Grade 11 practical Research Module 1-4

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Departmentof Education- National Capital Region SchoolsDivision of Pasay City RESEARCHEXPERIENCE AND KNOWLEDGE The development of the MODULE IN PRACTICALRESEARCH 1 (GRADE11) ThirdQuarter/ Week 1-4Lesson Objectives:

1. Shares research experiences and knowledge.

2. Explains the importance of research in daily life.

3. Describes the characteristics, processes, and ethics of research.

4. Differentiate quantitative from qualitative research.

5. Provide examples of research in areas of interest.

Society from its simple to complex state will reveal the many and varied problems faced by human kind. Thus, solutions to problems must be based on knowledge not on mere beliefs, guesses or theories. To acquire knowledge and to continuously evaluate its accuracy and usefulness requires a well-planned and systematic procedure on which research has been devised to meet this need.

Research is a systematic investigation for information. It is a process of inquiring. This

lesson presents a discussion of what the process of inquiry entails and how it has become a method of learning which leads individuals to get into research to find out solutions to existing or potential problems. Topics distinguishing the types of researches alongside with the discussion of the research process are included. The ethics of research is clearly spelled out as a guide towards applying the ethical standards expected of researchers.

Nature of Inquiry

Inquiry is defined as "a seeking for truth, information or knowledge". The information is sought through questioning. Individuals carry on

the process of inquiry from birth till death. The process of inquiry begins with gathering information and data through applying the various human senses.

Unfortunately, traditional educational system has discouraged the natural process of inquiry. Students become more inhibited in asking questions and are not challenged either to answer high-level questions.

As they move through grade levels, students in traditional schools learn not to ask too many questions; instead, they are asked to listen and repeat expected answers. This kind of training is carried on even after they graduate.

The rationale why this is necessary is that generating and transmitting knowledge can move from the known to the unknown and vice-versa. When knowledge moves from the unknown, there is a need to generate that knowledge through research and experts. Content or knowledge is effectively generated and transmitted through concepts, skills and habits of mind. Hence, the focus in education must change from a focus on "what we know" to an emphasis of "how we come to know."

The exploratory nature of inquiry allows individuals particularly students to grapple with different ways of looking at ideas and issues and to think creatively about problems that do not possess simple (or perhaps even any) answer.

Applied to learning, the elements of inquiry-based process are multiple, varied and open to selection. Different factors will be involved in different kinds of inquiries in different areas of knowledge and at different levels of experience. They include the following:

1. selection of appropriate questions

2. formulation of appropriate questions

3. identification of key issues