INTEG R A TED

A P P ROACH F OR S HS
R ES EARCH W RI TING
R O D U L F O A . C A PA N G PA N G A N , J R .
RESEARCHER
 ABSTRACT
The focus of the study was to assess the effectiveness of the
prototype learning guide using integrated approach in
teaching Practical Research 1 to Grade 12 HUMSS students of
Daanbantayan National High School, Daanbantayan, Cebu
during the academic year 2019-2020 as basis for
enhancement. Specifically, it sought to determine the
student-groups’ pre-posttest scores on rationale writing
based on the aspects of content, organization, mechanics
and whether there is a significant relationship between them
after the implementation of the prototype learning guide
using integrated approach.
 ABSTRACT
The study adopted experimental research design.
The entire Grade 12 – HUMSS Chomsky students
were the respondents of the study. They were
grouped into 10 having 3 or 4 members each group.
A prototype learning guide using integrated
approach was used as an instrument. Mean,
standard deviation, and dependent t-test were the
statistical tools in treating the data. The result
indicated that the pre-test performance of student-
groups on the writing aspects did not meet the
expected outcome of at least satisfactory level. On
the other hand, the posttest scores of the 10 groups
 ABSTRACT
So, the pre-test and posttest performance of
students on rationale writing have a significant
relationship on the content and mechanics, but not
significant to organization. Thus, the integrated
approach using the crafted prototype learning guide
in teaching Practical Research enhanced the skills in
writing the research rationale. Therefore, it is
recommended that that the processes in developing
content, organization, and mechanics of writing be
taught comprehensively to the students during their
primary level to ensure progress until they reach
their secondary level. That the present research
 STATEMENT OF THE PROBLEM
This research assessed the
effectiveness of the prototype
learning guide using Integrated
approach in teaching Practical
Research 1 to Grade 12 HUMSS
students of Daanbantayan National
High School, Daanbantayan, Cebu
during the academic year 2019-2020
 STATEMENT OF THE PROBLEM
Specifically, it sought to answer the following questions:
1. What is the student group’s pre-test performance on the
rationale writing in the following aspects:
– content;
– organization; and
– mechanics?
2. After applying the prototype learning guide , what is the
student group’s posttest performance on the rationale writing on
the aforementioned writing aspects?
3. Is there a significant difference between pretest-posttest
performance of the student group’s writing aspects?
4. Based on the findings of the study, what enhanced prototype
learning guide can be crafted?
 FINDINGS OF THE STUDY
Specifically, it sought to answer the following questions:
1. What is the student group’s pre-test
performance on the rationale writing in the
following aspects:
Pretest Performance of Students in Rationale
Writing
1.1 For content, students did not meet the
expected learning outcome of at least very
satisfactory performance.
1.2 For organization, students did not meet the
expected learning outcome of at least very
 FINDINGS OF THE STUDY
Specifically, it sought to answer the following questions:
2. After applying the prototype learning guide, what
is the student group’s posttest performance on
the rationale writing?
Posttest Performance of Students in
Rationale Writing
2.1 For content, the 10 groups obtained a
satisfactory performance.
2.2 For organization, the student-groups met the
expected learning outcome of at least satisfactory
performance.
 FINDINGS OF THE STUDY
Specifically, it sought to answer the following questions:
3. Is there a significant difference between pretest-posttest
performance of the student group’s writing aspects?
Significant Difference between the Pretest and Posttest Performance
in Rationale Writing Aspects of Students
3.1 There is a significant difference between the pretest and
posttest performance in content of rationale writing.
3.2 There is no significant difference between the pretest and
posttest performance in organization of rationale writing.
3.3 There is a significant difference between the pretest and
posttest performance in mechanics of rationale writing.
3.4 Overall, there is a significant difference between the
pretest and posttest performance of student-groups in rationale
 CONCLUSION
• Anchored on the preceding findings of
the study, the conclusion is drawn:
In general, the integrated approach
using the crafted prototype learning
guide in teaching Practical Research is
effective as shown in their enhanced
skills in writing the research rationale.
 RECOMMENDATIONS
• The following recommendations are hereby
presented based on the findings and conclusion
of the study:
1. that the processes in developing content,
organization, and mechanics of writing be
taught comprehensively to the students during
their primary level to ensure progress until they
reach their secondary level;
2. that an enriched teaching of the three
writing aspects with integrated approach be
 RECOMMENDATIONS
• The following recommendations are hereby
presented based on the findings and conclusion
of the study:
3. that an intensive analysis and evaluation of
the three writing aspects be made to determine
improvement; and
4. that the present research output on
enhanced learning guide with Integrated
approach in teaching Practical Research as
proposed be utilized for classroom instruction.
 OUTPUT OF THE STUDY
ENHANCED LEARNING GUIDE
• Rationale
Writing is a complex process of expressing thoughts and
ideas. Generally, second language learners have been
recognized to have difficulties in writing. Lack of cohesion and
coherence, inability to deepen a topic, errors in subject-verb
agreement and other mechanics of writing are the common
problems in academic writing.
In relation to research writing, students have the same
difficulties that they encountered in making the rationale of the
study. Based on the findings of the study conducted, during the
pre-test, students did not meet the expected performance of at
least satisfactory as evaluated using the scoring rubrics. They
 OUTPUT OF THE STUDY
ENHANCED LEARNING GUIDE
• Rationale
However, the implementation of the prototype learning guide using
Integrated approach of writing instruction improved the performance of
the student-groups. They had a very satisfactory performance for
mechanics and only satisfactory performance in content and organization.
Thus, an enhanced learning guide is crafted.
The enhanced learning guide is focused to improve the skills of
students in deepening the content and textual cohesion with integration
of themes across disciplines. Content-based academic writing instruction
and process-centered approach are the proposed enhancement
strategies. These would help the research teachers in improving the
writing and research skills of the students.
Thus, the terminal goal of this enhanced learning guide is to produce a
 OUTPUT OF THE STUDY
ENHANCED LEARNING GUIDE
Objectives:

[1] To enhance writing skills of students on content

and organization; and
[2] To develop the research skills in locating critical
and relevant ideas and themes across disciplines to
support the research topic
 OUTPUT OF THE STUDY
ENHANCED LEARNING GUIDE
Scheme of Implementation