Grade level: 11

Subject: Practical Research 2

Narrative Script Draft #1

30 MINUTE LESSON

Program Opening I min

Feedback Portion 5 min
Review of the Previous Lesson 5 min
Musical Break 2-3 mins
Lecture of the Day 10 min
Brief Review of the Lesson of the Day 3 min
Announcement / Reminders 2 min
Closing (Extro) I min
Title : Practical Research 1

Topic : Introduction to Quantitative Research

Treatment : _/__Narrative Lecture __Narrative Tutorial

Run time : 10-30 minutes

Scriptwriter : Jeany Mae D. Macalam

Broadcaster : ___________________

Content Editor : Rochelle Lozano

Illustrator : ___________________

Video Editors : Arinne M. Edulantes, June Suzette Obsid, Shoji-Ann D. Daradal

Region : X, Division of Cagayan de Oro City

Instructional Objectives: After watching the videos, the learners should be able to:
1 . choose appropriate quantitative research design (CS_RS12-IIa-c-1);

Program Opening I min

1. Have a great Mindanao!

2. I am Teacher _____________, your companion in today’s discovery of learning…

3. Welcome to our 14th episode of (L—PRE) Learning Practical Research Easily…

Feedback Portion 5 min
Grade level: 11
Subject: Practical Research 2
Narrative Script Draft #1

Review of the Previous Lesson 5 min

1. What have you learned in the previous quarter? (pause)

2. Correct. You have learned about the characteristics and importance of quantitative

3. research, how to clearly formulate the statement of the research problem and conceptual

4. framework.

5. We are about to embark on the lessons for the fourth quarter of this school year. These

6. lessons will complete your understanding on the concept and application of Practical

7. Research.

8. So, brace yourselves and let us all hop into the wonderful world of choosing appropriate

9. research design.

10. Let us have a short break before we proceed to our new lesson.
Music Break 2-3 mins

Lecture of the Day 10 min

11. Quantitative research is more systematic and controlled than qualitative. However,

both

12. research methods have a statement of the problem to investigate. At this point, it is

13. assumed that you are already done stating your research problem, the background of the

14. study, scope and delimitation, hypothesis, conceptual framework, and review of related

15. literature and studies.

16. Each type of research has a unique design to follow that will also lead the direction of

17. sampling procedure, data gathering, and data analysis. Each research type also aims to

18. answer specific research questions; how it will be answered is determined by its design.

19. Important considerations also are the variables of the study. The type of variables
Grade level: 11
Subject: Practical Research 2
Narrative Script Draft #1

provides

20. Paradigm or your conceptual framework, which helps the researcher decide on what will

be the design of the study.

21. So, it is very important that you have completed the previous tasks diligently to

maximize

22. your learning in this Module. In this lesson, you will be taught how to select an

23. appropriate quantitative research design.

24. What comes to your mind when you hear the term ‘Quantitative Research Design’? Try

25. to think about it. When a man decides to build a house, does not he draw first the blue

26. print before he will start to do the work? Same with the conduct of research, the

blueprint

27. for the collection, measurement, and data analysis is drawn as a pattern to follow.

28. Furthermore, research designs enable the researcher to obtain a more valid, objective,

29. reliable, and accurate answers to the research questions.

30. Specifically, according to Barrot, 2007, Research design is defined as the logical and

31. coherent overall strategy that the researcher uses to integrate all the components of the

32. research study. In quantitative research, you are going to have a great deal of abstraction

and numerical analysis

33. Fraenkel and Wallen, 2007, further added that the research designs in Quantitative

34. Research are mostly pre-established. Hence having an appropriate research design in

35. quantitative research, the researcher will have a clearer comprehension of what he is

trying to analyze and interpret.

Grade level: 11
Subject: Practical Research 2
Narrative Script Draft #1

36. At this point, let us traverse through the Types of Quantitative Research Design.

37. Quantitative Research Designs have five general classifications: descriptive,

correlational, ex post facto, quasi-experimental, and experimental.

38. First, Descriptive Research. When little is known about the research problem, then it is

39. appropriate to use descriptive research design. It is a design that is exploratory in nature.

40. The purpose of descriptive research is basically to answer questions such as who, what,

41. where, when, and how much. So this design is best used when the main objective of the

42. study is just to observe and report a certain phenomenon as it is happening.

43. Second, Correlational Research. The main goal of this design is to determine if variable

44. increases or decreases as another variable increases or decreases. This design seeks to

45. establish an association between variables. It does not seek cause and effect relationship

46. like descriptive research; it measures variables as it occurs. It has two major purposes:

(a)

47. to clarify the relationship between variables and (b) predict the magnitude of the

48. association. However, the extent of the purpose of correlational research depends on the

49. scope and delimitation of the study.

50. Third, Ex Post Facto. If the objective of the study is to measure a cause from a pre-

51. existing effects, then Ex Post Facto research design is more appropriate to use. In this

52. design, the researcher has no control over the variables in the research study. Thus, one

53. cannot conclude that the changes measured happen during the actual conduct of the

54. study.

55. For the fourth and fifth type, we have to take note that these last two types of
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Subject: Practical Research 2
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quantitative

56. research designs are identifiable for the existence of treatment or intervention applied to

57. the current research study. Intervention or treatment pertains to controlling or

58. manipulating the independent variable in an experiment. It is assumed that the changes

in

59. dependent variables were caused by the independent variable.

60. There are also two groups of subjects, participants, or respondents in quasi-

experimental

61. and experimental research. The treatment group refers to the group subjected to

treatment

62. or intervention. The group not subject to treatment or intervention is called the control

63. group.

64. Fourth, Quasi-Experimental. The term means partly, partially, or almost – pronounced

65. as kwahz-eye. This research design aims to measure the causal relationship between

66. variables. The effect measured is considered to have occurred during the conduct of the

67. current study. The partiality of quasi-experimental design comes from assigning

subjects,

68. participants, or respondents into their groups. The groups are known to be already

69. established before the study, such as age educational background and nationality. Since

70. the assignment of subjects, participants, or respondents are not randomly assigned into

an

71. experimental or control groups, the conclusion of results is limited.

Grade level: 11
Subject: Practical Research 2
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72. Lastly, Experimental Research. This research design is based on the scientific method

73. called experiment with a procedure of gathering data under a controlled or manipulated

74. environment. It is also known as true experimental design since it applies treatment and

75. manipulation more extensively compared to quasi-experimental design. Random

76. assignment of subjects or participants into treatment and control group is done

increasing

77. the validity of the study. Experimental research, therefore, attempts to affect a certain

78. variable by directly manipulating the independent variable.

79. Can you now define and differentiate these Research Designs? What do you think is the

appropriate research design for your current research problem?

Brief Review of the Lesson of the Day
80. What you have to remember is that Research design is defined as the logical and coherent

81. overall strategy that the researcher uses to integrate all the components of the research study.

82. Let us enumerate the five types of quantitative research design:

83. Descriptive

84. Correlational

85. Ex post facto

86. Quasi-experimental

87. Experimental

Announcement / Reminders
88. Congratulations! That concludes our lesson for this week, but hey wait, you still need to

89. apply and practice these concepts. In your modules, there are activities that you have to

90. answer to reinforce your understanding. Get your module, pen and paper.

91. First, Answer Activity 2 and Activity 3 found on Pages 4 - 6 of Quarter 4, Module No. 1.

92. For activity 2, you must use the template provided and summarize the five quantitative
Grade level: 11
Subject: Practical Research 2
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93. research designs according to its goal, and its corresponding variable manipulation. For

94. Activity 3, Determine the quantitative research design appropriate for the sample research

95. titles. Make sure to explain your choice into two to three sentences.

96. Then, answer Activity 4, found on Page 6. You must answer each question

97. comprehensively.

98. Lastly, answer the activities found on Page 7.

Closing (Extro) I min
1. Reminders, for the submission, email it to your teacher’s email or you can drop it in the

2. designated submission box.

3. For our next episode of L--PRE, we will be tackling about Sampling Procedure and

4. Sample.

5. May you incorporate what you have learned in real life and later you will found out

6. that there is still more to discover in this exciting world of research.

7. Thanks for joining! See you in the next episode of L—PRE Program!

8. This has been your Teacher _________, reminding all of you that…

9. In this advent time of fake news, may we retain the mindset of a researcher and only

speak out valid, objective, reliable, and accurate information. See you all in our next

episode. Ciao!