Learning Area 1: Brainstorming for Research Topics

Contents
Overview 1

Learning Area Planner on Brainstorming for Research Topics 1

Learner’s Activity 3
Activity 4: Writing a Topic Proposal 3
Activity Instructions 3

Bibliography 7
 Learning Area 1: Brainstorming for Research Topics

Overview
Doing research begins with a question that may be derived from everyday life experiences,
observations, or encounters with current research outputs. Given the diversity of sources, it
is essential to sort out which possible research topics can be drawn from these various
sources before arriving at a research topic. However, without considering one’s interests, it
may be challenging to sustain the motivation in finishing the research. Hence, the student
researcher should be able to integrate several factors in deciding the final research topic.
After accomplishing the activities in this learning area, the students will be able to
brainstorm on a possible research topic.

Learning Area Planner on Brainstorming for Research Topics

Recommended
Teacher’s Activities
Duration

Monitors and directs the learner’s work 1 week

Learning Area Activities Learner’s Output Date given Date due

List of observations for possible

Identifying Real-Life Problems
research problems

Describing the Characteristics of

Sample research problems
Good Research Problems

Gathering Information about the Explanation of the research

Research Problem problem

Writing a Topic Proposal Topic proposals

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 Learning Area 1: Brainstorming for Research Topics

Learning Area Main Output: Topic Proposal

A primary component of the topic proposal is a discussion of the student’s research topic.
To develop a research topic, students may draw from personal experiences, observations,
or reflections on previously-encountered research materials.

The topic proposal should include the following: a comprehensive discussion about the
student’s topic of interest including its background, general and specific research
questions, a list of objectives of the research paper, and a discussion on the significance of
conducting the study. The research proposal serves as a guide in the completion of the
overall research paper.

The lessons and activities in this learning area seek to help the students plan their research
study by making an initial list of possible research topics.

● Communication
● Critical Thinking and Problem-Solving
Opportunity to
● Information Literacy
Practice the Following ● Productivity and Accountability
21st-Century Skills

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 Learning Area 1: Brainstorming for Research Topics

Learner’s Activity

Activity 4: Writing a Topic Proposal

At the end of this activity, learners are expected to formulate a topic proposal containing a
discussion on the background of the study, a statement of the research problem, and a list
of general and specific objectives. Once approved, this topic proposal will serve as the
learners’ guide in completing their research papers. The teacher’s role is to guide the
students in writing a proper topic proposal and approving the topic proposal so the
students may proceed with their research.

Discussion Prompts Helping students prepare for the task

1. How would you choose a topic from your list of potential concepts?
2. Why do you think it is important to do research on these potential topics?
3. What information about the topic is important for a reader to learn more about the
topic?

Activity Instructions
General instructions: Write a three- to five-page topic proposal containing the following
main components: the background of the study, the statement of the research problem,
and the objectives of the study.

1. In eight to 10 sentences, write the background of the study. Include a discussion

on the general background of the topic, context, and other important information
to introduce the topic. Cite no less than three relevant sources.

2. In three to five sentences, make a statement of the research problem. It must

contain the research topic, the research question, and the significance of pursuing
the research problem.

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 Learning Area 1: Brainstorming for Research Topics

3. Formulate one general and no less than two specific objectives of the study.

4. Use font size 12, 1.5 line spacing, and a citation style (i.e., APA, MLA, or Chicago
Manual of Style). Include a reference list, works cited, or bibliography section at
the end of the topic proposal.

Tip
In reading and approving the student’s topic proposal, make sure to consider the
feasibility of the proposed research topic. A topic proposal may contain all the
necessary elements and may be written in a clear and comprehensive manner, but the
student must also be able to complete the research within the prescribed period of
time.

Feedback Guide Questions Helping students progress

1. Is it possible to do complete research (review of related literature, data collection,

and data analysis) on the proposed topic? If not, which aspects of the proposed topic
may not be completed within the prescribed research period?
2. Is the discussion of the background of the study sufficient to introduce the proposed
topic to a reader?
3. What are the possible practical and theoretical contributions of pursuing complete
research on the proposed topic?

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 Learning Area 1: Brainstorming for Research Topics

Rubric for Grading

suggested
1 2 3 4 points
weights
Components 10%

Completeness of The topic proposal The topic The topic The topic proposal
Essential is missing three to proposal is proposal is contains all the
four essential missing two missing one essential
Components
components. essential essential components.
1. Background of
components. component.
the Study
2. Statement of 10%
the Research
Problem
3. Objectives of
the Study
4. References

Component Grades 80%

Background of The student failed The discussion of The discussion of The student
the Study to provide a clear the background of the background of provided a clear
discussion of the the study needs the study needs and concise
background of the major revisions. minor revisions background of the
study. Elements only. study. Elements
such as contextual such as context,
information, important facts,
20%
relevant facts, and/or the place
and/or the place of the topic within
of the topic within the field are
the field are satisfactorily
missing. discussed.

Statement of The statement of The statement of The statement of The statement of

the Research the research the research the research the research
Problem problem is problem is problem contains problem contains
missing two out of missing one out of all three all three
the three the three components, but components, and
components. components. the discussion on all three 20%
any of the components are
components discussed in a
needs minor clear and concise
revision. manner.

Objectives of the The student only The student The student The student
Study provided one provided general provided general provided general
objective of the and specific and specific and specific 20%
study that is not objectives of the objectives of the objectives of the
clear, direct, study, but both study, but at least study that are all

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 Learning Area 1: Brainstorming for Research Topics
and/or are not clear, one objective is clear, direct, and
measurable. direct, and/or not clear, direct, measurable.
measurable. and/or
measurable.

Bibliography The student used The student used The student used The student used
less than three no less than three no less than three no less than three
relevant sources, relevant sources, relevant sources, relevant sources,
and these were but all sources but at least one and all sources
not referenced were not source was not were referenced
properly at the referenced referenced properly at the
end of the properly at the properly at the end of the
proposal end of the end of the proposal 20%
according to the proposal proposal according to the
chosen reference according to the according to the chosen reference
style chosen reference chosen reference style
(APA/MLA/Chicago style style (APA/MLA/Chicago
Manual of Style). (APA/MLA/Chicago (APA/MLA/Chicago Manual of Style).
Manual of Style). Manual of Style).

Grammar 10%

Grammar and The submission The submission The submission The submission
Spelling contains both contains both contains very few contains minimal
major minor grammatical and to no grammatical 10%
grammatical and grammatical and spelling errors. and spelling
spelling errors. spelling errors. errors.

Total 100%

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 Learning Area 1: Brainstorming for Research Topics

_________________________________________________________________________________________________

Bibliography

Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research, 3rd ed.
Chicago: The University of Chicago Press, 2008.

Boudah, Daniel J. “Identifying a Research Problem and Question, and Searching Relevant
Literature” pp. 21-42, in Conducting Educational Research: Guide to Completing a Major
Project, California: SAGE Publications Inc., 2011.

Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches,
3rd ed. California: SAGE Publications Inc., 2009.

Leavy, Patricia. Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and
Community-Based Participatory Research Approaches. New York: The Guilford Press,
2017.

O’Leary, Zina. The Essential Guide to Doing Research. London: SAGE Publications, 2004.