The learner… LEARNING COMPETENCIES

The learner produces a

1. determines the objectives and structures of various kinds
well-written report for
of
Thereports
learner
various disciplines
2.understands
designs, tests,
the and revises survey questionnaires
3. conducts
principles andsurveys,
uses experiments or observations
4. gathers information from surveys, experiments, or
of surveys,
experiments
WEEKS 15-20
observations
5. disseminates
and
scientific written forms of information from surveys,
experiments or observations
observations.
6. summarizes findings and executes the report through
narrative and visual/graphic forms, and
7. writes various reports.
These competencies (#2, #3, #4, #5) will also be
covered in Research 1 & 2.
Getting to know you: Mini-Survey Report
In your respective groups, answer the
following questions
Group 1 - How do you get to school?
Group 2 - What is your favorite TV program?
Group 3 - What do you normally have for
lunch?
Group 4 - What is your favorite pastime?
Group 5 - What personal characteristics do
you like most?
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*Then from the answers kindly formulate a
headline.
For example:
Question #1. All teachers walk to school
Question #2. Teachers have packed lunch
*What possible report topics could you
research once you had these statistics?
*Be ready to present afterwards.

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 “Report Says”

Make a short report paragraph

based on the mini-survey done
within the groups.

Present your work to the whole

group.
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 *Why are questions in a report
important?
*In the questions given, what do you
think must be changed or
rephrased?

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 ABSTRACTION

Types of Instrument
• Survey
• Interview
• Questionnaire
• Observation
• Experiment
 Survey
• contains planned questions which are used to
measure attitudes, perceptions and opinions
• contains responses directly related to each
specific research questions
• can either be in the form of interview or a
questionnaire
 Types of Survey Questions
• Recall
– Asks for specific information such as years of
service, age and address
• Recognition
– Asks for a response to specific question whwere
options are given (multiple choice, dichotomous
and rating scale format)
• Open-ended
– Elicits brief explanations or impressions from the
respondents
 Interview
• An instrument that allows the researcher to
qualitatively gather data.
• Responses here are usually open-ended
 Stages of Interview
• Pre-interview stage
– Preparing the interview guide
– Identifying and contacting respondents
• Warm-up stage
– Setting the mood
• Main interview stage
– Asking questions directly related to the research
• Closing stage
– Winding down the interview and
acknowledging/thanking the respondents
 Questionnaire
• More quantifiable compared to interview
• Listing of written questions to get specific
information
• Responses are usually dichotomous
• often uses identification type of test
 Parts of a Questionnaire
• Personal Information Section
– Name (optional), age, address, background and other
information relevant to the research
• Basic Questions Section
– Establishing rapport with the respondents
• Main Question Section
– Asking questions directly related to the research
– The greater the number of questions, the greater the
possibility of more conclusive results
• Open-ended Questions Section
– Asking a brief explanation or response
 Observation
• Allows the description of behavior in a
naturalistic or laboratory setting
• Usually used to cross-validate the results of
other instruments
• Most useful when answers to research
questions require description of behavior
 Types of Interview

• Participant and Non-Participant Observation

• Structured and Unstructured Observation
• Covert and Overt Observation
 Experiment

• A procedure undertaken scientifically and

systematically to make a discovery and to test
hypothesis
 “Testing the Waters”

1.Each group will be given a text.

2.Kindly read the text and
answer the following questions.

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 The Texts
• Group 1 - Fast Food Addiction
• Group 2- Nonverbal Behavior
• Group 3- Philippines 2013 International
Religious Freedom Report Executive
Summary
• Group 4- Guides for Physics Lab Report
• Group 5- Music tuition falling, poll suggests
1. What is the function of the survey to the article?
2. On the article read, what are the
advantages/disadvantages of surveys in a
report?
3. Why are surveys important in a report?
4. What information or central idea is given in the
text?
5. Was the text written in a subjective or objective
manner? Why?
6. What is the thesis statement in the text?
6. On what purpose was the text written?
 ABSTRACTION

What is a Report?
• systematic, well-organized
presentation of information
• uses different approaches in data
collection to answer a research
problem
Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au
 Value Objective, accurate and honest
Communicated presentation of facts and results
a. May consist of eye witness accounts or first – hand
information
Basic b. May contain facts, data, figures, or statistics on or
Content from people, events, phenomena, structures,
experiments, questionnaires, interviews, and library
research.
c. May include materials and procedures or methods.
a. Chronological or time order.
b. Geographical or space / spatial order.
Mode of c. Logical – Inductive and Deductive
Ordering d. Problem – Solution
e. Cause and Effect
f. Formal
Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au
 Survey Field Laboratory/
Report Report Scientific
based on
based on a hypothesis
based on testing or
survey or
observation/ experiments/
opinion poll/ usually used in social
usually presents Usually done to
sciences to link theory
results of the author’s document current
and application
research phenomenon for
future reference or
Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au comparison
 Activity 4

• With the same article assigned to

your group fill-in the table below:

Main Idea Report Type Description

 Activity 5

Schema Time “Know thy Parts”

• You will be given some extracts
from an article.
• Using your prior knowledge,
identify in which section of
an academic paper each of
these extracts is likely to
appear.
Firstly, participants were told that all of the
food was colored using artificial dyes. Each
person was then allowed to choose three items
to eat. This meant they could not select one of
each color. A record was kept of the colors
selected by each person. The results were then
calculated according to food color preferences
overall and preferences by gender.
Firstly, participants were told that all of the
food was colored using artificial dyes. Each
person was then allowed to choose three items
to eat. This meant they could not select one of
each color. A record was kept of the colors
selected by each person. The results were then
calculated according to food color preferences
overall and preferences by gender.

Method
It has been argued that diet can be affected by the
color of food. Researches have shown that some
people have strong aversions to certain food color
combinations. People were less likely to eat food if
they disliked that color combination. Dee (1994)
found that food color preferences are affected by
age, with green being the least popular food
coloring among children.
It has been argued that diet can be affected by the
color of food. Researches have shown that some
people have strong aversions to certain food color
combinations. People were less likely to eat food if
they disliked that color combination. Dee (1994)
found that food color preferences are affected by
age, with green being the least popular food
coloring among children.
Introduction/Background
The research indicated that even when
participants were told that all food options were
artificially colored, they still chose savory food
that looked ‘natural’ rather than food dyed blue.
This suggests that adults have preference for
food colors that look natural. However, blue is
not a color associated with food; this might have
distorted the results.
The research indicated that even when
participants were told that all food options were
artificially colored, they still chose savory food
that looked ‘natural’ rather than food dyed blue.
This suggests that adults have preference for
food colors that look natural. However, blue is
not a color associated with food; this might have
distorted the results.

Results and Discussion

To sum, the research claims that adults do not
select savory foods dyed blue, if given the choice
of other options of dyed food. The ‘novelty
effect’ of blue products, suggested by previous
research, did not hold true for savory food. The
research found out that people choose savory
food on a different basis to sweet food.
To sum, the research claims that adults do not
select savory foods dyed blue, if given the choice
of other options of dyed food. The ‘novelty
effect’ of blue products, suggested by previous
research, did not hold true for savory food. The
research found out that people choose savory
food on a different basis to sweet food.

Conclusion
 Abstraction

Title Page Results & Discussion

Abstract Conclusion

Introduction Recommendation

Literature Review Appendices

Methods References

Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au

 Abstraction

contains planned questions to

SURVEY
measure attitudes, perceptions and
opinions
OBSERVATION allows description of behavior in a
naturalistic or laboratory setting
EXPERIMENT undertaken scientifically and
systematically to make a discovery
and/or to test hypothesis
Source: libweb.surrey.ac.uk, owll.massey.ac.nz and www.monash.edu.au
 Application

Label the parts of the texts

assigned to your group.
 APPLICATION

Complete the Budget of Work (Part 5 of 5)

Competency Codes Target/Performance Activities/Pedagogies Assessment
Standards

38
 Informative report on Asian
H.E. Cuisine

Recommendation report
I.A on safety procedures
.

Investigative Report on
I.C.T. Cyber Bullying
Sample Writing Tasks
• Sports: Keeping in mind the parts of a report,
write a survey report on problems
encountered by Senior High School athletes.
Use the data from the interviews or
questionnaires.

• ABM: Write a report on one of your or your

classmates’ business ventures.
• Academic: Using the appropriate format, write a report on
one experiment that you or your group mate did.

• Art and Design: Write a brief paragraph reporting on

parking problems observed earlier. Next, draw a map of
the vicinity showing nearby areas or streets where
vehicles might park without causing traffic disturbance or
road obstruction. Finally, design alternative or
supplementary multilevel parking areas in conveniently
located areas nearby.