Title: Exploring Research Problem Formulation in Grade 12

Grade Level: 12 Subject: Research 2

Objectives: 1. Understand the concept of a research problem and its significance in the research process. 2. Identify the key components of a well-formulated research problem. 3. Develop skills in formulating research problems that are specific, measurable, achievable, relevant, and time-bound (SMART). 4. Apply the knowledge gained to formulate a research problem related to a chosen topic. 5. Evaluate the effectiveness of the formulated research problem.

Materials: 1. Whiteboard or blackboard 2. Markers or chalk 3. Handouts with examples of research problems 4. Chart paper and markers 5. Internet access (optional)

Procedure:

Preparation: 1. Prepare handouts with examples of well-formulated research problems. 2. Create a chart paper with the acronym SMART written on it.

Motivation (10 minutes): 1. Begin the lesson by asking students if they have ever encountered a problem that they wanted to solve or understand better. 2. Discuss with the students the importance of research in finding solutions to problems and advancing knowledge. 3. Share examples of famous research studies that have addressed significant problems and their impact on society. 4. Ask students to brainstorm and share examples of research problems they have encountered or are interested in exploring.

Lesson Proper:

Activity 1: Understanding Research Problems (15 minutes) 1. Introduce the concept of a research problem and explain its role in the research process. 2. Discuss the characteristics of a well-formulated research problem, such as being specific, measurable, achievable, relevant, and time-bound (SMART). 3. Show examples of research problems from the handouts and analyze them together as a class. 4. Ask students to identify the SMART components in each example.

Activity 2: Formulating Research Problems (20 minutes) 1. Divide the students into small groups. 2. Provide each group with a topic related to their field of interest or a general topic that can be explored from various perspectives (e.g., climate change, mental health, education). 3. Instruct each group to formulate a research problem related to the given topic using the SMART criteria. 4. Circulate among the groups to provide guidance and support as needed. 5. After the groups have formulated their research problems, ask each group to present their problem to the class. 6. Encourage class discussion and feedback on the effectiveness of each research problem.

Generalization (10 minutes): 1. Summarize the key points discussed during the lesson, emphasizing the importance of a well-formulated research problem. 2. Discuss how a clear research problem guides the entire research process and helps in achieving meaningful results. 3. Highlight the SMART criteria as a useful framework for formulating research problems.

Evaluation: 1. Assess the students’ understanding of research problem formulation through their participation in class discussions and group activities. 2. Evaluate the effectiveness of the formulated research problems based on their adherence to the SMART criteria. 3. Provide constructive feedback to students on their research problem formulation skills and offer suggestions for improvement.