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SAINT PEDRO POVEDA COLLEGE

High School Department – Senior High School Program


EDSA cor. P. Poveda Street, Quezon City
Academic Year 2018-2019

COURSE SYLLABUS

COURSE INFORMATION/BACKGROUND
Course Title Inquiries, Investigations and Immersion (Research Project)
Semester/Academic Year First Semester, Academic Year 2018-2019
Research Adviser Mr. Timothy James L. Cipriano
Email Address timothyjames.cipriano@poveda.edu.ph / tlcipriano@upd.edu.ph
Grade/Strand Grade 12 – All Strands (ABM, GAS, HUMSS, and STEM)
Course Pre-requisites Practical Research 1 and 2, Statistics and Probability, Grade 11 English Courses

COURSE DESCRIPTION:
This course serves as the culmination of Research 1 (qualitative) and Research 2 (quantitative). It aims to enhance the
student’s capacity to identify the needs of the community and formulate a research problem. In this course, students will
be engaged in deepening their understanding of the research process, and enhancing/refining their skills in designing,
planning, and implementing an action research/project proposal, as well as evaluating its implementation, and presenting
the results to the community.

COURSE GOALS/OBJECTIVES:
At the end of the course, the students will be able to:
 demonstrate their understanding of major research methods and their ability to make use, and interpret the
results, of qualitative and quantitative research techniques;
 identify and conduct the appropriate techniques for different kinds of research questions;
 apply their understanding of qualitative and quantitative research methods in relation to their field of study;
 critically assess the utility and appropriateness of different qualitative and quantitative methods and techniques
for the study of relevant research issues in their field of concentration/study; and
 have completed a research paper.

COURSE OUTLINE:
The course will be adapting the QUEST pedagogical framework1 to enable students develop, practice, and hone their skills
in research. It is recursive, which means students may go back and forth as they acquire new information throughout the
research process. The key ideas and components of the QUEST framework are the following:
 Question and Explore: Students will explore topics that interests them, pose questions that bother them and
spark their curiosity, and identify issues that they want to investigate further.
 Understand and Analyze: Critically analyze arguments from various sources by situating it to that of the author’s
context and lines of reasoning.
 Evaluate Multiple Perspectives: The complexity of an issue, idea, or problem is better understood with the
comparison of various perspectives, and arguments, as well as the biases and assumptions behind these.
 Synthesize Ideas: Based on the critical evaluation of perspectives and arguments, students will come up with a
conclusion of their own that depicts their unique viewpoint/s on the issue they are investigating.
 Team, Transform, and Transmit: Students will engage in a collaborative discussion to recognize and draw up their
strengths to achieve best results in research. Arguments are effectively communicated to the intended audience.

SESSION 1 – Continuation of Community Profile from Research 2


Review: Analyzing Quantitative Data for the Community Profile Community Profile: Writing the Report
Quantitative Data Descriptive Statistics Inferential Statistics Workshop and Writeshop Encounters
 Exploring,  Measures of  Estimating  Analyzing and interpreting quantitative
organizing and central tendency population data for community profile
interpreting  Measures of parameters  Drawing conclusions and providing
quantitative data variability  Hypothesis testing recommendations for Talaban project
 Choosing  Measures of  T-test and Z-test  Peer and self-critiquing of community
appropriate association  Simple regression profile drafts
statistics  ANOVA (one-way)
 Garbology activity (group) – Review on the research process
Classroom Activities and References  Individual exercises and group workshop outputs (in class)
 Peer and Self-Critiquing (Community Profile Drafts)

1
Based on the Advanced Placement in Capstone (Seminar and Research) Program Course and Exam Description (2017)
 Results and Discussion (Draft and Final Copies)
Expected Requirements and Assessments  Conclusion and Recommendation (Draft and Final Copies)
 Session Test (Analyzing Quantitative Data)
SESSION 2 – Developing Research Essentials for Talaban Project
Big Idea 2 Big Idea 3 Big Idea 5
Big Idea 1 Big Idea 4
Understand and Evaluate Multiple Team, Transform,
Question and Explore Synthesize Ideas
Analyze Perspectives and Transmit
Exploring Various Evaluating the The Philosophies Hypothesis, Project Proposal
Literature on Topics Credibility of a behind Research Assumptions, and Presentation
 Reviewing the Source  Types of Definitions  Workshop:
recommendations  Workshop: Review researchers  Hypothesis vs. Presenting
from community of the CRAAP  Review: The nature assumption Talaban Project
profile method of epistemology,  Importance of Proposals and
 Searching for  Introduction to and ontology – definition of terms Elevator Speeches
topics related to RAVEN technique how an individual in research (*adapted from
project proposals – “segway” to arrives on “truth” AP Research)
CRAAP and “knowing”  Writeshop:
Problem Statement  Research ethics Writing the First
 Problematizing  On plagiarism Chapter of the
topics for project Talaban Paper
proposals
 In-class Workshops and Exercises (Various topics for Session 2)
Classroom Activities and References  Writeshop Encounters: First Chapter of Talaban Paper
 Peer Critiquing (Chapter 1 Drafts)
 Talaban Project Proposal Output (a week before midterms)
Expected Requirements and Assessments  Chapter 1 (Draft – to be submitted after midterms)
 Talaban Project Proposal Presentations (after midterms)
SESSION 3 – Selecting Appropriate Sources and Doing Literature Review
Big Idea 2 Big Idea 3 Big Idea 5
Big Idea 1 Big Idea 4
Understand and Evaluate Multiple Team, Transform,
Question and Explore Synthesize Ideas
Analyze Perspectives and Transmit
Importance of Doing Doing an Annotated Bridging the Past Literature Review Literature Review
Literature Review Bibliography and the Present Composition Composition
 Workshop:  Workshop 1:  Activity: They  Literature review  Peer Review of
Describing Annotated Say/I Say Activity outline Chapter 2 (Review
organizing bibliographic entry on Literature  Theoretical and of Related
principles of  Workshop 2: Review conceptual Literature)
literature review Evaluating student framework
(Note: Articles will searches: The  Writeshop:
vary according to SMARTER way Writing the
strand) Second Chapter of
the Talaban Paper
 In-class Workshops and Exercises (Various topics for Session 3)
Classroom Activities and References  Writeshop Encounters: Second Chapter of Talaban Paper
 Peer Critiquing (Chapter 2 Drafts)
 Individual Paper 1: Annotated Bibliography
Expected Requirements and Assessments
 Chapter 1 (Final Copy) and Chapter 2 (Draft)
SESSION 4 – Understanding and Developing Research Methods
Big Idea 2 Big Idea 3 Big Idea 5
Big Idea 1 Big Idea 4
Understand and Evaluate Multiple Team, Transform,
Question and Explore Synthesize Ideas
Analyze Perspectives and Transmit
Types of Inquiry Qualitative vs. Choosing a Research Composition of Composition of
Activity Quantitative Validity Method for Talaban Research Research
 Approach, Design,  Biases and other Project Methodology Methodology
and Method of issues concerning  Workshop:  Writeshop: Writing  Peer review of
Inquiry Activity the chosen Aligning research the third chapter of Chapter 3
research methods methods to the the Talaban paper (Methodology)
research question  Elevator pitch
(Group
Presentation)
 In-class Workshops and Exercises (Various topics for Session 4)
Classroom Activities and References  Writeshop Encounters: Third Chapter of Talaban Paper
 Peer Critiquing (Chapter 3 Drafts)
 Chapter 2 (Final Copy) and Chapter 3 (Draft)
Expected Requirements and Assessments
 Final Examination

*To be continued during second semester of the current school year in Community Engagement Course
SESSIONS 1 to 3 – Project Implementation and Evaluation, Data Collection and Analysis, Drawing Conclusions
Big Idea 1 Big Idea 2 Big Idea 3 Big Idea 5
Big Idea 4
Question and Understand and Evaluate Multiple Team, Transform,
Synthesize Ideas
Explore Analyze Perspectives and Transmit
Data Analysis Types Composition of Chapters 4 and 5 Composition of
 Workshop: Selecting appropriate data  Workshop: Chapters 4 and 5
analysis method for their research project - Writing the results and discussion  Peer review of
 Presentation: Data analysis method to be - Utilization of literature review (previous Chapter 4 (Results
used by students (Students will defend studies) to complement findings and discussion)
their choices on their research plan) - Drawing conclusions and and Chapter 5
recommendations (Conclusion and
 Writeshop: Writing the fourth and the fifth recommendation)
chapter of the Talaban paper  Elevator pitch
(Group
Presentation)
 In-class Workshops and Exercises (Various topics for Sessions 5-7)
Classroom Activities and References  Writeshop Encounters: Fourth and Fifth Chapter of Talaban Paper
 Peer Critiquing (Chapter 4 and 5 Drafts)
 Chapter 3 (Final Copy) and Chapter 4 and 5 (Draft, Final Copy)
Expected Requirements and Assessment  Individual Paper 2: Peer Review
 Session Test and Individual Exercises
SESSION 4 – Oral Presentation of Talaban Project
Big Idea 2 Big Idea 3 Big Idea 5
Big Idea 1 Big Idea 4
Understand and Evaluate Multiple Team, Transform,
Question and Explore Synthesize Ideas
Analyze Perspectives and Transmit
Presentation Outline Mock Talaban
 Workshop: Group Defense
NOTE: Students have moved out of this QUEST framework component presentation  This will be done
and are focused on the preparation for the Talaban oral defense and outline – building in the classroom
composition of final paper. logical progression (preferably a week
of oral defense before the
Talaban defense)
 In-class Workshops and Exercises (Various topics for Session 8)
Classroom Activities and References
 Peer Critiquing (Chapter 1-5 Second Drafts)
 Chapters 1 to 5 (Final Copy)
Expected Requirements and Assessments  Oral Defense (Talaban Group)
 Final Examination
*Reading materials and class activities are subject to change.

COURSE REQUIREMENTS:
NOTE: Student performance shall be evaluated based on the research output and various individual assessments. Since
the research output is done in groups, each group is expected to submit a task management and accomplishment report
every session. Individual oral presentations shall be scheduled throughout the semester. Furthermore, self and peer-
assessment shall form part of the student’s final mark. While the course is essentially a practical course/workshop, lectures
on special topics may be held periodically based on teachers’ observation of students’ needs. Quizzes and other forms of
assessment may be scheduled after such lectures.
Requirement Details Format Due Date
THE USE OF THE GOOGLE CLASSROOM:
 All course materials will be provided in PDF formats, and uploaded via the Google Classroom. The official class
name is Elective: Urban Geography (Grade 12). To join the class, please enter the class code hx7f0w7. You will be
submitting your major requirements here.
 The Google Classroom is for educational purposes only. Do not use it for other transactions that has nothing to do
with our course. Any instances regarding the improper usage of this account will be subjected to certain sanctions.

CRITERIA FOR GRADING:


GRADING SYSTEM
Has met and even exceeded area standards
A Has demonstrated in-depth knowledge, skills and understandings independently
Advanced Has manifested the applications of theoretical concepts in real world situations
Has generated new ideas and effectively act on it
P Has met all the standards; Has acquired the necessary knowledge, skills and understanding
Proficient to pursue higher level work in the subject
AP
Is gaining progress towards meeting the standards;
Approaching
May pursue next level work but may struggle with more complex tasks
Proficiency
Has complied with the minimum requirements and possessed at least the basic skills defined
D
by the area (i.e. expressing ideas and map reading and visual analysis) but needs supervision
Developing
to attain higher level work
B
Has yet to acquire the basic knowledge, skills and values necessary for next level work
Beginning

ACKNOWLEDGEMENT FORM
(Cut this portion and please return this form to your Urban Geography Teacher on/before November 9, 2017)

I have read and understood the content of the Orientation Kit which includes the course description, the outline, the major
requirements, references, and course standards for Elective: Introduction to Urban Geography (2nd Sem AY 2017-2018).

Student’s Signature over Printed Name Grade Level, Section/Strand Parent’s Signature over Printed Name

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This section is going to be filled out by the teacher:
Received the acknowledgement form on __________________. _______________________________________
Teacher’s Signature over Printed Name