Senior High School

Practical Research 1
Quarter 1 – Module 6:
Formulating a Qualitative Research Problem
Practical Research 1 – Senior High School
Alternative Delivery Mode
First Quarter - Module 6: Formulating a Qualitative Research Problem
First Edition, 2020

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 exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

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

Development Team of the Module

Writer : Deborah Juanir Lim
Reviewer : Dr. Clavel D. Salinas
Illustrator : Deborah Juanir Lim
Layout Artist: Deborah Juanir Lim
Evaluator : Henry D. Espina Jr.
Moderator : Dr. Arlene D. Buot
Management Team:
Schools Division Superintendent:
Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief, CID : Dr. Mary Ann P. Flores
EPS in LRMS : Mr. Isaiash T. Wagas
PSDS/SHS Division Coordinator : Dr. Clavel D. Salinas

Printed in the Philippines by:

Department of Education, Region VII, Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
E-mail Address: [email protected]

ii
 Senior High School

Practical Research 1
Quarter 1 – Module 6:
Formulating a Qualitative Research Problem

iii
 Key Message

For Educators:

Learning is a constant process. Amidst inevitable circumstances, Department of

Education extends their resources and looks for varied ways to cater your needs and to adapt
to the new system of Education as a fortress of Learning Continuity Plan. One of the probable
solutions is the use of Teacher-made Educational Modules in teaching.

You are reading the Practical Research 1 – Senior High School: First Quarter
Alternative Delivery Mode (ADM) Module on the following competencies: “Designs a
research project related to daily life (CS_RS11-IIIc-e-1), Provides the
justifications/reasons for conducting the research (CS_RS11-IIIc-e-3), States research
question (CS_RS11-IIIc-e-4), and Presents written statement of the problem (CS_RS11-
IIIc-e-7) ” as written and found in the K-12 Most Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from different
levels and various schools of Department of Education-Cebu Province. In addition, this module
is meticulously planned, organized, checked and verified by knowledgeable educators to
assist you in imparting the lessons to the learners while considering the physical, social and
economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges of

teaching in a new normal education set-up. Through this module, the students are given
independent learning activities, which embodies in the Most Essential Learning Competencies
based from the K-12 Curriculum Competencies, to work on in accordance to their
capability, efficiency and time. Thus, helping the learners acquire the prerequisite 21st
Century skills needed with emphasis on utmost effort in considering the whole well-being
of the learners.

In addition to the material in the main text, you will also see this box in the body of the
module:

As the main source learning, it is your top priority to explain clearly on how to use this
module to the learners. While using this module, learner’s progress and development should
be recorded verbatim to assess their strengths and weaknesses while doing the activities
presented independently in safety of their homes. Moreover, you are anticipated to persuade
learners to comply and to finish the modules on or before the scheduled time.

iv
For the Learners:

As a significant stakeholder of learning, Department of Education researched and

explored on innovative ways to address your needs with high consideration on social,
economic, physical and emotional aspects of your well being. To continue the learning
process, DepEd comes up with an Alternative Delivery mode of teaching using Teacher
Made Educational Modules.

You are reading the Practical Research 1 – Senior High School: First Quarter
Alternative Delivery Mode (ADM) Module on the following competencies: “Designs a
research project related to daily life (CS_RS11-IIIc-e-1), Provides the
justifications/reasons for conducting the research (CS_RS11-IIIc-e-3), States research
question (CS_RS11-IIIc-e-4), and Presents written statement of the problem (CS_RS11-
IIIc-e-7) ” as written and found in the K-12 Most Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue learning
even at home. Using guided and independent learning activities, rest assured that you will be
able to take pleasure as well as to deeply understand the contents of the lesson presented;
recognizing your own capacity and capability in acquiring knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

WHAT I NEED TO KNOW track on the Competencies, Objectives and
Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge on

WHAT I KNOW the lesson you take.

This part helps you link the previous lesson to

WHAT’S IN the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

part of the module creatively. It may be through
WHAT’S NEW a story, a song, a poem, a problem opener, an
activity, a situation or the like.

A brief discussion of the lesson can be read in

WHAT IS IT this part. It guides and helps you unlock the
lesson presented.

v
 A comprehensive activity/es for independent
WHAT’S MORE practice is in this part to solidify your knowledge
and skills of the given topic.

This part of the module is used to process your

WHAT I HAVE LEARNED learning and understanding on the given topic.

A transfer of newly acquired knowledge and

WHAT I CAN DO skills to a real-life situation is present in this part
of the module.

This activity assesses your level of mastery

ASSESSMENT towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

ANSWER KEY This contains answers to all activities in the

module.

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary marks

are prohibited. Use a separate sheet of paper in answering all the given
exercises.

2. This module is organized according to the level of understanding. Skipping

one part of this module may lead you to confusion and
misinterpretation.

3. The instructions are carefully laden for you to understand the given lessons.
Read each item cautiously.

vi
 4. This is a Home-Based class, your reliability and honor in doing the tasks
and checking your answers are a must.

5. This module helps you attain and learn lessons at home. Make sure to
clearly comprehend the first activity before proceeding to the next one.

6. This module should be returned in good condition to your teacher/facilitator

once you completed it.

7. Answers should be written on a separate sheet of paper or notebook

especially prepared for Practical Research 1 subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with
him/her for further discussion. Know that even if this is a home-based class, your teacher is
only a call away. Good communication between the teacher and the student is our priority to
flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills for
you to be fully equipped and ready to answer the demands of the globally competitive
world. We are confident in you! Keep soaring high!

vii
 WHAT I NEED TO KNOW

Good day dear learner!

This module is solely prepared for you to access and to acquire lessons befitted in your
grade level. The exercises, drills and assessments are carefully made to suit your level of
understanding. Indeed, this learning resource is for you to fully comprehend Formulating a
Qualitative Research Problem.

Independently, you are going to go through this module following its proper sequence.
Although you are going to do it alone, this is a guided lesson and instructions/directions on
how to do every activity is plotted for your convenience.

Using this learning resource, you are expected to design a research project related
to daily life, provide the justifications/reasons for conducting the research, state
research question, and present written statement of the problem as inculcated in the
K-12 Most Essential Learning Competencies.

This module has one lesson:

 Formulating a Qualitative Research Problem

At the end of this module, you are expected to achieve the following objectives for this
session:

1. design a research project related to daily life at home, in school and the
community
2. provide the justifications/reasons for conducting the research project
3. state research questions
4. present written statement of the problem

1
 WHAT I KNOW

Directions: Think carefully about the problems that you have encountered in your daily
life – at home, in school and the community where you live. Using the format below, identify
at least three of these problems. Write your answers on a one whole sheet of paper.

1. Home

1.1 ___________________________________________________________

1.2 ___________________________________________________________

1.3 ___________________________________________________________

2. School

2.1 ___________________________________________________________

2.2 ___________________________________________________________

2.3 ___________________________________________________________

3. Community

3.1 ___________________________________________________________

3.2 ___________________________________________________________

3.3 ___________________________________________________________

2
 WHAT’S IN

Directions: Based on your answers in the previous activity, choose one problem that
you find interesting to know more about. Follow the problem-solution map below to help you
understand and examine further the problem. Draw the map on a short bond paper.

A problem-solution map is a type of graphic organizer

that shows the nature of the problem and how it can be
solved. It usually contains the problem’s description, its
causes and effects, and logical solutions.

DEFINITION
(How would you define the problem in your
own words?)

PROBLEM SOLUTIONS
(What is the problem?) CAUSES (What could be the possible solutions to the
problem? Write at least two solutions.)
(What are the reasons that the problem
exists? Write at least two causes.)

EFFECTS
(What are the events that happened
brought about by the problem? Write at
least two effects.)

3
 WHAT’S NEW

Directions: Below is an abstract or summary of a qualitative research entitled

“Perceptions of Senior High School Students and Teachers on the Course Introduction to
Philosophy of the Human Person”. Read it carefully and take note of important details. Next,
complete the table that follow to test how well you can identify some components of the
research. Write your answers on a one whole sheet of paper.

Perceptions of Senior High School Students and Teachers on the Course

Introduction to Philosophy of the Human Person
(By: Jomabier N. Telan)
The course Introduction to Philosophy of the Human Person is relatively new. Unlike other
courses in the fields of Humanities, Sciences, and Mathematics which were also offered in
the Senior High School Program, no formal research has been made in order to fortify or
assess its utility and efficacy. Truly, the implementation of the Senior High School in June
2016 brought an utter change in the Philippine educational system. It was also expected
that problems and issues arose from it. Thus, this study aimed to know the perceptions of
nine (9) Senior High School students and two (2) Senior High School teachers on the course
Introduction to Philosophy of the Human Person. The participants were selected through
quota sampling. Their personal experiences and point of views on the course are of great
importance in this study. So, to deeply extract the data, the researcher used a qualitative-
phenomenological design. Personal interview and focus group discussion were the means
to get the data from the participants. The findings include: (a) Good implications of the
subject; (b) Issues raised by the teachers; (c) and problems encountered by students and
teachers. Hence, the students and teachers in this study did find good implications, issues,
and problems in the course Introduction to Philosophy of the Human Person.

RESEARCH COMPONENTS
Research problem (What do you think is the research
problem?)
Research method (How did the researchers gather data from
the participants of the study?)
Participants of the study (Who were the participants?)
Results (What were the findings of the study?)
Conclusion/s (What were the conclusions of the
researchers?)

4
 WHAT IS IT

PLANNING FOR A RESEARCH PROJECT

A research project is a systematic plan that is the result of a well-designed research. The
research design provides a structure of the entire project including who to integrate in the research
(sampling) and who or what to compare for which dimensions, among others. It is mainly the
research design that provides the foundation of the entire research project.

Ragin (1994:191) defines research design as a blueprint for collecting and analyzing
evidence that will make it achievable for the researcher to answer whatever questions he or she
has posed. Flick (146) emphasizes that the design of a research touches almost all aspects of the
study, from the small details of data collection to the selection of the techniques of data analysis.
It is the overall plan for collecting data in order to answer the research question.

Planning for a research project involves extensive and thorough preparation. It would be
helpful to ask yourself the following questions:

QUESTIONS TO ASK THINGS TO CONSIDER

1. Why do you want to do the study?  Personal interests?
 Desire to change practice?
 Desire to challenge policies?
 Theoretical interests?
2. What exactly is it that interests you?  Which people are you most interested in
talking to?
 How would you access and approach them?
 How will you ensure diversity and comparative
potential of your sample?
3. What are the limitations and possibilities  Which method/combination of methods would
of the methods available? be most appropriate?
 What challenges will this method/combination
of methods pose?
4. How will you analyze your data?  Interpretive?
 Narrative?

The first task of a researcher is to identify the phenomenon to be studied. Looking for a topic
could be difficult for students who are new to the world of research, but imagine embarking on a journey
without a destination. How would you plan for the route and travel cost?

Similarly, in conducting research, having a clear idea with regard to what it is that you want to
find out about will help you have a full grasp of the topic at hand. This way, you will be guided as you
conduct your research.

Having a clear view of the entire research project will shed light on how it will unfold, how the
various phases will fit together, how long will each take, what sort of data is likely to be generated, and
how the data is to be analyzed.
5
 WHAT IS A RESEARCH PROBLEM?

A research problem, or phenomenon is a statement or an issue that requires further focus

before it can be investigated. Simply put, it is the topic that you intend to address, investigate or
study.
It can be about a certain area of concern, a situation that calls for improvement and
a difficulty that can be minimized or eradicated. Furthermore, questions that come from
existing scholarly works whether in theory or current practice can also be subjected to
research if the need for meaningful understanding and deliberate investigation is established.

Realistically, you have to choose a topic that you are interested in because as the
researcher, you are going to commit yourself to a significant amount of time and energy. But it is
important to remember that a justification as to why there is a need to investigate the research
problem should be rightly provided. You have to be able to reason out or rationally argue on the
worthiness of the study.
In addition, a research problem should be stated as specifically as possible. It should be
clear, concise and focused. A problem statement such as “Students cannot read,” is broad
and vague. It can be improved by restating in into “Students cannot find the main idea in the
literary selection.”

By being clear and straightforward you could make your intended readers understand
your research systematically. Ensuring that the research problem is well-defined will be of great
advantage since it sets the direction and pace of the research.

WHAT IS A RESEARCH QUESTION?

A research question is a way of expressing your interest in a problem or

phenomenon (Sage Books). Each question should be clear and specific and related to the topic.
It should be researchable, which means that information can be collected to answer them. By
collecting – the methods of observation and interview can be carried out.
If a researcher asks a broad question such as, “What is the meaning of
life?” – that would transcend the physical, thus it is beyond being researchable. But
if one asks, “Do students think philosophy should be part of the senior high school
curriculum?”, the researcher can gather information to help find answers to the
question.

Four Essential Characteristics of Good Research Questions

F Feasible. The question can be investigated using available resources.

There is no need to spend too much time, energy, or money.
C Clear. Most people would understand what the key words mean.

S Significant. It is worthy to be studied because it will contribute

S essential knowledge about human experience.
E Ethical. Physical or psychological harm or damage to human beings or
natural and social environment is not involved.

Justification (of a study) is a rationale statement in which a researcher

indicates why the study is important to conduct; includes implications for
theory and/or practice.
6
 Selection of Definition of Literature Assessment Formulation
A general set of a research a research survey and of current of
topic problem reference status of the hypotheses
sequential components of collection topic chosen
1 2 3 4 5
research
Research Actual Data Interpretation Report
design investigation analysis of result
S. Rajasekar et al. 2006
6 7 8 9 10

Research Components
1-2 Identify a suitable research topic and problem. What do you want to find out about?
Why is there a need to conduct a study about it?
3 - 4 Read related studies (research publications, articles, books) to know the status of the
problem.
5 Gain enough knowledge about the topic and deep understanding about the problem
in order to generate an intelligent and reasonable guess. In qualitative research,
hypotheses usually emerge as a study progresses. Initial and flexible statements are
referred to as propositions – which differ from hypotheses.
6 Create a foundation of the entire research project.
7 Develop new ideas to attain a profound insight of the problem in order to get results
that contribute to humanity and knowledge.
8 Use appropriate means or methods when analyzing data.
9 Interpret the results properly – draw inferences from actual research work.
10 Present your research.

FORMULATING THE RESEARCH PROBLEM

A statement of the problem indicates the intended purpose

of the research, the variables of interest to the researcher,
and any specific relationship between those variables that is
to be, or was, investigated; includes description of
background and rationale (justification) for the study.

The statement of the research problem establishes the basis of the study. It is generally
composed of two parts. First, the general problem – which is usually written in narrative form,
describes the whole picture of the research. Second, the specific problems – which are
written in question form, provide the details. The specific problems are based on the general
problem.

7
 Below is an example of a statement of the problem taken from the research entitled
Inquiring into Filipino Teachers’ Conceptions of Good Teaching: A Qualitative Research
Study.

General Problem:

The study intends to generate new models for categorizing and understanding
concepts and beliefs about good teaching.

Specific Problems:

1. What is the nature of good teaching?

2. What personal and social qualities of teachers are related to good teaching?
3. What knowledge and pedagogical processes are related to good teaching?

In the given example, the researcher wanted to produce new standards to categorize
and understand concepts and beliefs about good teaching. Moreover, to specify, a set of
specific problems were listed.

To illustrate further how to start from choosing a topic to formulating your research
problem, providing a justification and writing a research question, study the graph below:

Research Research
Topic Justification
Problem Question

Online Lack of To study why In what way

Class students in students do does the use
online class not enroll in of the Internet
online classes prevent
students from
enrolling in
online class?

The steps involved in conducting a qualitative study

are not as distinct as they are in quantitative studies.
They often overlap and sometimes are even
conducted concurrently.

8
 WHAT’S MORE

Directions: Reflect on the learning that you gained in the previous pages by writing
your answers to the questions inside the box. Please write them on a one whole sheet of
paper. (Your answers will be graded according to the rubric below. Please be guided.)

1. Write your possible research topic.

__________________________________________________________________________

2. Narrow down your topic and write your research problem.

__________________________________________________________________________

3. Cite at least three reasons why there is a need to conduct a study for the research
project you have chosen in items 1 and 2.

a. ________________________________________________________________________

b. ________________________________________________________________________

c. ________________________________________________________________________

4. Why is it necessary to construct a clear, concise and focused qualitative research

problem?
__________________________________________________________________________

__________________________________________________________________________

5. As a researcher, how can you help contribute to essential knowledge and better the
lives of people in the society?
__________________________________________________________________________

__________________________________________________________________________

Rubric:
Criteria Expert Advanced Intermediate Beginner
4 3 2 1
Content and Quality of The i nforma tion a nd The i nforma tion a nd The i nforma tion a nd The i nforma tion a nd
Information and Idea i dea s conveyed a re wel l i dea s di s cus s ed a re i dea s gi ven s how s ome i dea s pres ented need
wri tten. i nteres ting to rea d. potentia l . i mprovement.
The a ns wers provi ded The a ns wers a re The a ns wers i mpa rt new The a ns wers s how l i ttl e
a re hi ghl y i nforma tive rel eva nt a nd offer i nforma tion a nd a re or no new i nforma tion,
a nd rel eva nt. s uffi ci ent i nforma tion. rel eva nt to s ome extent. a nd expres s l i ttl e or no
rel eva nce.
The content i s The content i s good a nd The content s hows s ome The content needs
a ppropri a te, i nteres ting, i nteres ting. potentia l but l a cks i mprovement.
a nd wel l orga ni zed. cl a ri ty a nd orga ni za tion.

Mechanics (Spelling, There a re no errors i n There a re a few errors i n There a re a number of There a re numerous
Punctuation, and s pel l i ng, punctua tion, s pel l i ng, punctua tion, errors i n s pel l i ng, errors i n s pel l i ng,
Grammar) a nd gra mma r. a nd gra mma r. punctua tion, a nd punctua tion, a nd
gra mma r. gra mma r.

9
 WHAT I HAVE LEARNED

Directions: Agree or Disagree. Read each statement below. If it implies a good

practice in formulating a qualitative research problem and other components such as writing
research questions and providing justifications, write Agree. If it indicates otherwise, write
Disagree. Provide a brief explanation for each of your answer to the statements.

1. Defining the focus of the study is important in formulating qualitative research problem that
is why a researcher should craft the research problem as clearly and precisely as possible.

________________________________________________________________________

2. Reviewing the research questions in order to have a clearer idea what to investigate does
little help to the researcher and only creates delay in writing the entire research project.

________________________________________________________________________

3. Choosing one’s own field of interest is a good start for choosing a research topic.

________________________________________________________________________

4. A researcher should ask first what is it that he/she wants to find out about and why is there
a need to conduct a study about the topic that comes to mind.

________________________________________________________________________

5. Citing the reasons or justifications for conducting the research should be based only on the
researcher’s personal experience and judgment.

________________________________________________________________________

6. A researcher should write research questions that are easy to understand and free from
ethical abuse.

________________________________________________________________________

7. A researcher should write specific problems which are different from the general statement.

________________________________________________________________________

8. Reading research articles in journals, books, and other reading materials available online is
can help a researcher formulate good research problems.

________________________________________________________________________

10
 WHAT I CAN DO

Directions: On a short bond paper, compose an argumentative essay to present a

justification for the study you have chosen. Use the format below:
(Your essay will be graded according to the rubric below. Please be guided.)

ARGUMENTATIVE ESSAY FORMAT

Introduction
○ 1-2 paragraphs
○ PURPOSE: To set up and state one’s claim

Background
○ 1-2 paragraphs
○ PURPOSE: Lays the foundation for proving your argument.

Supporting Evidence # 1
○ PURPOSE: To prove your argument. Usually is one paragraph but it can be longer.

Supporting Evidence # 2
○ PURPOSE: To prove your argument. Usually is one paragraph but it can be longer.

Supporting Evidence # 3
○ PURPOSE: To prove your argument. Usually is one paragraph but it can be longer.

Counterargument
○ PURPOSE: To anticipate your reader’s objections; make yourself sound more
objective and reasonable.

Sum Up Conclusion
○ PURPOSE: Remind readers of your argument and supporting evidence

So What Conclusion
○ PURPOSE: To illustrate to your readers that you have thought critically and
analytically about this issue.

Rubric:

CRITERIA SPECIFICATIONS

Content Content is substantial and persuasive in nature, points are well-supported,

40 pts. and the purpose of writing is well-defined.
Organization The structure of the paper is clear and easy to follow, ideas are logically
30 pts. arranged and maintained, and the conclusion summarizes the major points
in the body.
Mechanics The paper has no error in spelling, punctuation, format, syntax and
30 pts. grammar.

11
 ASSESSMENT

Directions: Based on your chosen research topic, formulate the general and specific
research problems. Following the format below, write your answers on a whole sheet of paper.

General Problem:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Specific Problems:

1.
_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2.
_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

3.
_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

12
 ADDITIONAL ACTIVITIES

Directions: Below are five examples of research questions. Read each question
thoroughly and identify whether it is researchable or not researchable. Justify your answers
with a brief explanation. Write your answers on a one whole sheet of paper.

1. Is God merciful?

Researchable Not Researchable

___________________________________________________________

2. Are students more engaged when taught by a teacher of the same gender?

Researchable Not Researchable

___________________________________________________________

3. Does high school achievement influence the academic achievement of university

students?

Researchable Not Researchable

___________________________________________________________

4. What is the best way to teach reading and comprehension?

Researchable Not Researchable

___________________________________________________________

5. What would schools be like today if World War II had not occurred?

Researchable Not Researchable

___________________________________________________________

13
 14
Answers vary part.
The teacher will check all the
Note to the Teacher!
WHAT I CAN DO WHAT I HAVE WHAT I KNOW
LEARNED
Answers vary Answers vary
1. Agree
ASSESSMENT WHAT’S IN
2. Disagree
Answers vary Answers vary
3. Agree
ADDITIONAL WHAT’S NEW
ACTIVITIES 4. Agree
Answers vary
1. Not Researchable 5. Disagree
WHAT’S MORE
2. Researchable 6. Agree
Answers vary
3. Researchable 7. Disagree
4. Not Researchable 8. Agree
5. Not Researchable
ANSWER KEY
REFERENCES

Published Books
Avilla, Ruel Atendido. DIWA Senior High School Series: Practical Research 1 Module. Makati:
DIWA LEARNING SYSTEMS INC, 2016.
Jessie S. Barrot, Ph.D. Academic Reading & Writing For Senior High School. Quezon: C & E
Publishing, Inc., 2016.

Electronic Sources

n.d. 31 July 2020. <https://studylib.net/doc/9989496/fraenkel--9e--glossary>.

n.d. 31 July 2020. <http://sk.sagepub.com/books/conducting-educational-research/n2.xml>.
n.d. 3 August 2020. <https://libguides.usc.edu/writingguide/introduction/researchproblem>.
n.d. 3 August 2020. <https://www.soas.ac.uk/cedep-demos/000_P506_RM_3736
Demo/unit1/page_20.htm>.
Argumentative Paper Format. n.d. 3 August 2020.
<https://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf>.
Jomabier N. Telan. "Perceptions of Senior High School Students and Teachers on the
Course Introduction to Philosophy of the Human Person ." JPAIR Multidisciplinary
Research Journal 35.1 (2019). Web. 02 September 2019.
Ma. Alicia Bustos-orosa. "Inquiring into Filipino Teachers’ Conceptions of Good Teaching: A
Qualitative Research Study." The Asia-Pacific Education Researcher 17.2 (2008). Web.
18 December 2015.
Rajasekar et al. RESEARCH METHODOLOGY. Tamilnadu, 25 January 2006. 3 August
2020. <https://www.researchgate.net/publication/2174858_Research_Methodology>.
Uwe, Flick, Ernst von Kardoff and Ines Steinke. "A Companion to Qualitative Research."
2004. 31 July 2020.
<https://books.google.com.ph/books/about/A_Companion_to_Qualitative_Research.
html?i d=6lwPkSo2XW8C&redir_esc=y>.

Other Sources
Department of Education Curriculum and Instruction Strand. K to 12 Most Essential Learning
Competencies With Corresponding CG Codes. n.d. 8 July 2020.

15
For inquiries or feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province

(Office Address) IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255 - 6405
Email Address: [email protected]

16