English for Academic and Professional Purposes, Essays (high school) of English

Download English for Academic and Professional Purposes and more Essays (high school) English in PDF only on Docsity! WHAT I NEED TO KNOW WHAT I KNOW English for Academic and Professional Purposes Quarter 2 – Module 4 Writing a Report (Week 3-4) Module Content: This is where you start to design and conduct a survey that will be useful in making the various technical and scientific reports. This is something that you can use in your future profession and also a good background for your research subjects. These are the competencies covered in the lessons:  designs, tests and revises survey questionnaires (CS_EN11/12A-EAPP-IIe-j-7);  conducts surveys, experiments or observations (CS_EN11/12A-EAPP-IIe-j-8);  gathers information from surveys, experiments, or observations (CS_EN11/12A-EAPP-IIe-j- 9);  summarizes findings and executes the report through narrative and visual/graphic forms (CS_EN11/12A-EAPP-IIe-j-11 7) and  writes various reports (CS_EN11/12A-EAPP-IIe-j-12). Objectives Here are the things that you are expected to learn at the end of this module: 1. determine the objectives and structures of various kinds of reports; 2. design, test, and revise survey questionnaires; 3. conduct surveys, experiments or observations; 4. gather information from surveys, experiments, or observations; 5. summarize findings and execute the report through narrative and visual/graphic forms; and 6. write various reports. General Instructions To do well in this module, you need to remember the following: 1. Read texts carefully so that you can easily comprehend what you are reading. 2. Answer questions with all honesty. Success does not come from copying from others. It is made possible by trying hard on your own so that you can learn even from your mistakes. 3. Review your answers. It is safe to go back and think about what you have written. This can help you lessen if not avoid errors. 4. Follow the instructions given and ask if there is something that you did not understand. 5. Do the tasks given and do not delay in submitting requirements. This can help you avoid having a pile of unfinished activities. 6. Feel free to communicate with your teacher. There is no harm in asking for clarification so that you will not be lost in confusion. 7. Remember to review every time you are done answering the activities. 8. Have fun as you learn. This course is very important no matter what your strand is. When you have fun, you can easily learn the lessons. Let us check your prior knowledge about this module’s coverage. Direction: Choose the letter of the best answer. Write your answers in your notebook. 1. What is defined as a general view of someone or something? A. design B. survey C. tally D. table 2. Which type of questions provides options and requires respondents to choose one answer? A. enumeration B. close-ended C. open-ended D. none of the above 3. Which type of questions allows respondents to express opinions freely? 1 For the Learners Congratulations on completing module 3! You have come to module 4. You are now ready for the next step of learning English for Academic and Professional Purposes. This module will let you try to write different technical or scientific reports applicable to your strand. This is already the last part of the course so give it your best efforts. To learn more effectively, do not forget to enjoy learning. Good luck! WHAT I KNOW WHAT'S IN A. enumeration B. close-ended C. open-ended D. none of the above 4. Which of the following is a crucial step in the design of a questionnaire? A. pilot test B. revise C. replace D. make format 5. Which method involves asking the respondents directly and personally? A. telephone survey B. face to face C. online survey D. paper and pencil 6. Which method can be used for consequential questions? A. telephone survey B. face to face C. online survey D. paper and Pencil 7. Which is a traditional survey administration method? A. telephone survey B. face to face C. online survey D. paper and pencil 8. Which method is ideal for huge sample size? A. telephone survey B. face to face C. online survey D. paper and pencil 9. Which method is not as popular as they were due to lower response rates? A. telephone survey B. face to face C. online survey D. paper and pencil 10. What study has a goal to determine what effect a particular treatment has on the outcome? A. survey B. observational C. experimental D. none of the above In the previous module, you have learned about writing position papers and determining the objectives and structures of various kinds of reports. This time, you will start designing survey questionnaires, conducting surveys, gathering information, summarizing findings, and writing various reports. The diagram below summarizes the coverage of this lesson. Let us start this module by doing lesson 1 which is focused on designing a survey questionnaire which is the first step to be able to get the information you need. The activities you will do will help you go through the journey one step at a time so you have to accomplish them with care. Have fun! These are the lessons in this module: Lesson 1 - Determine the objectives and structures of various kinds of reports Lesson 2 – Designing the Survey Questionnaire Lesson 3 – Conducting the Surveys / Experiments / Observations Lesson 4 – Gathering Information and Summarizing Findings Lesson 5 – Writing the Reports Copy the list of items below in your notebook. Identify which one is familiar to you, you may have encountered or have tried to make it before. Put a checkmark inside the box before the item. You can check as many familiar items. investigatory project book report 2 Module Coverage designs tests revises Questionnaire conducts survey gathers information Survey summarizes findings executes the report Report LESSON 1 KINDS OF REPORTS WHAT'S NEW ________________________________________________________________________________________________________ ____________________________________________________________ 2. accessed from: https://www.sampletemplates.com/business-templates/report/sample-report-in-pdf.html PURPOSE: ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ____________________________________________________________ STRUCTURE: ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ____________________________________________________________ 5 LESSON 2 DESIGNING THE SURVEY QUESTIONNAIRE WHAT IS IT ACTIVITY 1. WHAT YOU KNOW Copy the table below in your notebook. Under the K column, write what you know about survey. Under the W column, write what you want to know about it. Lastly, leave the L column blank because you will go back to it later on. K What I know W What I want to know L What I learned A survey is a general view, examination, or description of someone or something. It also refers to looking carefully and thoroughly at (someone or something), especially to assess them. When you want to do a survey, you need a questionnaire to help get the information that you need. A good questionnaire should be valid, reliable, clear, and interesting. When we say, Valid - it asks what it intends to ask. Reliable – it gets the same answer if the same question is posed repeatedly in a short time. Clear – it is easily understood. Interesting – it is completed by the respondents and gets better response rate The design of the questionnaire should not be taken for granted to be able to get accurate data. A bad questionnaire may lead to wrong conclusions since data collected may not be correct. Let us discuss each thoroughly. DESIGN  Ask the right questions Questions may be “close-ended” or “open-ended.” You can use either depending on the data that you want to get from your respondents. “Close-ended” questions provide options to the respondents and require them to choose one or more items from the list. This is used if the range of answers are well known and the options are limited. For example: Do you have a computer at home? ___yes ___no “Open-ended” questions allow the respondent to express their opinions freely and they are not restricted by the options. This is used if the answer options are multiple and unknown. The answers to the open-ended questions require re-grouping before analysis. For example: What are the reasons why students do not have computers at home? (You can list one or two reasons) The options available should be comprehensive so that the respondent can find an option which best suits his/ her answer. You can include an “Other: please specify ________” category as one of the options. You can also let them check as many items as applicable but be sure to mention it in your options. For example: Why do you want to have a computer? (You can choose more than one) I need it for my projects in school. I want to play online games. 6 https://pxhere.com/en/photo/1570335 My friends have computers. I want to use it for business. Others: Please specify: ___________________________ In questions that involve assessing attitudes or giving opinions, a scale with a range of responses is preferred to a yes/no answer. Likert scale (usually 5-point or 7-point) is a commonly used method. For example: Questions Strongl y agree 5 Agre e 4 Neutra l 3 Strongly disagre e 2 Disagre e 1 We should have a computer at home. In a questionnaire which has many parts, some of which need not be answered by the respondent, filtering is used to guide the respondent to answer only the relevant questions. However, you should avoid using too much filtering as this may confuse the respondents and make the questionnaire complicated. For example: Do you have a computer at home? ___ Yes ___ No If your answer is no, proceed to question no. 4. Avoid double-barreled questions. It is a common mistake that refers to asking two things in one question. For example: Do you have a computer and a laptop at home? Avoid ambiguous questions. Be clear and specific in constructing your question.  Use Appropriate Format This is important because the “look” of the questionnaire may decide whether the respondent is going to fill it up or not. The title should be highlighted and should reflect the main objective of the research. If possible, divide the questionnaire into sections according to the content (e.g. boxes with bold headings) and it should flow smoothly from one section to another with appropriate filtering. If your respondents involve older persons, a bigger font size should be used. Finally, include a cover letter stating the objective of your study, and your affiliations. Most importantly, it should include a confidentiality clause. This is to inform your respondents on how you are going to use the collected information.  Arrange the questions logically The order of the questions should flow in a logical sequence. Start with simple questions and move to more complex questions. You can start with the demographic profile like age, address, and others.  Make instructions clear Instructions should be very clear and introductory comments should be appropriate. 7