Research Guide for Senior high school

rationale

The Local Research Guide for Senior High School is designed to provide a structured guide for implementing research instruction effectively and meaningfully within the senior high school curriculum. As research becomes increasingly essential in fostering critical thinking, problem-solving skills, and academic inquiry, it is crucial for educators to adopt innovative and inclusive pedagogical approaches that resonate with the diverse needs of students. By incorporating the 2C2IR (Constructivist, Collaborative, Integrative, Inquiry-based, and Reflective) pedagogical framework, this guide aims to create a more engaging learning environment that encourages students to actively participate in the research process.

The guide aligns with existing Department of Education (DepEd) memoranda, ensuring that the instructional strategies employed remain relevant and compliant with national standards. It emphasizes the need for collaboration among teachers to evaluate and simplify research instruction, enabling students to develop an empirical foundation while tackling research tasks across subjects. Furthermore, it advocates for the use of the Programmed Electronic Archival and Research Learning System (PEARLS) as a valuable resource, enhancing accessibility to relevant research materials and fostering independent learning.

This guide also addresses critical components such as ethical considerations in research, effective management and presentation of research findings, and recognition of students' accomplishments in research competitions. By providing clear guidelines and structured approaches, the Local Research Guide for Senior High School aims to empower educators and students alike, promoting a culture of research that is grounded in inquiry, innovation, and ethical responsibility.

I. Instruction

Research instruction must adhere to the 2C2IR (Constructivist, Collaborative, Integrative, Inquiry-based, and Reflective) Pedagogical Approaches.
Existing DepEd memoranda from central, regional, and division offices shall prevail regarding any changes or adjustments in the delivery modes of research courses.
At the beginning of each semester, teachers shall discuss and evaluate strategies to simplify research instruction while ensuring that learning competencies are achieved.
Streamlining research instruction across Practical Research 1: Qualitative, Practical Research 2: Quantitative, and Inquiries, Investigations, and Immersion may be adopted to simplify research activities. Students may begin considering topics for their capstone or Inquiries, Investigations, and Immersion projects, with the empirical background of their chosen topic established in the first two research subjects. The goal is to ensure the completion of research tasks while introducing students to research methods.
Teachers, depending on the number of available faculty members, may handle a maximum of three subject loads to guarantee effective research advising and instruction.
The Programmed Electronic Archival and Research Learning System (PEARLS) may be sustained and maximized for research instruction, especially when alternative learning delivery modes are adopted.
Research groups, consisting of three or four members, will be assigned by the research teacher, depending on class size.

II. Research Instruction

1. Based on the assessment of the research teacher, students may adopt either a complete research structure or the IMRD (Introduction, Method, Results, Discussion) structure.
2. The research format for both complete research and the IMRD format will follow Division Memorandum 269.
3. For Practical Research 1: Qualitative, the essential research elements based on the Budget of Work shall include: research title, research questions, scope and delimitations, significance of the study, literature review, research methodology, findings and discussion, conclusions, and recommendations.
4. For Practical Research 2: Quantitative, the essential elements based on the Budget of Work shall include: research title, research questions, scope and delimitations, conceptual framework, definition of terms, hypothesis, literature review, intervention (if applicable), research methodology, results and discussion, conclusions, and recommendations.
5. For Inquiries, Investigations, and Immersion and Capstone Projects, students may adopt either the IMRD or complete research format.
6. The American Psychological Association (APA) citation style shall be used for formatting, in-text citations, and reference lists.

III. Research Presentation

Various modes of presentation, such as research bulletins, poster presentations, oral presentations, video presentations, and infographics, may be utilized based on the teacher’s determination and the conditions favorable for the research presentation requirements.
Pecha Kucha presentation style may be adopted for oral presentations, using a concise slide deck format.
The panel for oral research presentations must include a content or subject matter expert, a language editor, and a statistician (for quantitative research).

IV. Research Management and Publication

a. A copy of the evaluated abstract or full manuscript in PDF format shall be submitted for archiving in PEARLS.

b. A bound copy of the manuscript shall be submitted to the Senior High School Research Center.

c. Soft-bound copies must be color-coded according to the student’s strand:

i. Humanities and Social Sciences – Blue

ii. Accountancy, Business, and Management – Yellow

iii. Technical-Vocational-Livelihood – Red

iv. Science, Technology, Engineering, and Mathematics – Green

d. Teachers shall encourage students to present and publish their scholarly works in refereed research journals.

V. Ethics and Responsible Use of Online Generative Content (AI)

The use of AI must be declared and should be limited to tasks such as graphic generation, topic ideation, and grammar correction. AI use for data analysis and interpretation is prohibited.
Ethical considerations, including those involving minors, sensitive topics, copyright infringement, and plagiarism, must be strictly observed. Key principles such as voluntary participation, beneficence, consent and assent, intellectual property rights, and ensuring no harm to participants must be highly regarded.

VI. Research Awards and Participation in Competitions

The use of AI must be declared and should be limited to tasks such as graphic generation, topic ideation, and grammar correction. AI use for data analysis and interpretation is prohibited.
Ethical considerations, including those involving minors, sensitive topics, copyright infringement, and plagiarism, must be strictly observed. Key principles such as voluntary participation, beneficence, consent and assent, intellectual property rights, and ensuring no harm to participants must be highly regarded.

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