Sample Research proposal in Practical Research 1

Research outline

1. Exposure to Media Misinformation in Science and Critical Thinking of Students: Basis for Instructional Materials

2. RATIONALE There is an undeniable link between science misinformation on social media and students' critical thinking abilities. The ability to identify and analyze scientific misinformation, particularly on social media platforms is necessary for the development of strong critical thinking abilities in students. There is, however, limited data on the connection between the awareness on science misinformation on social media and student’s critical thinking in detecting and evaluating this misinformation.

3. As a Science Teacher, the researcher perceives the importance of critical thinking skills among students in identifying factual and reliable Scientific information prevalent in social media. The findings of the study can also contribute to understanding how critical thinking skills are needed to evaluate scientific misinformation and make informed judgments. Also, the findings of the study can be a basis for crafting a Media literacy intervention plan for students.

4. STATEMENT OF THE PROBLEM The purpose and objective of this study is to determine the Level of awareness on Science Misinformation on Social Media and critical thinking skills in detecting and evaluating misinformation of Senior High School Students in Bansud , Oriental Mindoro that may serve as the basis for crafting an intervention plan for Media literacy. Specifically, it seeks to answer the following questions:

5. STATEMENT OF THE PROBLEM 01 02 03 What is the student’s level of awareness on science misinformation in social media in terms of: 1.1 Types of misinformation 1.2 Frequency of exposure 1.3 Sources of misinformation What is the level of students' Critical thinking skills in detecting and evaluating misinformation in terms of: 2.1 Knowledge construction 2.2 Evaluating reasoning 2.3 Decision-making Is there a significant relationship between the level of awareness on science misinformation and the critical thinking of students in detecting and evaluating misinformation?

6. STATEMENT OF THE PROBLEM 04 05 06 07 How can critical thinking skills be developed and practiced in the context of evaluating scientific misinformation? How does science misinformation affect participant’s live experiences? How do they evaluate scientific claims? Based on the findings, what Media literacy intervention plan can be crafted to increase the critical thinking skills of students needed in detecting science misinformation?

7. RESEARCH DESIGN Embedded research design. self-made questionnaire focus group discussion or interview

8. RESPONDENTS Grade 11 and 12 in Bansud District who have access to social media and are active social media users. Randomly chosen from the seven Public High schools . The sample size of respondents is determined using Slovin’s formula. A proportional stratified random sampling technique is used to determine the minimum number of respondents from the seven public secondary schools in Bansud .

9. Instrument and Data Gathering Procedure Self-made questionnaire comprises 30 statements 4- Very High Extent, 3- High Extent, 2- Low Extent, and 1- Very Low Extent. Part I contains statements about the level of awareness on science Misinformation. Pat II consist of statements about Critical thinking skills in detecting and evaluating misinformation Interview feedback from students about their experiences perceptions of science misinformation confidence in their ability to evaluate scientific information accurately

10. THANK YOU Presented by Jennifer D. Relox MAEd - Biological Sciences