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Research Topic

1. Republic of the Philippines Commission on Higher Education Region VII, CENTRAL VISAYAS St. Joseph College of Canlaon , Inc RESEARCH 2022 “Life doesn’t make any sense without interdependence. We need each other, the sooner we learn that, the better for us all”. – Erik Erikson Introduction to

2. CHAPTER 1 Introduction Highlights the status: current “hot” area or older area but remains viable Provides the readers with the brief but appropriate background It ascertain a framework for the research so that the readers can understand how it is related to other researches or studies. It should have the ideal (standard/legal bases), current situation, direction, Intervention

3. CHAPTER 1 Introduction It should ignite interest among the readers, lay the extensive foundation for the problem that leads to the study, place the study within the larger context of the scholarly literature, and reach to a specific reader. A lot depends on your creativity, your ability to think clearly and the depth o your understanding of problem areas.

4. A. Ideal Central to the premise of DepEd Order No. 83 s. 2012 or the Implementing Guidelines on the Revised School-based Management (SBM) Framework, Assessment Process and Tool (APAT), School-Based Management (SBM) is a DepEd thrust that decentralizes the decision. It is a strategy to improve education by transferring significant decision-making authority from state and district offices to individual schools. SBM provides principals, teachers, students, and parents greater control over the education process by giving them responsibility for decisions about the budget, personnel, and the curriculum.

5. B. Current Situation Schools Division of Canlaon remained compliant to the SBM standards as it unceasingly provides its thirty-nine (39) schools the avenue for empowerment enabling them to inform wise management-related decisions and appropriately respond to learning needs and issues in their respective communities. In spite of all efforts, 37 or 87.18% of schools remained to be on the lowest level in their SBM Level of Practice as surfaced from the latest SBM validation conducted in 2019. Additionally, 3 or 7.69% were assessed to be on Level 2 while only 2 (5.13%) of the 39 schools have met the documentary requirements for Level 3. This strongly suggest the need for a system of M&E to constantly communicate the current and the future management outputs, outcomes and impact concerning the operations and governance of schools.

6. C. Direction It is always the strongest desire of the researcher of making schools a place grounded on mechanism that ensures quality in the critical systems, processes, outputs, and outcomes at various management aspects to bring about improved learning outcomes, continuous improvement and better technical and management services. It should be supported by the interlocking processes of SBM standards, monitoring and evaluation policies that systematically provide educators timely information useful for planning and for making decisions and adjustments. This can only be achieved through authentic SBM Level of Practice by meeting the standards set forth the Technical Assistance Needs Assessment (TA-NA) SBM Level of Practice Validation Tool. Along this, the School Management, Monitoring and Evaluation Section of the School Governance and Operations Division aspire to increase the number of schools meeting Level II in their SBM Level of Practice.

7. D. Intervention . It is with the above consideration that Project I ExcELS (Institutional Excellence from Exemplary Leadership in Schools) was conceptualized. This project will provide schools the enabling opportunities for them to break the glass ceiling which impedes them from reaching their educational targets. This will inspire everyone in the academic community to collectively say, I EXCEL in School .

8. Sleep Duration and Academic Performance among College Students

9. IMPORTANT POINTS: Compose of three paragraphs. a. extensive foundation of the study b. situationaire c. general statement of the problem d. rationale or the justification for the study 2. All paragraphs are not indented EXCEPT for the first. 3. Generally provide answer to the following questions: What are you doing; Why are you doing it?

10. Statement of the Problem This study aimed to enhance students’ learning in Fine Arts through Prezi technology in St. Scholastica’s Academy-Bacolod. The researcher looked into the specific impact of Prezi technology on students learning compared with the PowerPoint/ traditional instruction delivery system during the Academic Year 2013-2014 as basis for proposed learning material.

11. CHAPTER 1 Statement of the Problem (General Objective) It should provide a specific and accurate synopsis of the overall purpose of the study. It should be stated in terms of intelligible to someone who is generally sophisticated but who is relatively uninformed in the area of investigation.

12. CHAPTER 1 Statement of the Problem (General Objective) The topic is simply framed as a “statement of the problem”. It describes the context for the study and it also identifies the general analysis approach. It briefly define and delimit the specific area of the research.

13. Statement of the Problem This study aimed to enhance students’ learning in Fine Arts through Prezi technology in St. Scholastica’s Academy-Bacolod. The researcher looked into the specific impact of Prezi technology on students learning compared with the PowerPoint/ traditional instruction delivery system during the Academic Year 2013-2014 as basis for proposed learning material.

14. Specifically, the study provided answers to the following: what is the pre-test performance in Fine Arts of students of both control(PowerPoint/ traditional delivery system) and experimental (Prezi technology) groups? 2. what is the post-test performance of students of both control(PowerPoint/traditional delivery system) and experimental (Prezi technology) groups.

15. CHAPTER 1 Statement of the Problem (Specific Objectives) It must be stated vividly and explicitly expressed in question/statement form. It should possess the characteristic of SMART (Specific, Measurable, Achievable, Realistic and Time –bounded)

16. Framing the specific objectives is not always easy. One has to be certain whether this specifies the questions needed to be asked and answered. It generally shapes the research. CHAPTER 1 Statement of the Problem (Specific Objectives)

17. 1. is there a significant difference in the pre-test performance of both groups? 2. is there a significant difference in the pre-test and post-test performances of each group? 3. Is there a significant difference in the post-test performance of both groups?

18. CHAPTER 1 Statement of the Hypotheses It is a formal tentative statement of the expected relationship between two or more variables under study. It helps to translate the research problem and objective into a clear explanation or prediction of the expected results or outcomes of the study.

19. These are referred to as “scientific guess” These are specific objectives that will be tested as the main aim of the study. It must be concrete and clear. It must be stated in terms of observable behavior, which will permit evaluation of results. CHAPTER 1 Statement of the Hypotheses

20. Is your hypothesis based on your research on a topic? Can your hypothesis be tested? Does your hypothesis include independent variables? It must be measurable Relevant to your question/problem CHAPTER 1 Statement of the Hypotheses

21. "Students who eat breakfast will perform better on a math exam than students who do not eat breakfast." CHAPTER 1 Examples of Hypotheses

22. "Students who experience test anxiety prior to an English exam will get higher scores than students who do not experience test anxiety." CHAPTER 1 Examples of Hypotheses

23. "Motorists who talk on the phone while driving will be more likely to make errors on a driving course than those who do not talk on the phone." CHAPTER 1 Examples of Hypotheses

24. Null Hypothesis This is a hypothesis that proposes no relationship or difference between two variables, symbolized by H . This is the conventional approach to making a prediction. CHAPTER 1 Types of Hypotheses

25. It involves a statement that says there is no relationship between two groups that the researcher compares on a certain variable. CHAPTER 1 Types of Hypotheses

26. There is no difference in the academic performance of high school students who participate in extracurricular activities and those who do not participate in such activities’ is a null hypothesis. CHAPTER 1 Types of Hypotheses

27. Alternate Hypothesis This hypothesis proposes a relationship between two or more variables, symbolized as H 1 . CHAPTER 1 Types of Hypotheses

28. Research question Hypothesis Null hypothesis What are the health benefits of eating Increasing apple consumption in over- 60s will result Increasing apple consumption in over- an apple a day? in decreasing frequency of doctor’s visits. 60s will have no effect on frequency of doctor’s visits. Which airlines have the most delays? Low- cost airlines are more likely to have delays than Low- cost and premium airlines are premium airlines. equally likely to have delays. Can flexible work arrangements improve job satisfaction? Employees who have flexible working hours will report greater job satisfaction than employees who work fixed hours. There is no relationship between working hour flexibility and job satisfaction. How effective is high school sex Teenagers who received sex education lessons High school sex education has no education at reducing teen throughout high school will have lower rates of effect on teen pregnancy rates. pregnancies? unplanned pregnancy than teenagers who did not receive any sex education. What effect does daily use of social media have on the attention span of under- 16s? There is a negative correlation between time spent on social media and attention span in under- 16s. There is no relationship between social media use and attention span in under- 16s.

29. 1. is there a significant difference in the pre-test performance of both groups? 2. is there a significant difference in the pre-test and post-test performances of each group? 3. Is there a significant difference in the post-test performance of both groups?

30. CHAPTER 1 Statement of the Hypotheses In view of the aforementioned problems, the following are the hypotheses: There is no significant difference in the pre-test Performance of both groups. 2. There is no significant difference in the pre-test and post-test performance of each groups. 3. There is no significant difference in the post-test Performance of groups.

31. CHAPTER 1 Framework of the Study States the anchor point of the study. It can be either conceptual or theoretical in nature or combination of both. It is presents the independent and dependent variables of the study under focus.

32. Conceptual and Theoretical Framework Spiral progression is one of the facets of the K to 12 Curriculum. Students are encouraged to continuously reflect on their experiences to make meaning. Students find their ideas gaining in complexity and power, and they develop increasingly strong abilities to integrate new information. Generally, this way of teaching and learning is central to the premise of Constructivists’ theory. The present study is anchored on Constructivism as a learning theory which explains how people might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that humans construct knowledge and meaning from their experiences. Constructivism is not a specific pedagogy. Piaget's theory of Constructivist learning has wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results (www.sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml)

33. Contrary to criticisms by some (conservative) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook. Constructivism is also often misconstrued as a learning theory that compels students to "reinvent the wheel." In fact, constructivism taps into and triggers the student's innate curiosity about the world and how things work. Students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions. They become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings. This is the key reason why the 21 st Century educators are encouraged to incorporate information design technology such as Prezi technology into the lesson presentation. Using it in an educational context will allow educators to create and map ideas, images, videos, then show overview, zoom details, amaze and convince. The schematic diagram on the next page illustrates the focus of this investigation.

34. Both the theoretical and conceptual framework of the study gives vivid explanations regarding the relationship of the variables. The conceptual framework of the investigation presents the researcher’s own way of understanding and concepts based upon the previous readings and experiences relative to the field or focus of the investigation.

35. The theoretical framework uses abstract concepts, facts or laws, variables and relations that explain and predict how observed phenomena exist and operate in the investigation

36. CHAPTER 1 Definition of Terms List in alphabetical order and define the major terms used in the study. Emphasis should be placed on operational or behavioral definitions.

37. CHAPTER 1 Definition of Terms T erms are define conceptually and operationally. In conceptual, the meaning of the term is usually taken from the dictionary. Operational definition is based on an observed characteristics and how it is used in the study.

38. Definition of Terms   In order to provide an adequate channel of communication between the researcher and the readers, the following terms, arranged alphabetically, are defined conceptually and operationally:

39. Control Group. This group is somewhat identical to the other group that is being featured with the exception that it does not receive the treatment or the experimental manipulation( www.ncsu.edu/labwrite/Experimental%20Design/controltreatmentgr.htm ). As used in this study, this is a group of Fine Arts students where discussion of topics was done using PowerPoint presentation with lecture discussion.

40. T erms are italicized for emphasis and is followed by a period (.). Conceptual definition comes after the word and is supported by a concrete source or reference. Operational definition appeared in the next paragraph.

41. ExperimentalGroup. A  group of subjects who are exposed to the variable under study( www.dictionary.reference.com/browse/experimental+group ). As used in this study, this is a group of Fine Arts students where discussion of topics was done using Prezi technology.

42. CHAPTER 1 Scope and Limitation of the Study Scope. It addresses how a study will be narrowed, and how it is bounded. This is a place to explain the things that you are not doing and the reason behind. This limit the discussion to things that a reader might reasonably expect from the study. It usually includes the general problem to be investigated including the time frame or work. Limitation. It identifies the potential weaknesses of the study.

43. CHAPTER 1 Scope and Limitation of the Study How have you narrowed the scope of the study? Did you focus only on selected aspects of the problem, certain areas of interest, a limited range of subjects, or particular level of ability? What are the limitations surrounding your study within which conclusions must be confined.

44. Scope and Limitations of the Study The study was quasi-experimental in nature and focused among the 34 Fine Arts students of St. Scholastica’s Academy – Bacolod High School Department during School Year 2013-2014. The result was based on the data gathered from the respondents’ performance in Fine Arts using Powerpoint with lecture discussion and prezi technology.

45. CHAPTER 1 Significance of the Study This indicates how a research will refine, revise or extend existing knowledge in the area under investigation. This establishes the implications on how the results of the study may affect scholarly research, theory, practice, educational interventions, curricula, counseling and policy.

46. CHAPTER 1 Significance of the Study The researcher must convince the reader that the study has significant contributions in relations to solving educational problem, bridging a knowledge gap, improving social, economic and health conditions, enriching research instrument and methods and government thrusts.

47. Significance of the Study   The result of this study could benefit the following:   Educational Media Center. The output of this study can be included as part of the visual and audio materials usually provided for teachers to use in their instructional program. Other researchers. This may benefit them to pursue related studies that will identify factors that can contribute to a more effective and efficient implementation on the use of Prezi technology as a teaching strategy.  

48. The researcher must see to it that the following are considered on presenting the significance of the study: What impact will this have in the future? How will the results of the study be implemented, and what innovations will come about?

49. 3. Will results influence educational policy decisions? 4. What will be improved or changed as a result of the proposed research?

50. Your notes here __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Your notes here __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________