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Oral defense and revising the research paper based on panelists’ feedback, and submitting full-blown research report are ONLY required in Inquiries, Investigation, and Immersion (3Is), not in Practical Research 1 and 2.
In the senior high school (SHS) curriculum, the requirement for an oral defense—a formal presentation where students justify their research findings and methodology before a panel—is specified in the subject Inquiries, Investigations, and Immersion (3Is). According to the Department of Education's curriculum guide, students in this subject are expected to "conduct oral defense of learner’s work" as part of their learning activities.
Practical Research 1 and 2 are designed to teach students the fundamentals of research—identifying research problems, reviewing literature, selecting methodologies, gathering data, and analyzing results. While presenting findings is part of the competencies, nowhere in the MELCs does it state that students must undergo a formal oral defense or revise their work based on a panel’s critique. These rigorous steps are only included in 3Is, which is the proper subject for conducting and defending a full research study.
Encouraging students to present their research informally can be beneficial, but misrepresenting an oral defense as a required standard in Practical Research 1 and 2 contradicts the actual competencies set by DepEd.
Based on experience—both mine and that of others who have completed their master’s and doctoral studies—final research defense and submission of a full-blown completed research paper were only required during thesis or dissertation writing - NEVER IN RESEARCH subjects. In every course, research subjects focused on learning methodologies, analyzing studies, and drafting research proposals, but a final oral defense and panel revisions were never required until the actual thesis writing stage.
In Senior High School, the equivalent of thesis writing is Inquiries, Investigation, and Immersion (3Is). This is where students are required to conduct a full-blown research study, defend it before a panel, and revise their paper based on feedback. Practical Research 1 and 2 are preparatory subjects, meant to develop foundational research skills—not to impose final defense requirements.
Misaligning activities with the curriculum can mislead students and cause unnecessary stress. While guided discussions or presentations can enhance learning, requiring an oral defense in Practical Research 1 and 2 misrepresents DepEd’s actual competencies and should not be enforced as if it were a standard requirement.
It’s important for teachers to align their activities with the curriculum rather than imposing unnecessary requirements that may add undue pressure and expenses on students.
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Any claim, regardless of how it is phrased, is invalid without proper citation; without evidence, it remains merely an opinion. In education, we teach based on the curriculum, not personal preferences.
Teachers are implementers, not curriculum changers. Wait till you become.
PS
Kahit gaano man kaganda ang mga output ng mga mag-aaral, kung hindi ito naaayon sa tamang content standards, hindi masasabing tunay nilang naabot ang inaasahang learning outcomes—lalo na kung nagdulot lang ito ng labis na stress at gastos sa kanila.
See attachment as proof of our claim.
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Applied_Inquiries-Investigations-and-Immersions-CG.pdf
In the senior high school (SHS) curriculum, the requirement for an oral defense—a formal presentation where students justify their research findings and methodology before a panel—is specified in the subject Inquiries, Investigations, and Immersion (3Is). According to the Department of Education's curriculum guide, students in this subject are expected to "conduct oral defense of learner’s work" as part of their learning activities.
Practical Research 1 and 2 are designed to teach students the fundamentals of research—identifying research problems, reviewing literature, selecting methodologies, gathering data, and analyzing results. While presenting findings is part of the competencies, nowhere in the MELCs does it state that students must undergo a formal oral defense or revise their work based on a panel’s critique. These rigorous steps are only included in 3Is, which is the proper subject for conducting and defending a full research study.
Encouraging students to present their research informally can be beneficial, but misrepresenting an oral defense as a required standard in Practical Research 1 and 2 contradicts the actual competencies set by DepEd.
Based on experience—both mine and that of others who have completed their master’s and doctoral studies—final research defense and submission of a full-blown completed research paper were only required during thesis or dissertation writing - NEVER IN RESEARCH subjects. In every course, research subjects focused on learning methodologies, analyzing studies, and drafting research proposals, but a final oral defense and panel revisions were never required until the actual thesis writing stage.
In Senior High School, the equivalent of thesis writing is Inquiries, Investigation, and Immersion (3Is). This is where students are required to conduct a full-blown research study, defend it before a panel, and revise their paper based on feedback. Practical Research 1 and 2 are preparatory subjects, meant to develop foundational research skills—not to impose final defense requirements.
Misaligning activities with the curriculum can mislead students and cause unnecessary stress. While guided discussions or presentations can enhance learning, requiring an oral defense in Practical Research 1 and 2 misrepresents DepEd’s actual competencies and should not be enforced as if it were a standard requirement.
It’s important for teachers to align their activities with the curriculum rather than imposing unnecessary requirements that may add undue pressure and expenses on students.
---
Any claim, regardless of how it is phrased, is invalid without proper citation; without evidence, it remains merely an opinion. In education, we teach based on the curriculum, not personal preferences.
Teachers are implementers, not curriculum changers. Wait till you become.
PS
Kahit gaano man kaganda ang mga output ng mga mag-aaral, kung hindi ito naaayon sa tamang content standards, hindi masasabing tunay nilang naabot ang inaasahang learning outcomes—lalo na kung nagdulot lang ito ng labis na stress at gastos sa kanila.
See attachment as proof of our claim.
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Applied_Inquiries-Investigations-and-Immersions-CG.pdf
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