 can write and speak English and Filipino
language
 knowledge of the Philippine Constitution and
government
4. OPTION TO ELECT - Children born to Filipino
ETHNOLIGUISTIC GROUPS – ethnic groups with parents, but who are also eligible for foreign
their own language citizenship.
 Ifugao, Itneg, Kalinga 5. REACQUISITION AND RETENTION –
RELIGION – system of beliefs, worldviews, practices Republic Act No. 9225 (Citizenship Retention and Re-
related to humanity and spirituality Acquisition Act of 2003)
ANIMISM – belief that spiritual forces reside in
natural elements of the physical world Political Jurisdiction of nation-states Over
nationals - pursue and investigate nationals who may
SOCIAL IMPLICATIONS OF DIVERSE or may not be associated to any criminal action
ETHNICITIES Dual Nationality or multiple citizenship - is the
PREJUDICES – negative attitudes, beliefs and claim of a person to belong in two or more nations
judgment towards categories of people; based on Embassies / Consulates - established to help fulfill
preconceived assumptions; unfair feeling of dislike this responsibility of the state toward its member
STEREOTYPES – faulty generalizations and Political Asylum - same protection given to original
oversimplified assumptions nationals Political asylum is usually granted to people
MINORITY GROUPS – collective groups of people persecuted by their states
treated as subordinates or inferior by the dominant or Dr. Mercedes Concepcion (Social Science Discipline
majority groups Expert) - The Mother of Asian Demography

CULTURAL VARIATIONS AND SOCIAL The Study of Society Culture, and Politics
DIFFERENCES IN THE EXCEPTIONALITY/ Maternity Leave: From 60 days to 105 days RA 11210
NON-EXCEPTIONALITY or 105 Day Expanded Maternity leave Law
DISABILITY – interaction of an individual’s health Social, Political and Cultural Behavior and
condition with environmental factors; causes Phenomenon
difficulties Society - group of individuals held together by
EXCEPTIONALITY – an individual’s specific enduririg relationships in pursuit of common ends
abilities and functioning are different from the average Culture - society's way of life expressed through
NON-EXCEPTIONALITY – the concept only used material and nonmaterial aspects
to differentiate between those with exceptionalities and Politics - a set of activities and actions that are used to
those without hold power in a government
 Transculturation - the merging and
converging of cultures to create a new cultural
phenomenon
Two Forms of Culture - migration
 Material Culture - set of physical objects
made by the members of a society; artifacts Agents of Cultural change
 Non Material Culture - the intangible aspects  Family - the values or parents are passed
of culture, such as ideas down to their children; the transmitters of
values, habits, beliefs, lifestyles and social
Elements of Culture norms
 Values - agreement on what is good and just  School - the values of society are taught to
 Beliefs - ideas that hold to be true without prepare children for adult life; societal values
evidence through formal knowledge and social skills
 Norms - how we behave according to  Religion - the values of religion are used to
expectations of society teach belief system
 Symbols - recognizable meanings  Media - the communicated values shown by
 Language - system of communication the media shape public opinion
 Leadership - introduce political and economic
Sociological Paradigms change; works hand in hand with the law to
 Structural Functionalism - society functions promote change
as a whole because of the contribution or its  Law - advocates values by establishing and
separate structure structuring public institutions
 Conflict Perspective - social inequality is one
of the basic characteristics of Society Social and Political change - innovation (discoveries
 Interactionist Perspective - society is a and inventions) ; globalization of markets, information
product of the interactions of an individual and people
with other people
Anthropological and Sociological Perspective on
Cultural Universal - are traits or patterns of behavior Culture and Society
shared by all human culture Anthropology - comprehensive study of human
Socialization - the process of immersing oneself in a development, culture, and change throughout the
particular society and culture; allows the nation to world, past and present
continue to exist or transmit social, cultural and Sociology - study of the human behavior within the
political identity from one generation to another society and the consequences of those behavior
Ethnocentrism - judging another culture based on Society - is the collection of individuals held together
how it compares to one's culture by sustained interaction and enduring relationships
Cultural Relativism - practice of assessing a culture Culture - is that complex whole which encompasses
by its own standards beliefs, practices, values, attitudes, laws, norms,
artifacts, symbols, knowledge.
The Study of Culture, Society and Politics
Characteristic of Culture Different Aspects of Culture
 It is dynamic - constantly changing and will Material Culture
never stay the same Nonmaterial Culture
 It is flexible and adaptive - adjust itself to
new change in order for it to survive Theories on Culture and Society
 It is shared and integrated - be transmitted  Structural Functionalism - focuses on the
from one generation to next interrelated parts of society and their important
 It is learned (enculturation) functions to achieve order and balance
- Manifest Functions - intended outcome of
Cultural Processes in Cultural change social activity
 Diffusion - dissemination of cultural - Latent Functions - unintended effect of social
components and traits from one group or activity
society to another  Conflict Theories - believe that social order is
- food maintained through the domination of one
 Acculturation - the process of adopting the group over another
practices and values of one group but still - Critical Theory - an approach associated with
retaining the group's original culture conflict theory, focuses on critiquing society
- religion and culture to liberate people
 Symbolic Interactionism
- Symbolic Interactionism - explains how o EXISTENTIALISM - purpose/meaning of
people, as members of society, interact, make life
sense of their world, and attach meaning to it - Freedom, Responsibility, Choice
by using symbols
 LOGIC - the study of laws thought or
- The Interpretative Approach - studies the
meanings that individuals create in their social
correct reason
interactions o Reasoning – activity of drawing
PHILOSOPHY – love for wisdom inferences
 Philo (love) o Arguments – outward expression of
 Sophia (wisdom) inference
 mother of all sciences  AXIOLOGY - study of the nature, types
 find the truth and criteria of values and of value
 searching for truth through reasoning judgements especially in ethics
- How we judge things around us
SCIENCE - searching truth through scientific PARTS OF AXIOLOGY
method or experiment o AESTHETICS - dealing
with nature of beauty, art
ORIGIN OF PHILOSOPHY and taste and with creation
PLATO - WONDER the only beginning of and appreciation of beauty
Philosophy o ETHICS – moral
ARISTOTLE - it is to their wonder that men both philosophy; discipline
now begin and not first began to philosophic concerned with what is
morally good and bad,
PHILOSOPHIC WONDER morally right and wrong
 seeks clarity of confusion
 seeks answer and understanding LOGIC – use of arguments and reasoning in
 one is not merely amazed but seeks to accordance with certain principles to arrive at the
understand this mystery truth
MILETUS - richest and most powerful city DEDUCTIVE ARGUMENT - deals with
THALES - first philosopher; first to put his certainties; guarantee the truth of the conclusion
philosophy into writing premises are true
WESTERN PHILOSOPHY - begins in wonder; INDUCTIVE ARGUMENT - argument do not
rigin is said to be in Miletus, Ionia deal with certainties; predictive power of
SHARED KNOWLEDGE - own interpretation, premises; strongly support the probability and
own perspective, arguments likelihood of a conclusion
THE BIRTH OF THE MIND

BRANCHES OF PHILOSOPHY

o METAPHYSICS - deals with the first

principle of things, including abstract
concepts such as being, knowing,
substance cause identity, time and space
- beginning of the universe on how
things exist
- Aristotle: first causes and changes
 EPISTEMOLOGY - theory of
knowledge
- mind’s relation to reality
FALLACY – error in deductive reasoning; the
3 PRIMARY EPISTEMOLOGY
argument is right but the conclusion is not
o RATIONALISM – true knowledge comes
DEBATE - formal discussion or discourse on
from reasoning
particular societal or personal issue held in public
o EMPIRICISM – knowledge come from
or a legislative assembly.
our experience
OUR MINDS AT WORK
o Nature of man
PLATO’S ALLEGORY OF THE CAVE - o Composition of man
human sense provide imperfect image of the o Immortality of the soul
reality; ignorant of the reality o Operations of man
- self-experienced perceived by what EXISTENTIAL APPROACH
is real or not  Who is man?
- Philosophical tradition of
existentialism
o Purpose of life
PHILOSOPHY - questions or challenges o Intersubjectivity
anything that exist, and by doing so, can give us
o Love
WISDOM IN PHILOSOPHY - the right
o Death
application of knowledge
- generally referred to as insight, skill, or VIKTOR FRANKL - describe how prisoners in
intelligence Nazi concentration camps survived
- having experience or knowledge and
good judgement “HE WHO HAS THE WHY TO LIVE FOR
SOCRATIC DIALOGUE AS CAN BEAR WITH ALMOST ANY HOW”-
INTELLECTUAL MIDWIFERY - makes us FREDRICH NIETZCHE
reflect on the concepts and ideas we think we
already know MAN’S SEARCH FOR MEANING
- encourages a person to ask questions
and think critically
DIALECTICS - two-way process between parties
that discusses a central idea
- an active process that allows people to
exchange their view, beliefs and
argument to arrive at the truth EXISTENTIALISM - values the existence of
HEGELIAN DIALECTICS man
 “EXISTENCE PRECEEDES
ESSENCE”- JEAN-PAUL SARTRE

PYTHAGORAS - he coined the term Philosophy

MARKET OF ATHENS - Socrates usually go to
ask people question
GEORG WILHELM FRIEDRICH HEGEL -
SYNTHESIS - product of the struggle between
presented the three levels of the dialectic method
thesis and antithesis
during the early 20th century
- becomes a thesis and the process
TRUTH AND WONDER - Socrates motive for
become a perpetual cycle.
asking question
BIGGER PICTURE
THE PHILIPPINES IS NOT LOCATED IN
“AN UNEXAMINED LIFE IS NOT WORTH
EAST ASIA - example of an antithesis
LIVING”- SOCRATES
HUMAN BEINGS NEED OXYGEN TO LIVE
INTROSPECTION - examination of oneself
- example of a thesis
through the analysis of the meaning of one’s life
MEDIEVAL PHILOSOPHY
The SOCRATICE DIALOGUE is often to give
- Religion became the path to find life’s
more clarity to concepts. The questions, WHAT
meaning
DOES EQUALITY MEAN? And WHY SHOULD
- supreme being has a chose path for us
IT GOVERN?
even before we are conceived
ESSENTIAL APPROACH
PHILOSOPHY - WE PHILOSOPHOZE
 What is man?
WHETHER WE KNOW IT OR NOT
- Traditional, metaphysics applied to
man
MEDIEVAL PERIOD - known to be theocentric
when religion and Christianity was most powerful
AFTER WWII - existentialism rise to popularity
AUTHENCITY - the virtue of being true to
yourself and your own will

IN SARTRE’S FREEDOM AND

RESPONSIBILITY GO TOGETHER.
RELIGIOUS PERSPECTIVE HAS AN
EXPLANATION FOR THE EXISTENCE OF
EVERYTHING EXCEPT FOR THE
EXISTENCE OF GOD.

WHAT AM I GOOD AT?

- the question that asks about oneself,
considered as a form of introspection
I AM FREE TO DO ANYTHING
- existentialism, you are free to make
your own choices and you are solely
responsible for it
entire essay, recommendation, thesis
statement

IMRaD - stands for INTRODUCTION,

METHODS, RESULTS and DISCUSSION, with
conclusion
- aims to discuss research topics,
explaining the topic and its intended
purpose

 INTRODUCTION - context of study;

background, aims of study, goa
 METHODS - explain the aims and
research questions; method and way;
research design
PARAGRAPH – collection of sentences that deal  RESULTS - present results; charts, tables,
mostly with one topic or idea & figure
- simple, compound, complex,  DISCUSSION - remind readers; analyze
compound-complex and discuss; recommendations
Parts of a Paragraph ACADEMIC DISCIPLINE - BRANCH OF
1. TOPIC SENTENCE – the main idea of a KNOWLEDGE that are taught and researched at
paragraph, summarizes what it will discuss the college
2. SUPPORTING SENTENCES – details - methodologies, terminologies, theories
or examples that explain or back up the and frameworks
topic sentence 4 MAJOR ACADEMIC DISCIPLINES
3. CONCLUDING/ TRANSITIONAL –  BUSINESS - accounting, economic,
the final sentence that wraps up the finances, management, marketing
paragraph or smoothly leads to the next  HUMANITY - art, creative writing,
idea languages, literature, music, philosophy,
THE STRUCTURE OF ACADEMIC TEXTS religion
 ILLUSTRATION - involves using  NATURAL APPLIED SCIENCES -
SPECIFIC EXAMPLE to support or biology, computer sciences, engineering,
clarify general statement geology, physician
 DEFINITION - focuses on  SOCIAL SCIENCES - anthropology,
EXPLAINING THE MEANING of a term, education, geography, history, land
or idea in detail political science
 CLASSIFICATION -involves
ORGANIZING AND CATEGORIZING a BINARY OPPOSITIONS - refer to the use of
broad topic into smaller, more manageable PAIRED CONTRASTING concept to frame
parts arguments, discussions and analyze
 COMPARE AND CONTRAST - used to  HIGHLIGHT CONTRAST - emphasize
highlight the SIMILARITIES AND the differences between two concepts or
DIFFERENCES between two or more ideas
subjects.  STRUCTURE ARGUMENTS - provide
 PROCESS - used to explain how a clear writing of the arguments, allowing
something is done, how it works, or how it to organize
occurs sequential steps  SIMPLIFY COMPLEX TOPIC - use
binary oppositions to break down and
THREE PARTS OF ESSAY simplify complex topics for clarity
 INTRODUCTION - aim and goal/  STRUCTURE COMPARATIVE
description ANALYSIS - comparing two concepts’
 BODY - present data - analyze – discuss ideas or approaches, binary oppositions
 CONCLUSION - summarizing the provide a clear framework
content of body section/ summarize the
 ADDRESS ETHICAL OR MORAL 5. Explore Underlying Messages &
DILEMMAS - binary oppositions can Themes - cultural and social commentary;
help articulate the fundamental choices moral or philosophical questions
6. Engage with Different Interpretations -
CRITICAL READING - read actively; consider multiple perspective; compare
interaction with the text we are reading; we ask with text that reflect your interpretation
questions 7. Formulate or Coherent Interpretations -
ANNOTATION - one way of interaction; we develop a thesis; support with evidence;
underline, circle, etc acknowledge alternative views
CRITICAL THINKING SKILLS - understand 8. Write an Interpretations Responses -
better the text we are reading introduction, body, conclusion

REQUIRE THE READER TO DO: EVALUATION - readers make judgment for text
o Judgment Evaluation for a variety of a values
o Analyze , Interpret, Evaluate the text 1. Understands the Author's Purpose -
o Question the text intention identify the purpose; consider the audience
o Challenge the assumptions by questioning 2. Analyze the Arguments and Evidences -
o Describe, Interpret and Evaluate Response examine the thesis - clearly statements and
assess the evidences, check bias
3. Evaluate the Logic and Reasoning -
analyze the argument structure; identify
STEPS IN CRITICAL READING the logical fallacies
ANALYSIS - break down the text into parts to 4. Assess the Style and Presentation -
analyze languages and tone; clarity and coherence;
1. Preview the Text - Skim the text; Identify use of theoretical device
the author and the context 5. Consider the Texts Impacts &
2. Active Reading - Annotate; Ask questions Implications - relevance and timeliness;
3. Analyze the Structure - Identify the impact; ethical considerations
thesis; Examine the evidence; Analyze the 6. Reflect on your Own Perspective -
arguments logic personal purposes - comparison of works
4. Evaluate the Author’s Perspective - 7. Formulate a Critical Evaluation -
consider bias; tone and style objective / develop a thesis; support examples
subjective 8. Write an Evaluation Response -
5. Synthesize and Reflect - connect with Introduction, Body, Conclusion
other text or ideas; formulate your own
opinion PARAPHRASING - RESTATEMENT OR
6. Write a Critical Response - summarize REWRITE our text in our words by retaining the
the key points; critically assess; support main meaning of a text, passage or words
your analysis GIVE THE MEANING OF ANOTHER TERM
CHARACTERISTIC OF GOOD
INTERPRETATION - reader attempts to PARAPHRASE
understand the ideas and sentences relatives to the o Should relay the information from the
context of the text sources of the text in your own words
1. Understand the Surface Meaning - read o Leads the leader to the source of
thoroughly; summarize the text information
2. Identity Key Themes & Symbols - WHEN TO PARAPHRASE?
central messages as a reader; look for o When dealing with short texts
repeated motifs; consider the title; analyze o Want to minimize direct quotation
characters and settings o Want to rewrite the authors words without
3. Consider the Author’s Intext and changing the meaning of the source text
Purpose - purpose of writing; contextual
background DIFFERENT KINDS OF PARAPHRASING
4. Examine the Texts Structure & Style -  CHANGE OF PARTS OF SPEECH -
narrative, voice and perspective; languages Function some words in a sentence are
and tone; structure form
CHANGED to a DIFFERENT PARTS OF - Name of Author, Year of Publication,
SPEECH Page Number, Parenthesis
 CHANGE OF STRUCTURE - structure - Milldower L. (2003)
of sentences is changed to REFLECT THE
WRITERS INTERPRETATIONS to 2. MODERN LANGUAGE
source of text ASSOCIATION - Normally used in
 CLAUSE REDUCTIONS - structure of HUMANITIES
causes are REDUCED OR CHANGED - concept of CONTAINERS is crucial
TO PHRASES to lessen confusion and - CONTAINERS - used of larger
interpretation collection of sources information
 SYNONYMS REPLACEMENT - - Author, Title of Source, Title of
involves the arrange of words in sentence Container
with similar words of SYNONYMS - (Santos 87)
 UTILIZING DIFFERENT
ATTRIBUTION SIGNALS - USING 3. CHICAGO/ TURABIAN STYLE -
DIRECTED AND REPLACEMENT Notes and Bibliography & Author Date
SPEECH for the paraphrased material - it depends of subject matter and the
nature of sources cited
- their differences LIES ONLY IN
ORDERED INFORMATION is
TIPS IN PARAPHRASING presented in bibliography
 Do not change technical terms and proper - NOTES AND BIBLIOGRAPHY -
nouns preferred in HUMANITIES especially
 Cite your sources accordingly by those in Literature, History, and
 Lengths of two sentences or passages Arts
 Cite of the sentences should stay the same - a bibliographic information in notes
and often a bibliography
PLAGIARISM - claiming of ownership of - AUTHOR-DATE STYLE - typically
material that is not your own used by those in SCIENCES
- sources are briefly cited in the text,
KINDS OF PLAGIARISM usually in parenthesis by the author’s
 WORD FOR WORD - also known for last name and date publication
“COPY-PASTE PLAGIARISM” when a
researcher copies another person’s work
without proper citation of authors
 WORD-ORDER PLAGIARISM - copy
the structure change some word of author
by using synonym words and replacing the
text as if were their own
 IDEA PLAGIARISM - happens when a
writer paraphrases the work of another but
does not properly cite or attribute the ideas

CITATION - way to give credit to the authors

whose creative and intellectual work used
CITATION STYLE - dedicates information is
necessary to include a citation that should be
organized, punctuations and format used
ACADEMIC DISCIPLINE will be involved
1. AMERICAN PSYCHOLOGICAL
ASSOCIATION -used to education,
psychology, social sciences
- concerns itself with a number of
elements such as selection of headings,
tone, length, citation of references
QUANTITATIVE RESEARCH - deals with  DATA ANALYSIS AND
numerical values and how they can describe a INTERPRETATION - both descriptive and
phenomenon or infer a relationship. inferential
INDEPENDENT VARIABLES - variables that is - descriptive analysis provides a general
changed. report of the results of the survey
DEPENDENT VARIABLES - variables affected by - inferential analysis makes comparisons
the change. among the survey results
CHARACTERISTICS OF QUANTI- RESEARCH VARIABLES - are anything that can be observed by
 CONTROLLABILITY - should be in an the researchers; can be categorized depending on the
environment where all variables are identified level of measurement and role.
and can be controlled. DIFFERENT TYPES OF VARIABLES
 GENERALIZABILITY - from larger sample ACORDING TO ROLES
sizes that the results are based on as a  INDEPENDENT VARIABLE - causal
representative of the population. variable; is presumed to cause the change
 OBJECTIVITY - The results of the data are towards another variable
observable and measurable using structured  DEPENDENT VARIABLE - outcome
instruments. variable; are the variables that are influenced
 REPLICABILITY - The research study by
should be replicable by other teams of the independent variables
researchers that will eventually come up with DIFFERENT TYPES OF VARIABLES
similar outcomes. ACORDING TO ROLES
TYPES OF QUANTITATIVE RESEARCH  MEDIATING VARIABLES - intervening
EXPERIMENTAL variables since they intervene between the
 True experimental research - identify a independent and dependent variables to show
cause-effect relationship between the variables their connection.
where the samples are randomized.  MODERATING VARIABLES - are variables
NONEXPERIMENTAL that have a strong conditioned effect, which
 Descriptive research - on the description of may modify the relationship between the
factors, variables, or phenomena that occur in independent and dependent variables.
nature  EXTRANEOUS VARIABLES - are variables
 Comparative research - causal-comparative that should be mainly excluded from the
research; its primary objective is to compare research study as they may interfere and
two variables in order to identify whether there compromise with the experiment and research
exists a causative relationship between them. results
 Correlational research - Its primary objective CATEGORICAL - is further categorized into nominal
is to compare two variables then identify the and ordinal levels.
relationship between them.  NOMINAL VARIABLE - Any variable that
 Quasi-experimental research - mirrors represents different ty pes of data, which may
experimental research but it is not true be divided into groups or categories. There is
experimental research; do not use random no intrinsic order; hence, its frequencies can
samples but assigned samples. only be counted.
 Survey Research - is a correlational type of  ORDINAL VARIABLE - it has intrinsic
quantitative research; makes use of a order or rank. Its frequencies can be both
questionnaire as its main data collection tool. counted and ranked in which the distance
MAIN COMPONENTS between categories is not equivalent.
 SURVEY DESIGN - cross-sectional survey CONTINUOUS - is categorized into interval and ratio
acquires information at one point in time; levels.
longitudinal survey acquires information at  INTERVAL VARIABLE - that has a
multiple points in time to compare, contrast, numerical value. It can be counted and ranked,
and assess changes in responses. and the differences between the ranked
 POPULATION AND SAMPLE -population categories are meaningful. There is no true
is a general group of people with similar zero point.
characteristics; sample is a subgroup of the  RATIO VARIABLE - It has numerical value
population that is chosen and meaning which can also be counted,
 SURVEY INSTRUMENTS – questionnaire; ranked, and has a meaningful difference
it contains closed-ended questions with fixed between values. There is a true zero point,
answers that will be given to the selected which means that nothing exists for that
sample variable and that zero simply.
1. The research background should be written in
formal and academic language.
DEVELOPING A RESEARCH PROBLEM 2. It is concise.
3. It is evidence-based.
Research gaps are areas of the study that remain 4. It is focused on the research problem.
unanswered, hence its openness to be researched 5. It explains the goals of the study.
about. 6. It introduces the variables of the study.
Steps in Identifying the Area of Inquiry 7. It cites related literature in the discussion
 Brainstorm for ideas.
 Read, read, and read. STATEMENT OF THE PROBLEM – an integrative
 Make your matrix. but brief discussion of the research problem, its
 Describe your topic of interest briefly. context, and the questions
 Read again. - provides a concise review
 Formulate your working title. RESEARCH QUESTIONS – identifies the specific
Writing Your Research Title - A research title aspects of the topic that the current study seeks to
concisely summarizes the content of the study. It investigate
important to ensure that it differentiates the study from CATEGORIES OF RESEARCH QUESTIONS
another existing research.  Descriptive – used to describe certain patterns
Characteristics of a Well-Structured Research Title and focus on single noncomplex variables
 Focused and Direct - should include the  Comparative – comparing and contrasting
variables and the field of inquiry of the study similarities and differences
 Formal - should not contain abbreviations,  Evaluative – formed to assess a particular
jargons, or colloquial terms observation or phenomenon
 Brief but Substantial – usually composed of  Explanatory – explain, predict change or
16 words outcomes
 Clear – benefits those who do not know much
about the field Research Hypothesis - tentative proposition about the
 Proper Grammar and Capitalization relationship between two or more variables
STEPS IN WRITING A GOOD RESEARCH Characteristics of a Hypothesis
TITLE  Falsifiable
1. Put the details of the research into segments.  Predictable
- What is the primary objective of your  Simple and specific
research?  Based on the existing body of knowledge
- What are the variables of the study?  Capable of being operationally defined
- What method will I use in the study? How  Reflective of the research problem
will I measure the variables? Types of Hypothesis
- Who will be the respondents of the study?  Null (Ho or H0) - there is no relationship or
2. Make a list of keywords based on the segments no difference between variables.
of the research details.  Alternative (Ha or H1) - There is a
3. Draft sentences that contain the keywords. relationship or difference between variables.
4. Formulate your research title. TYPES OF ERROR IN HYPOTHESIS TESTING
 Type I Error - The null hypothesis was
Writing the Research Background – brief and rejected when it is true.
general discussion of the study based on existing  Type II Error - The null hypothesis was not
literature and should introduce its purpose and its rejected when it is false.
relevance in the field; highlights the research problem
STEPS IN WRITING A RESEARCH Research Scope
BACKGROUND Scope - is the general extent of the content that will be
1. Conduct preliminary research. covered by your study.
2. Identify a writing style. Limitations - are potential weaknesses in a study that
- Deductive approach - general to specific are not within your control as a researcher;
- Inductive approach – specific to general uncontrollable and sometimes unforeseeable factors
3. Emphasize the field of your research topic. that can affect the outcome of your study.
4. Read and use related literature. Delimitation - Specific characteristics that limit the
5. Focus on the relevance and contribution of the scope of the study; are set by the researchers
study. themselves.
6. Summarize the research background. Factors in Writing Limitation and Delimitation
CHARACTERISTICS OF A RESEARCH  Sample size
BACKGROUND  Profile of your sample
 Timeframe
 Design of your study o APA style is commonly used by
 Data collection and research instruments psychology majors (Dela Cruz &
 Financial resources Garcia, 2020).
 Access to literature o According to Dela Cruz and
Garcia (2020), APA style is
Conceptual framework - offers an illustration of commonly used by psychology
how the entire research process will be explored, majors.
and explains the relationships of the concepts in - A WORK BY THREE OR MORE
the study o APA style is commonly used by
Theoretical framework - refers to the theory where psychology majors (Dela Cruz et
the researcher based their study al., 2020).
o According to Dela Cruz et al.
(2020), APA style is commonly
used by psychology majors
MLA – humanities
- Follows the author page format or in text
citation
- A WORK BY ONE AUTHOR
o MLA style is frequently used by
linguistics majors (Dela Cruz 9).
TYPES OF DEFINITION IN RESEARCH o Dela Cruz suggests that MLA
 Conceptual definitions - the theoretical or
style is frequently used by
abstract meaning of a concept
linguistics majors (9).
 Operational definitions - refer to how a
- A WORK BY TWO AUTHORS
variable was used or measured in the study
o MLA style is frequently used by
linguistics majors (Dela Cruz and
REVIEW ON RELATED LITERATURE -
Garcia 9).
systematic collection from MULTIPLE RESOURCES
o Dela Cruz and Garcia suggest that
WHAT FOR?
MLA style is frequently used by
1. Digging deeper into the extent of the
linguistics majors (9).
knowledge that was reported;
- A WORK BY THREE OR MORE
2. Checking the accuracy of that knowledge
o MLA style is frequently used by
disseminated to the public, and;
3. Linking it to your proposed study linguistics majors (Dela Cruz et al.
9).
IDENTIFY o Dela Cruz et al. suggest that MLA
2 KINDS OF SOURCES style is frequently used by
PRIMARY - historical period that is being linguistics majors (9).
investigated TYPES OF CITATION
- Journal Article  In-text Citation – appears in between the
- Video and Audio researcher’s writing
- Survey Data  Reference List – usually found at the last part
- Statistical Data PURPOSE OF CITATION
SECONDARY - made after the investigation 1. To give credit to other writers and researchers
- Review Article 2. To support evidence in the researcher’s
- News Article argument.
- Textbook 3. To easily locate sources about a certain topic
CITE
COMMON CITATION SYLES SUMMARIZE
APA – psychology, education, social science - SUMMARIZING - text is significantly
- follows the author and year of publishing reduced from its original length but keeps
format the key ideas intact
- A WORK BY ONE AUTHOR HOW TO WRITE A SUMMARY?
1. Read the original work.
o APA style is commonly used by
2. List down the key ideas.
psychology majors (Dela Cruz,
3. Eliminate unnecessary information.
2020).
4. Compare.
o According to Dela Cruz (2020),
PARAPHRASING – using different words to
APA style is commonly used by represent the same ideas
psychology majors. Quoting – writing the exact wors used in a short
- A WORK BY TWO AUTHORS segment
OBEY
PLAGIARISM - include in-text citations within the
body of the research paper and providing a complete
list of references
RECYCLED MATERIALS - incorporate it into the 4. Descriptive Design - to study a naturally
current project with disclaimer that the ideas already occurring phenomenon or subject of interest
exist in a previous work TYPES OF DESCRIPTIVE
ERRONEOUS CITATION - double check the cited 1. Survey Research – explored the trends in
details may it be in-text citation or listed references the characteristics
2. Demographic Research – describe basic
WRITE life events
3. Epidemiological Research – studies
different patterns of disease and health

SAMPLING – selecting the group that you will

collect data from
SAMPLE – sub group or portion of population
POPULATION – group of people possessing a similar
characteristic
IMPORTANCE OF RRL IN RESEARCH
 It will clarify concepts and issues. CLASSIFICATION OF SAMPLING TECHNIQUE
 It will explain the design of your research PROBABILITY - equal chance of being selected for
 It will persuade you readers on the relevance the sample
of your study.  SIMPLE RANDOM - randomly selects their
 It will contribute something new to your study participants from a list of all the individuals
 SYSTEMATIC - randomly decides on a
TIPS IN WRITING LITERATURE REVIEW starting point in the list and chooses every nth
1. Define a topic and audience. case from the population
2. Search and Re-Search the Literature.  STRATIFIED – division of the target
3. Take notes while reading. population into subgroups and randomly select
4. Be critical and consistent.  CLUSTER – divide a population into clusters
5. Don’t cram. and randomly select some clusters
NON-POBABILITY – sample is chosen rather than
Quantitative research designs - empirical, randomly selected
straightforward, and can test their reliability and  CONVENIENCE – readily available and
validity. accessible
RESEARCH DESIGN  QUOTA – selecting people from different
1. Experimental Design - to find out whether an subgroups; non-probabilistic version of
intervention considered as the independent stratified
variable has an effect on a dependent variable  PURPOSIVE – chooses participants
intentionally because they are the most
suitable
 SNOWBALL – contacts participants and ask
them if they can refer more
SAMPLE SIZE – actual number of individuals who
2. Quasi-Experimental Design - requires the
participate
independent variable to be manipulated but it
lacks a key element of an experimental design,
RESEARCH INSTRUMENTS – tool that measures
which is randomization
specific items to gather quantitative data
TYPES OF RESEARCH INSTRUMENTS
 DEMOGRAPHIC FORMS – basic
information such as age, gender
3. Correlational Design - studies the association  PERFORMANCE MEASURES – assess or
between two variables but does not tell about rate ability
its causality  ATTITUDINAL MEASURES – attitudes and
opinions
 BEHAVIORAL OBSERVATION
CHECKLIST - behaviors
 FACTUAL INFORMATION
DOCUMENTS – available public records
HOW TO CONSTRUCTS?
1. State your research objectives.
2. Ask question about objectives.
3. Gather the required information.
4. Formulate questions.
QUALITY OF AN INSTRUMENT
RELIABILITY – stability and consistency
VALIDITY – capacity to measure what is supposed to
measure

TYPES OF RELIABILITY
1. INTERNAL CONSISTENCY – assesses the
correlation
 COMMON METHODS
 Average Inter-item Correlation
 Split Half Reliability
 Cronbach’s Coefficient Alpha
2. INTERRATER RELIABILITY – same test
conducted by different people
3. PARALLEL FORMS RELIABILITY –
different versions of a test which is equivalent
4. TEST-RETEST RELIABILITY – same test
over time
TYPES OF VALIDITY
1. FACE VALIDITY – appears to measure what
it is supposed to measure
2. CONTENT VALIDITY – whether a test is
representative of all aspects
3. CRITERION VALIDITY – how well a test
can predict a concrete outcome
4. CONSTRUCT VALIDITY – whether a tool
really represents the thing we are interested

METHODS FOR DATA COLLECTION

QUESTIONAIRE – composed of a written list of
items
EXPERIMENT – test hypotheses under controlled
conditions
QUANTITATIVE OBSERVATION – purposively or
selectively watch or listen to an interaction

EVALUATING DATA COLLECTION METHODS

 Data collection procedure must be
ethical.
 Data collection procedures must be
standardized.
 Identify how the researchers reduced
threats.

DATA ANALYSIS
 DESCRIPTIVE – simply summarizes
the data
 INFERENTIAL – enables researches
to test hypotheses