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Research 10 Activity Sheet
Quarter 1 - MELC 1
A Week 1-3
Revisiting the Research Paper

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S REGION VI - WESTERN VISAYAS

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Research 10
Activity Sheet No. 1- Research Plan
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 - Western Visayas

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.

This Learning Activity Sheet is developed by DepEd Region 6 -

Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or
mechanical without written permission from the DepEd Regional Office 6 –
Western Visayas.

Development Team of Learning Activity Sheet in Research 10

Writer: Maria Fatima S. Bolido

Schools Division of Capiz Management Team:

Salvador O. Ochavo, Jr.
Nicasio S. Frio
Segundina F. Dollete
Shirley A. De Juan
Andres D. Quiachon
Glenn Dollete
Judy B. Dunton
Regional Management Team:
Ramir Barberan Uytico
Pedro T. Escobarte, Jr
Elena P. Gonzaga
Donald T. Genine
Rovel R. Salcedo
Moonyeen C. Rivera
Anita S. Gubalane
Minda L. Soldevilla
Daisy L. Lopez
Joseph M. Pagalaran

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Introductory Message

Welcome to Research 4 Grade 10!

The Learning Activity Sheet is a product of the collaborative efforts of

the Schools Division of Capiz and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible
adults) in helping the learners meet the standards set by the K to 12 Basic
Education Curriculum – Special Science Program Research.

The Learning Activity Sheet is self-directed instructional materials

aimed to guide the learners in accomplishing activities at their own pace and
time. This will also assist the learners in acquiring skills needed as they go
along in the next grade level.

For learning facilitator:

The Learning Activity Sheet in Research 10 will help you facilitate

the leaching-learning activities specified in each Most Essential Learning
Competency (MELC) with no face-to-face encounter between you and learner.
This will be made available to the learners with the references/links to ease
the independent learning.

For the learner:

The Learning Activity Sheet in Research 10 is developed to help you

continue learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning. Being
an active learner, carefully read and understand the instructions then
perform the activities and answer the assessments. This will be returned to
your facilitator on the agreed schedule.

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Name of Learner: _________________________________________________________
Grade and Section: _________________________Date: _________________________

RESEARCH 9 ACTIVITY SHEET No .1

Revisiting the Research Paper

I Learning Competency

• Utilize the standards (criteria or checklist) in evaluating a research

paper (peer/group/expert evaluation) (SSP_RS10-ERS-I-a-1)

II Background Information for Learners

A research plan is a short document, which sets out initial thoughts on a

research project in a logical and concise manner. It is a concept paper, which
may be shared, in confidence, with peers and potential collaborators. The
research plan gives the investigator the opportunity to discuss proposed
research, stating its importance and how it will be conducted.

A typical research plan has these required elements/criteria:

• Title
o Should be clear, accurate, concise and unambiguous.
o It should be indicative of both content and purpose.
o If possible, try to make it short and memorable but should not
however be at the expense of clarity.

• Background, Context or Rationale

o Should set the scene here, referring briefly to relevant literature,
policy, theory or practice, and explain how your proposed project
will contribute to these.
o Should describe why you wish to conduct the project, and why it
is relevant, important and timely.

• Aims and Objectives

o Should establish a clear connection between the research question
and the aims and objectives.
o The aim of a research project is usually a fairly general, high level
statement of what it is that you wish to explore, while the
objectives are more specific or focused questions that will address
different aspects of the aim objectives.
o Objectives should be ‘SMART’ i.e. specific, measurable, achievable,
relevant (or realistic) and time-bound.

• Hypothesis
o For a more ‘scientific’ or experimental approach, the researcher
may choose to generate and test a hypothesis.

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 o A hypothesis is a statement of anticipated behavior, and it is
usually expressed in a ‘null’ form.

• Literature Review
o Do not take too narrow a view of ‘literature’.
o In this context literature may comprise not only scholarly papers;
but also national, local or organizational policy documents; in-
house reports and a range of other project-relevant
documentation.
o The purpose of the literature review can be described as two-fold,
“to acquaint you with current thinking in your subject area, and
to find out about methods and research processes used by other
researchers investigating this topic
o Literature review you should be familiar with the key issues and
theories from your subject area and be able to identify any gaps

• Research Design and Methods

o Should describe the methods, techniques and if appropriate, tools
that you intend to use to collect and analyze the data.
o Information how to collect and analyze data must be sufficiently
detailed
o Set limits to your research project: what you will do and what you
will not do.
o Sampling plan must be described (number of participants or
observations you will make, and whether you will be able to
generalize from your sample group to the full population)

• Ethical issues
o If you plan to involve either people or animals in your research
then you will almost certainly need to seek ethical approval for
your work.
o Should describe the main ethical issues likely to arise from the
project and indicate how it will be handled.
o If human participation is involved in the study, an informed
consent and guaranteeing that all data gathered from them will be
held anonymously and confidentially.
o IACUC protocol should be taken into consideration when using
vertebrate animals in the study.

• Risk assessment
o When planning a research project therefore, the researcher must
ask themselves a number of questions:
• What risks might prevent a successful outcome to the project?
• What is the probability of each risk occurring?
• What would be the impact on the project if a risk occurred?
• How will a risk be managed?

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• Resources
o Materials should be available in the locality.
o Identify the facilities to be used (laboratory, clinical, animal,
computer, office, other). If appropriate, indicate their capacities,
pertinent capabilities, relative proximity and extent of availability
to the project.
o Describe only those resources that are directly applicable to the
proposed work.
o Provide any information describing the other resources available
to the project (e.g., machine shop, electronic shop) and the extent
to which they would be available to the project.
o Describe how the scientific environment in which the research
will be done
o If there are multiple performance sites, describe the resources
available at each site.
o Describe any special facilities used for working with biohazards or
other potentially dangerous substances.

• References
o Any documents, websites, or other resources referred to in the
proposal must be correctly referenced.

• Further considerations
o Keep your language straightforward and direct. Try to be concise
and to the point. Short sentences are good. Avoid waffling.
o Develop your ideas clearly and logically. This will help the reader
understand not only what you wish to do, but why.
o Use ‘signposts’ such as headings and linking sentences between
sections to emphasize the flow through the plan.
o Make sure your facts are accurate and that you have covered all
necessary points.
o Emphasize key points, not details.
o Check for typographical errors and spelling mistakes – do not rely
on your computer’s spell-checker since it cannot distinguish
between words with different meanings (such as ‘there’ and ‘their’).
o Avoid jargon. Assume your audience are non-expert and may not
be familiar with your subject matter.
o Avoid the use of too many acronyms, but where unavoidable, write
them in full the first time you use them.
o Avoid repetition.
o Make use of figures and illustrations. A picture can sometimes
convey more information than a lengthy block of text.
o Pay attention to the presentation of your plan. A clear and tidy
plan suggests a clear and tidy approach to work. A messy plan will
not only be more difficult for the reader to follow, it may also be
taken to indicate sloppiness and lack of rigor in research.

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III Activity Proper

Activity 1. Check and Select

Directions: Answer the following in a separate sheet of paper.

Part A. Choose at least 3 research problems worth researchable. Write it

here.
1.

2.

3.

Part B. Using the Checklist of Guidelines in Selecting a Research Topic

evaluate each research problem listed above.

Research Problem 1.
__________________________________________________________________________________
__________________________________________________________________________________

Checklist of Guidelines in Selecting a Research

Topic Yes No
1. Is the problem interesting?
2. Will the research contribute to the solution of socio-
economically important problem?
3. Will the research generate new information?
4. Is the research novel?
5. Do I have the skills or knowledge necessary to conduct
he research, or can I learn them within the time I have?
6. Is the research feasible in terms of:
a. Time to finish the research?
b. Expense involved in conducting the research?
c. Availability of materials for experimentation?
d. accessibility of materials for experimentation
e. risks and hazards involved in conducting the
experimentation?
7. Is the research reproducible?
How many Yes did you get?
How many No did you get?

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Research Problem 2.
_________________________________________________________________________________
_________________________________________________________________________________

Checklist of Guidelines in Selecting a Research Yes No

Topic
1. Is the problem interesting?
2. Will the research contribute to the solution of socio-
economically important problem?
3. Will the research generate new information?
4. Is the research novel?
5. Do I have the skills or knowledge necessary to
conduct he research or can I learn them within the
time I have?
6. Is the research feasible in terms of:
a. Time to finish the research?
b. Expense involved in conducting the research?
c. Availability of materials for experimentation?
d. accessibility of materials for experimentation
e. risks and hazards involved in conducting the
experimentation?
7. Is the research reproducible?
How many Yes did you get?
How many No did you get?

Research Problem 3.
__________________________________________________________________________________
__________________________________________________________________________________

Checklist of Guidelines in Selecting a Research Yes No

Topic
1. Is the problem interesting?
2. Will the research contribute to the solution of socio-
economically important problem?
3. Will the research generate new information?
4. Is the research novel?
5. Do I have the skills or knowledge necessary to
conduct he research, or can I learn them within the
time I have?
6. Is the research feasible in terms of:
a. Time to finish the research?
b. Expense involved in conducting the research?
c. Availability of materials for experimentation?
d. accessibility of materials for experimentation
e. risks and hazards involved in conducting the
experimentation?
7. Is the research reproducible?
How many Yes did you get?
How many No did you get?

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Among the 3 research problems evaluated, which one got the most number
of YES answer?
(Write the title of the research problem here)
_________________________________________________________________________________
_________________________________________________________________________________

Note: When Face to Face is allowed, let two of your classmates

evaluate the three problems you have proposed and compare it with
your own evaluation.

Activity 2. Help!

Directions: Please read the situation below and be able to answer the given
questions.

Grandma Lily is a flower vendor. Her granddaughter Marigold is always

worried of the flowers left unsold. That is why, Daisy, Marigold’s younger
sister thought if coconut water would have an effect in prolonging shelf life of
the flowers. So she planned to investigate the effect of coconut water in
prolonging the vase life of Roses.

Daisy has in mind to determine the number of days in the vase and
visible changes in characteristics of roses subjected to coconut water
treatments as well as to compare these data to those data using plain water.
And Daisy is really expecting that Roses under coconut water treatments will
have longer vase-life as compared to roses with only plain water. In addition,
she expected that roses under coconut water treatments will extend the
number of days, with minimum visible changes in characteristics, as
compared to plain water and that coconut water is effective in prolonging the
vase -life of roses.

Daisy started to gather information regarding the chemical contents of

the coconut water as well as the factors affecting the vase life of roses by
reading books, magazines, journals and even surf the net to gather as much
information regarding her proposed investigation.
After thorough readings and consultations with other flower shops in
town, she began listing down the needed materials, the steps to be undertaken
when conducting the experiment as well as the correct protocol on how to
handle sharp objects like knife and pair of scissors in cutting the thorny roses.
She also asked the help of a teacher regarding the appropriate method on how
to analyze the data.

Guide Questions

1. What is the rationale behind the planned investigation of Daisy?

___________________________________________________________________________
_______________________________________________________________________

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2. Based on the situation above, formulate the following:
A. Research Question
___________________________________________________________________________
___________________________________________________________________________

B. Hypothesis/es
___________________________________________________________________________
___________________________________________________________________________

C. Expected Outcome
___________________________________________________________________________
___________________________________________________________________________

3. What was the action of Daisy after gathering the information?

___________________________________________________________________________
___________________________________________________________________________

4. What precautionary measures Daisy suggested to avoid accident?

___________________________________________________________________________
___________________________________________________________________________

5. What must be done with the results that will be gathered by Daisy in her
experiment?
___________________________________________________________________________
___________________________________________________________________________

6. Where did Daisy got the information needed for her investigation?
___________________________________________________________________________
___________________________________________________________________________

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Activity 3. Let’s Apply

Directions: Given the checklist of criteria below, study and evaluate the
given Research Plan below by checking the box corresponding to
your answer.

RESEARCH PLAN
In vitro Antihelmintic Activity of Lantana camara
Extracts on Eudrilus euginiae

Life Science

A. Rationale

Soil-transmitted helminths (STHs) comprise a number of intestinal nematodes

i.e. hookworms (Ancylostoma duodenale, Necator americanus), roundworm (Ascaris
lumbricoides), whipworm (Trichuris trichiura), and Strongyloides stercoralis
according to the World Health Organization (WHO). In the Philippines, these
diseases are key contributing factors to the prevalence of malnutrition, anemia,
eosinophilia and pneumonia .
The emergence of anthelminthic resistance against virtually all available
commercial drugs has posed serious impediments to the effective control of
helminth infestations (Sondhi et al., 1994; Waller and Thamsborg, 2004), hence the
increasing demand towards natural anthelmintics and tendency towards medicinal
plants as alternative anthelmintics.
Lantana camara is an erect shrub widely cultivated in tropical Asia including
the Philippines. Various parts are widely used in folk medicine (Dugasani et al.,
2010; Rangasamy et al., 2010; Aderogba et al., 2008; Devaki et al., 2011; Kannan
et al., 2010).
According to various studies, in vitro antihelminthic activities may be evaluated
on Eudrilus euginiae, as model organism due to its anatomical and physiological
resemblance with intestinal roundworm parasites of human beings (Deore et al.,
2009; Pueblos et al., 2015; James and Ojonugwa, 2014).

B. Research Question, Hypothesis, Scientific Goals, Expected Outcome

Research Question
1. Will Lantana camara leaves, young stem, and flower aqueous extract exhibit in
vitro anthelmintic activity against Eudrilus euginiae?
2. Is there a significant difference on the in vitro anthelminthic activity of varying
concentrations of Baho-baho (Lantana camara) aqueous extract using the
leaves, young stem, and flower in terms of the worms’ paralysis time?
3. Is there a significant difference on the in vitro anthelminthic activity of varying
concentrations of Baho-baho (Lantana camara) aqueous extract using the
leaves, young stem, and flower in terms of the worms’ lethal time?

Null Hypotheses:
1. Baho-baho (Lantana camara) aqueous extract using the leaves, young stem, and
flower will not exhibit in vitro anthelmintic activity against Eudrilus euginiae.
2. There is no significant difference on the in vitro anthelminthic activity of varying
concentrations of Baho-baho (Lantana camara) aqueous extract using the
leaves, young stem, and flower in terms of the worms’ paralysis time..
3. There is no significant difference on the in vitro anthelminthic activity of varying
concentrations of Baho-baho (Lantana camara) aqueous extract using the
leaves, young stem, and flower in terms of the worms’ lethal time.

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C. Procedure
The following Regulated Research institutions will be the venue of the
different tests to be conducted in the study:
Hicalde Farms in Sigma Capiz, it will be the site where we will collect the Eudrilus
euginiae and Roxas Memorial Provincial Hospital, it will be the site where the
experimentation will take place.
Plant Material and Extraction. Young stem, leaves and flower (~4-6 months
old) of Lantana camara will be obtained from Brgy. Cagay, Roxas City. Collected
samples will be air-dried for 4 days to retain <10% moisture and properly stored
in sealable plastic bags. A whole plant specimen will be subjected to
identification at the Department of Agriculture.
Air-dried Lantana camara will then be coarsely ground. Lantana camara will
be extracted using aqueous solution according to the recommendations of WHO
for medicinal plants based on the Philippine Pharmacopeia Annex A of A.O. No.
172, s.2004. This will ensure that antioxidant properties will be preserved as
they are more aqueous in nature. About 300g of each ground plant material will
be boiled in 1L distilled water in a beaker for 30 minutes at 100 oC. Then it will
then be cooled to room temperature and filtered through a filter paper.
Collection of earthworms. Seventy-two Eudrilus euginiae, nearly equal in
sizes (~6-8 cm) and weight (~1.5-2.5g), will be collected from the Hicalde Farms
in Sigma Capiz. A sample organism will be submitted for proper identification
at the Department of Agriculture.
Accumulation of earthworms. The collected Eudrilus euginiae will be
cleaned in natural saline solution to remove the soil and to prepare them for
the experimentation.
Preparation of the Different Treatments. Plant extract collected from the
stems will be diluted with normal saline to obtain 50% and 100%
concentrations. Albendazole will be used as the standard drug and will be
diluted with normal saline to obtain 1mg/ml concentration and poured into
Petri dishes. Normal saline (0.9% NaCl) alone will serve as the negative control.
Applying the Different Treatments. Eight groups of earthworms (n = 3/ petri
dish) will be utilized for the study. All treatment dilutions will be poured into
the Petri dishes accordingly containing 20 ml of each concentration.
Earthworms, nearly equal sizes (about 6-8 cm), will then be released in the
petri dishes containing each treatment at room temperature.
In vitro Anthelmintic Activity. The in vitro Anthelmintic Activity will be
performed according to the method of Ghosh et al. (2005) and Goswami et al.
(2011) with minor modifications.
A. Determining the time of paralysis:
Time for paralysis will be noted when no movement was observed with a slight
pin prick method by pricking the worms with a pin to check whether they are
paralyzed or dead. The time of paralysis will be recorded in terms of minutes.
B. Determining the lethal time:
The lethal time will be recorded in terms of minutes after ascertaining that
the worms neither moved when shaken vigorously nor when dipped in warm
water (50°C).
Statistical Analyses. Data obtained will be further analyzed using Two-way
Analysis of Variance (ANOVA) to compare significant differences between
treatments and control. Statistical tool for Agricultural Research (STAR) 2.0.1
was employed. All inferential tests will be set at 5% level of significance.

References:

Ferreira, L. E., Castro, P. M. N., Chagas, A. C. S., França, S. C., & Beleboni, R.
O. (2013). In vitro anthelmintic activity of aqueous leaf extract of Annona
muricata L. (Annonaceae) against Haemonchus contortus from sheep.
Experimental Parasitology, 134(3), 327–332.
https://doi.org/10.1016/j.exppara.2013.03.032
Belizario, V. Y., Totañes, F. I. G., de Leon, W. U., Lumampao, Y. F., & Ciro, R.
N. T. (2011). Soil-transmitted helminth and other intestinal parasitic
infections among school children in indigenous people communities in

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 Davao del Norte, Philippines. Acta Tropica, 120(SUPPL. 1).
https://doi.org/10.1016/j.actatropica.2011.02.010
Swathi, H., & Shekshavali, T. (2016). In Vitro Evaluation of Anthelmintic activity
of Rhus mysorensis leaves . Research Journal of Pharmacology and
Pharmacodynamics, 8(3), 115. https://doi.org/10.5958/2321-
5836.2016.00021.5
K, V. K., S, D. S., & Sukumar, E. (n.d.). Bio Chemistry Preliminary Phytochemical
Studies of Lantana Aculeata Roots, 365–368.
Kumar, K. V., Sharief, S. D., & Sukumar, E. (2011). Preliminary phytochemical
studies of Lantana aculeata roots. International Journal of Pharma and Bio
Sciences, 2(2), 365–368.

Criteria in Evaluating A Research Plan YES NO

Title Is the title clear and unambiguous?
Does it accurately reflect the content?
Is it concise?
Background, Have you demonstrated your awareness of relevant
context literature, policy, theory or practice?
or rationale
Is the project relevant, important and timely?
Aim and Do the aim and objectives support the research question?
objectives
Does the aim comprise a high-level statement about what
the researcher wishes to explore?
Are the objectives specific and focused?
If possible, are your objectives SMART?
Hypothesis Is/are the hypothesis/es stated in the null form?
Is it feasible to conduct the necessary statistical analysis
to test hypothesis the /es?
Literature review Does it include a range of relevant literature (e.g.
scholarly, policy, in-house)?
Does it present an appropriate selection of literature?
Is the literature review well-structured and clearly written
(e.g. starting with a broad overview and then narrowing
down to your topic)?
Research design Are the research design and methods consistent with the
and methods aim and objectives of your research?
Is the methodology well described and used the
appropriate choice of method?
Are the scope and boundaries of the project well defined?
Are the number of subjects to be used in the study being
stated as well as how they will be selected?
Ethical issues Are there ethical issues in this project?
Risk assessment Are the risks identified in this project?
Were the risk management given?
Resources Are the materials readily available in the
environment/locality?
Stated the facilities where the experiment will be
conducted?

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 Included special facilities for working with biohazards or
other potentially dangerous substances.
References Are all documents, websites and other resources fully and
accurately cited and referenced?
Followed the preferred referencing style?
Other Criteria Is the writing style clear, concise and to the point?
Does the research plan have a logical flow?
Used appropriate headings and other signposts to help the
reader?
Absence of acronyms and jargon?
Where there typographical and spelling errors?
Are figures and illustrations used appropriately and
referred to in the text?
Absence of non-essential text?

Activity 4. Let’s Do It
Directions:
A. From the title you selected in activity 1, make your research plan.
B. Evaluate the research plan you had made based on the criteria given above and
make the necessary corrections.
C. Submit your output to your teacher.

IV Reflection

Complete the statement below

In this lesson, I learned that

__________________________________________________________________________________
__________________________________________________________________________________

I realized that
__________________________________________________________________________________
__________________________________________________________________________________

I will apply
__________________________________________________________________________________
__________________________________________________________________________________

V. Links and Other References

Dawson, C. (2009) Introduction to research methods: a practical guide for

anyone undertaking a research project. 4th ed. Oxford: How To Books.

Eve, J. (2008) Writing a research proposal: planning and communicating

your research ideas effectively. Library and Information Research
[online], 32(102), 18-28. Available from
http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/view/92
[accessed 15.05.12].

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Formulating A Research Plan https://www.ifcc.org/media/410323/05
_Research_ Guide_ IFCC.pdf

McCaig, C. and Dahlberg, L. (2010) Writing a research proposal or brief. In:

Dahlberg, L. and McCaig, C. (eds.) Practical research and evaluation: a
start-to –finish guide for practitioners. London: Sage. pp. 59-75.

Practical Guide in Local Science Fairs Prepared by Elson Ian Nyl Ebreo Galang
Intel ISEF 2012 Finalist Through the initiative of the Network of ISEF
Alumni Philippines (NIAP) First Printed: June 2014

Pickton, M. (2013). Writing your research plan. In: Grant, M.J., Sen, B. and
Spring, H. (eds) Research, Evaluation and Audit: Key Steps in
Demonstrating Your Value. London:facet Publishing

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