Final PR 2 Module 2nd SEM 2022 - 1

RF-LSH-003
COURSE GUIDE
I. Course Title: Practical Research 2: Quantitative Research
II. Course Overview: Practical Research 2 is an applied subject for grade 12 senior high
school students across all strands in the academic track.
A. Introduction. The subject aims to develop critical thinking and problem-solving skills through
quantitative research. Through this subject, the students are trained to ask people for their
opinions in a structured way so that they can produce hard facts and statistics to guide them in
their quest for knowledge.
B. Course Learning Outcomes: To address the impact of the current health crisis on the basic
education system in the country, the Department of Education (DepEd) has released the
following Most Essential Learning Competencies (MELCs) that you must acquire.
The learner is expected to:

1. Describe characteristics, strengths, weaknesses, and kinds of quantitative research
2. Illustrate the importance of quantitative research across fields
3. Differentiate kinds of variables and their uses
4. Design research used in daily life
5. Write a research title
6. Write the research introduction by: a) describing background of research; b) stating research
questions; and c) indicating the scope and delimitation of study
7. presenting the written statement of the problem
8. Write the Literature Review by: a) illustrating and explaining the conceptual framework; b)
defining the terms used in study
8. List research hypothesis (if appropriate)
9. Present the written review of related literature and conceptual framework
10. Write the Research Methodology by: a) Choose appropriate quantitative research design b)
Describe sampling procedure and sample c) Construct an instrument and establish its validity
and reliability d) Describe intervention (if applicable) e) Plan data collection procedure f) Plan
data analysis using statistics and hypothesis testing (if appropriate)
11. Present written research methodology
12. Collect data using appropriate instruments
13. Present and interpret data in tabular or graphical forms
14. Use statistical techniques to analyze data – study of differences and relationships limited for
bivariate analysis
15. Draw conclusions from research findings
16. Formulate recommendations
C. FLEXIBLE STUDY SCHEDULE
FIRST GRADING
WEEK DATES LESSON REQUIREMENT DUE DATE
1 January 17-21 Module 1: Written Task 1 January 24-28
Nature of Quiz NB: Due date
Inquiry and depends on the
Research scheduled SC
2 January 24-28 Module 1: Performance January 31-
Nature of Task 1 February 4
Inquiry and NB: Due date
Research depends on the
scheduled SC
3 January 31- MODULE 2: Written Task 2 Feb 7-11
February 4 Identifying the Summative Quiz NB: Due date
*February 1- Inquiry and depends on the
Chinese New Stating the scheduled SC
year Problem
4 February 7-11 MODULE 2: Performance Feb 14-18
Identifying the Tas 2 NB: Due date
Inquiry and Writing the depends on the
Stating the Introduction scheduled SC
Problem
5 MODULE 3: Written Task 3 Feb 21-25
February 14-18 Learning from Repertory Grid NB: Due date
Other and Groupwork depends on the
Reviewing the scheduled SC
Literature
6 February 21-25 MODULE 3: Performance Feb 28-March 4
Learning from Task 3 NB: Due date
*Feb 25-EDSA Other and Literature depends on the
Day Reviewing the Review scheduled SC
Literature Groupwork
7 February 28- Completion Week/PT Week/ Feedbacking/Intervention
March 4 (or Checking of CBL Outputs
March 8)
March 9-11 Completion Week/PT Week/ Feedbacking/Intervention
Checking of CBL Outputs
SECOND GRADING
WEEK DATES LESSON REQUIREMENT DUE DATE
1 March 14-18 Written Task 1 March 21-25
MODULE 4: Quiz NB: Due date
Understanding Written Task 2 depends on the
and Summative Quiz scheduled SC
Systematically
Collecting
Data
1
2 March 21-25 MODULE 4: Performance March 28-April 1
Understanding Task 1 Writing NB: Due date
and the Research depends on the
Systematically Methodology scheduled SC
Collecting
Data
3 March 28-April MODULE 5:
1 Finding
Answers
through Data
Collection
4 April 4-8 MODULE 5: Written Task 3 April 18-22
Finding Analysis and NB: Due date
Answers Application depends on the
through Data scheduled SC
Collection
April 11-16 HOLY WEEK
5 MODULE 5:
April 18-22 Finding
Answers
through Data
Collection
6 April 25-29 MODULE 6: Performance May 2-6
Reporting and Task 2 NB: Due date
Sharing Questionnaire depends on the
Findings scheduled SC
7 May 2-6 MODULE 6: CPT May 16-18

Reporting and Research NB: Due date
Sharing Proposal depends on the
Findings presentation scheduled SC
8 March 9-11 Completion Week/PT Week/ Feedbacking/Intervention
May 16-18 Completion Week/PT Week/ Feedbacking/Intervention
III. Course Study Guide
1. Manage your time. Properly schedule your reading assignments and activity
accomplishments. Have your planner or calendar of activities ready. Remember
that you have other modules to accomplish for this semester. Try to anticipate
possible conflicts between personal and study schedules and make appropriate
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adjustments. Be very conscious of your study schedule and always remind
yourself of deadlines.
2. Focus your attention. Make sure that you do things one at a time.
Read each material over and over until you are able to get the gist of the lesson.
3. Owe it to yourself. In doing the assessment tasks, whether formative or
summative, target the highest standards because you are a better learner. You
have the knowledge and skills needed to finish a quality work.
4. Work independently. It is expected that you work on the modules on your own.
You can ask help from others but do your best first.
5. Answer confidently. You are encouraged to dutifully follow instructions. You can
answer more confidently when you know that you are following instructions.
6. Motivate yourself. Whatever knowledge, skills, or values and insights you gain
from this subject will definitely be of help in your life and future plans. Enjoy what
you do and everything else will follow.
7. Submit on time.
OBL students, promptly upload your outputs to Genyo on the due dates of
submission. Referring to the Study Schedule, you are given a week to
accomplish each task; thereby if for instance PT #1 on Disconnected is of week 1
lesson, the due date is within week 2.
CBL students, you are strongly encouraged to regularly accomplish

requirements in time for submission at the end of every grading period, yet you
may also upload your outputs to Genyo.
8. Be patient. I shall provide feedback on your work to facilitate the learning. While
waiting for my feedback, you can continue working on the other activities in order
not to miss any important part of each module.
9. Contact me. If you would need further help or some clarification in any of the
modules, please do not hesitate to send me a message through FB Messenger
within 8 a.m. – 4 p.m. on any day from Mondays to Fridays; however, kindly be
considerate when you get delayed replies as I may be conducting a synchronous
class.
IV. Evaluation
Evaluation is a significant facet of learning. Without evaluation there is no learning. You
will expect your written works and performance tasks to be marked or graded.
There will be three (3) written works and three (3) performance tasks per grading period
which are all embedded in the modules. Each written work and each performance task is
thirty (30) points. No examinations will be conducted this semester.
There also are formative assessments in the modules which will not be submitted;
however, they must be accomplished for you to truly understand or appreciate the
lessons. Remember that the right attitude put into completion of tasks is more valuable
than the grade acquired.
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V. Additional Reminders/Guidelines
A. Manner of Submission
OBL students
Upload accomplished tasks to Genyo – the Learning Management System of the Senior
High School. Tangible or physical (project) outputs are submitted in Image or JPG/JPEG
format.
CBL students
Print your accomplished tasks if you decide to submit your outputs in school after every
grading period or upload accomplished tasks to Genyo – to avoid traveling in this time of
pandemic. Tangible or physical (project) outputs are submitted in Image or JPG/JPEG
format.
B. The Culminating Task
Research Proposal Presentation through Video Recording
Students will record themselves while answering the questions. They will have to make sure to
answer each question in a comprehensive manner and to employ the proper etiquette on video
presentation (with visuals of content).
Refer to the last module for more details about the mechanics.
VI. Technological Tools
To accomplish most, if not all, of the tasks in the modules, you are encouraged to use a smart
phone and a desktop or laptop. You will need the following software applications: Word
Processing, Presentation, Publication, and Spreadsheet etc.
VII. Grading System
DepEd’s Revised Assessment and Grading Policy for Students in Basic Education for Applied
Subjects:
Written Works/Tasks 40% Performance Tasks 60%
VIII. Contact Information
The following are the teachers who shall handle Practical Research 2 for the second semester
of AY 2021-2022.
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Please send your messages only to the assigned PR2 teacher for your class.
Teacher Messenger Account

Mary Kathleen T. Alvarez Mary Kathleen Alvarez
Arlene T. Dacanay Arlene Torno Dacanay
Marian B. Dicawan Marian Bagwel
Saida B. Guivac Sai Sai

Jennefer V. Mostrales Jen Mostrales
Maricel N. Pedral Maricel Pedral

Ma. Niza Rodillas Niza Rodillas
In the event that your subject teacher’s Messenger is inaccessible, you can contact the
Principal’s office at these numbers 0995 539 1234 or (074) 447 0664.
Looking forward to a pleasant teaching - learning experience with you!
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TABLE OF CONTENTS
Acknowledgement and Promissory Note 7
Module 1 Nature of Inquiry and Research 8

Module 2 Identifying the Inquiry and Stating the Problem 24
Module 3 Learning from Other and Reviewing the Literature 52
Module 4 Understanding and Systematically Collecting Data 77
Module 5 Finding Answers through Data Collection 116
Module 6 Reporting and Sharing Findings 134
Culminating Performance Task 141
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SAINT LOUIS UNIVERSITY
LABORATORY HIGH SCHOOL – SENIOR HIGH
ACKNOWLEDGMENT AND PROMISSORY NOTE
I, __________________________ of Grade _____ Section _________________________,

acknowledge that I am fully aware of the school’s policy on plagiarism on scholarly works
and observance of academic honesty.
I fully understand that in submitting requirements in all my subjects, I follow the basic rules
on crediting sources and obtaining permission when using materials for academic purposes.
Hence, if I fail to do citation and acknowledgment of sources, it would merit an automatic
WARNING/REPRIMAND and because of which I shall get a Conduct Grade of Needs
Improvement (NI) or Unsatisfactory (U) in that particular grading period when the offense
was committed.
Therefore, I promise in the presence of my parent/guardian that:
1. I will constantly observe proper citation and acknowledgment when using resources
for all my academic requirements for this AY 2020-2021; and
2. I will abide by the school’s rules and regulations.
Signed: Conformed:
_______________________________ ______________________________________
Signature over printed name of student Signature over printed name of parent/guardian
Noted:
DR. ROMEO E. JAVIER

Principal
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Module
1 NATURE OF INQUIRY
AND RESEARCH
Learning Competencies
At the end of the module, the
students should be able to:
a. describe characteristics,
strengths, weaknesses, and
kinds of quantitative research;
Whenever you are reminded of the challenges
b. illustrate the importance of and struggles you are experiencing, you have to think
quantitative research across of your goals and objectives. We are neophytes in this
fields; and so-called life and those obstacles can make us feel
anxious – but in the long term they can help us to
c. differentiate kinds of variables develop our self-confidence and lead us to learn new
and their uses. skills. These should be your motivation to keep going,
to keep aiming and to keep soaring.
Performance Standard Dealing with problems in life is just like doing a
The learner should be able to research paper. Mastering the intricacies of performing
decide on suitable quantitative research appears as a challenging task. However,
research in different areas of though clear and easy-to-follow guidelines, evidence-
interest. based exercised, interesting activities, and constant
practice, this mastery can be achieved. The key
characteristics of research are an insatiable curiosity,
a sense of adventure, and commitment to value-laden
The Topics education. If you are committed and have the
v Quantitative Research and its determination and motivation you need, completing your
Characteristics research can be one of the most rewarding experiences
v Strengths and Weaknesses of of your life. And so, this is where your journey in
Research Practical Research 2 begins!
v Importance of Quantitative
Research
Enjoy the ride learning all about Quantitative
v Variables
v Research Designs Research!
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ENGAGE
• Do you listen and watch news on television, radio,

social media or on other application?
• What do you think are the issues in our community

today?
• How can these issues affect you as a student? your

community? the society as a whole?
The issues we have in our community affect individuals and the society as a whole.
People need answers to describe these phenomena, their implications in daily living and
how can these be controlled or given solutions. All these is possible through Research.
Let us now enrich ourselves with the definition and characteristic of Quantitative
Research.
Quantitative Research
Explore
Creswell (1994) defines a quantitative research as “an inquiry into a social or

human problem, based om testing a theory composed of variables, measured with
numbers and analyzed with statistical procedure, in order to determine whether the
predictive generalizations of the theory hold true”.
It is a systematic investigation of observable phenomena where the researcher gathers

quantitative or numerical data and subjects them to statistical methods.
Explain Characteristics of Quantitative

Research
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1. It is reliable and objective.
2. It uses statistics to generalize a finding.
Statistical Methods:
• Pearson’s r measures the relationship between two variables;
• T-test examines the presence of a statistical differences between two means;
• Analysis of Variance (ANOVA) looks into the statistical difference among
the means of two or more group and multiple regression, which tests the
relationship between several independent variables and one dependent
variable.
Quantitative researchers seek explanations and predictions that can be

generalized, refers to the extent to which not only represent the samples but
also the population at large.
3. It reduces and restructures a complex problem to a limited number of variables.
4. It looks at the connections between variables and establishes cause and effect
relationships in highly controlled circumstances.
5. It tests theories or hypothesis.
6. It tends to rely on deductive form of analysis.

• This type of analysis moves from general to specific or from theory,
hypothesis to logical conclusion.
7. It assumes that the sample of representative of the population.

• Standardized data can be collected from sizeable number of
participants/samples using probability sampling, which is highly
randomized. Because of this, quantitative is said to exhibit a lower level of
subjectivity and a higher rate of generalizability.
Let us differentiate its strengths and weaknesses.
Strengths and Weaknesses of Quantitative Research
Strengths of Quantitative Weaknesses of Quantitative

Research Research
1. Standards are usually used in choosing 1. Results are limited and cannot provide
the instruments, in sampling in-depth information since they are
procedures, and in choosing the most usually based on the analysis of
appropriate statistical treatment, thus numbers and are not obtained from
making the research replicable. detailed narratives.
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2. The result is reliable since the study 2. It provides less comprehensive textual
uses a big sample of the population. description of human experiences and
perceptions.
3. It allows the researcher to measure 3. Numerical data may be insufficient in

and analyze the data to arrive at an analyzing intangible factors, such as
objective answer to the problem posed gender roles, socio-economic status
or stated. and social norms of a given population.
It has a low degree of subjectivity
4. It can make predictions based on 4. It has less flexibility in terms of study

numerical, quantifiable data. Results design
can be reduced through statistical
treatments and interpreted in a few
statements.
5. It can establish causality more 5. Responses of participants are strictly

conclusively. limited to what has been asked. These
responses may not be extensive in some
cases.
6. Data analysis using statistical software 6. Self-reported data may not be very
is faster. accurate as respondents may have the
tendency to underestimate or overestimate
their skills and behavior during self-
assessment tasks.
7. Data gathering techniques are typically 7. Having a large study sample requires
less demanding compared with those in researchers to spend more resources.
qualitative research.
Importance of Quantitative Research in Different Fields

The following are other instances in which quantitative research can contribute to the
development of specific fields:
1. In Education,
It can be used in measuring the level of performance of students and

teacher, and in assessing the effectiveness of the method and the different
programs conducted.
2. In Business,
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It can improve the overall marketing strategy, and help the company make
informed decisions on how to be best move forward with a particular
product or services.
.
3. In Medical and Health Allied Services,
It yields statistics that can help improve the rate of recovery of patients with
illnesses and sicknesses, and the efficacy of medicines and drugs, among
others.
.
4. In Science and Technology,
It can lead to a more responsible and accountable operation of the different

components of technology. It can determine the effectiveness of a newly
developed medicine, treatment, or approach in addressing health problems.
.
5. In Information and Communication Technology,
It can examine the trends and tendencies in the use of information

technology.
.
6. In Agriculture and Fisheries,
It can examine how agriculture in a particular community is influenced by

global trends.
.
7. In Sports,
It is to understand the relationship between one’s health and athletic

performance.
.
8. In Arts,
It is to investigate methods or approaches that enhance one’s creativity.
9. In Social Inquiry,
It is better to understand the behavior and social interactions among

individuals.
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Let us now proceed to the purpose of variable in research.
Kinds of Variables and Their Uses
A variable is any element or entity which can be measured for quantity or quality. It
is any factor or property that a researcher measures, controls, and/or manipulates. It
is also the changing quantity or measure of any factor, trait, or condition that can
exist in differing amounts or types.
When conducting a quantitative study, you are expected to measure or figure out the
relationship between your variables. You may also manipulate or control these
variables, depending on the kind of research you are conducting.
Classifications of Variables
1. Numeric or Quantitative variables

These are variables that can be measured numerically and used primarily in
quantitative research. it answers the questions “how many” or “how much.”
a. Discrete variables
It can be counted. They can only be denoted by positive whole numbers and
are not described in ranges.
Some examples:
- Number of registered cars - Population of students
- Number of business locations - Total number of faculty
- Number of children in the family members
b. Continuous variables
It is also referred to as interval variables. They are measured in ranges
and can be denoted by non-whole numbers. It can have positive or negative
values. They can also be expressed as fractions.
Some examples:
- Time - Height
- Age - Weight
- Temperature
Ratio variables
These are special type of continuous variable. This type of variable cannot
have a negative value. The value of zero represents none or nothing.
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Some examples:
- Age - Annual Family Income in
- Height Thousands of Pesos
- Weight - Number of students per
- Distance classroom
- Test scores - Voter turnout per presidential
election
2. Categorical variables
Despite lacking numerical value, these variables can still be used in quantitative
research. they involve assigning values to specific categories or groups. It
answers the questions “what type” or “which category.”
a. Ordinal variables
These variables can take a value which can logically ordered or ranked.
Some examples:
- Academic grades such as A, B, C
- Clothing size such as XS, S, M, L
- Measures of attitude like strongly agree, agree, disagree, or strongly
disagree.
- Frequency is described as rare, seldom, sometimes, almost always, or
always
b. Dichotomous variables
These variable represent only two categories.
Some examples:
- Gender (male and female) - Veracity (true or false)
- Answer (yes or no)
c. Nominal variables
These variables can have more than two categories or values.
Some examples:
- Business types - Types of learners
- Eye colors - Hair color
- Kinds of religion - Blood type
- Various languages - Mode of transportation
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3. Experimental variables
It is often best to refrain from using the terms “dependent variable” and
“independent variable” in non-experimental kinds of quantitative research, such
as descriptive, correlational and ex post facto studies.
a. Dependent variables
These are the variables examined for changes. It is also considered to be the
presumed effect in experimental research. thus, it is also called as response
or predicated variable.
b. Independent variables
These are the variables that are considered to affect the dependent variable.
As such, it is the presumed cause in experimental research. these variables
are usually manipulated to see whether it cause changes on the dependent
variable.
c. Extraneous variables
These variables are already existing during the conduct of an experiment and
could influence the result of the study. By knowing the extraneous variable,
you will be able to lessen their adverse effect on your study.
Some examples:
1. Research Title: An Experiment on the Method of Teaching and
Language Achievement Among Elementary Pupils
Independent Variable: Method of teaching

Dependent Variable: Language achievement
Extraneous Variables: Ventilation facilities; Physical ambiance
2. Research Title: Use of Gardening Tools and Types of Fertilizer: Their

Effects on the Amount of Harvest
Independent Variable: Use of gardening tools, types of fertilizer

Dependent Variable: Amount of harvest
Extraneous Variables: Humidity level; Types of seeds/plants
c.1 Confounding variables

If an extraneous variable is not appropriately controlled, it may be unequally
present in the comparison groups. As a result, the variable becomes
a confounding variable. Being unaware of or failing to control for confounding
variables may cause the researcher to analyze the results incorrectly. The
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results may show a false correlation between the dependent and independent
variables, leading to an incorrect rejection of the null hypothesis.
For example,
A hypothesis that coffee drinkers have more heart disease than non-coffee
drinkers may be influenced by another factor. Coffee drinkers may smoke
more cigarettes than non-coffee drinkers, so smoking is a confounding
variable in the study of the association between coffee drinking and heart
disease. The increase in heart disease may be due to the smoking and not
the coffee. More recent studies have shown coffee drinking to have
substantial benefit in heart health and in the prevention of dementia.
Example:
Research Title: The Effects of Using Microsoft Word on the Writing
Performance of Students.
Independent variable: The use of Microsoft Word

Dependent variable: The students’ writing performance
Extraneous variable: The time and venue of writing. Conditioning the
test in a non-air conditioned room may
negatively affect the students’ writing
performance.
If the variable is not controlled, it may become the main factor behind the poor
writing performance of the students, and not the use of Microsoft. Then it
ceases to be an extraneous variable, and become a confounding
variable.
Let us consider the variables used in the different research designs.
Elaborate Kinds of Quantitative Research
The five most common kinds of quantitative research. They may have similar goals,
descriptions and data collection techniques.
Kind Goal Variables and Data Sample Title

Experimental Collection
Manipulation Technique
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Descriptive To observe Variables are Questionnaire Assessing Nurses’
and report on measured as Attitudes Toward
a certain they occur. Observation Death and Caring
phenomenon for Dying Patients
Experimental in a
manipulation is Comprehensive
not used. Cancer Center
(Lange, M., Thom,
B., Kline, N.E.,
2008)
Correlational To determine Variables are Questionnaire The Relationship

the nature of measured as Between Service
relationship they occur. Tests Quality and
between Customer
variables Experimental Observation Satisfaction in the
without manipulation is Telecommunication
looking into not used. Industry: Evidence
the cause from Nigeria
(Ojo, O., 2010)
Ex post facto To infer the Experimental Questionnaire Comparison of

causes of a manipulation is Personal, Social
phenomenon not used. and Academic
which has Variables Related
already Groups to University Drop-
occurred exposed to the out Rate and
presumed Persistence
cause are (Bernardo, A., et
compared with al., 2016)
those who are
not exposed to
it.
Quasi- To establish Experimental Tests The Impact of
experimental cause-and- manipulation Smoking Bans on
effect may have Smoking and
relationships limited use. Consumer
Intact (i.e., Behavior: Quasi-
established) experimental
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groups are Evidence from
used; individual Switzerland
subjects are (Boes, S., Marti, J.,
randomly Maclean, J.C.,
assigned to the 2014)
treatment and
control groups.
Experimental To establish Experimental Tests Effects of Mobile
cause-and- manipulation is Technology Use on
effect used. Walking
relationships (Permutter, S., et
Intact groups al., 2014)
are not used;
individual
subjects are
randomly
assigned to the
treatment and
control groups.
The random
assignment of
individual
subjects
provides more
conclusiveness
as to the causal
relationships
between the
variables.
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Evaluate Written Task and Performance Check 1
WRITTEN TASK 1: (30 pts.)

I. Read the following statements and titles. Identify what type of
experimental variable is being referred to. (10 pts.)
1. The volume and complexity of electoral legislation and regulation constitutes a

real barrier to clarity and transparency.
Dependent Variable:
Independent Variable:
2. Vote-buying remains a substantial problem, and there are some indications that it
is growing. One potentially positive sign is the common perception that
verification of vote-buying is considerably more difficult under the automated
election system.
Dependent Variable:
3. Voting procedures do not fully safeguard the secrecy of the vote.

Dependent Variable:
4. Regulation and transparency in campaign finance are beginning to take root, but
their general acceptance will take time and require continuing commitment.
There is widespread consensus that campaign spending limits are too low, which
undermines the regulatory framework by creating pressure on candidates to file
false reports.
Dependent Variable:
5. A study was conducted to find out the effects of different study habits on
examination performance. They study followed student-participants who were
assigned randomly to one of two conditions. The first group was asked to study
individually using class lecture notes. The second group was asked to study
together, allowing discussions. The amount of time examinations given to both
groups were similar.
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Dependent Variable:
II. Determine the type of variable of the following. Indicate the kind. Write A if the
variable is Interval, B if Nominal, C if Ratio, and D if Ordinal. (20)
11. Favorite types of music

12. Means of Transportation
13. Freshman, sophomore
14. Person’s net worth
15. 14. 1, 2, 3, 4…
16. Political Affiliation
17. A movie critic lists the top 50 films of the decade
18. car dealer gives a list of the top ten most expensive cars to his clients
19. A health worker surveys the students’ health status whether it is excellent, average,
or poor
20. A veterinary assistant determines the weight of the dogs
21. A student wants to determine the percentage of the correct answers that he got from
the last quiz
22. A researcher wants to find out the number of hours that you spent in doing extra
readings for your assignment
23. A veterinary assistant records the breeds of dogs that are being brought for
treatment in the clinic.
24. Your classmate would like to find out the number of minutes it takes for each
member of the class to go to school from their houses
25. A teacher asks the class on the degree of difficulty they experience in Mathematics
26. A geoscientist determines the daily temperature for the month of July
27. Highest Educational Attainment
28. Military Title
29. Birthplace
30. Blood type
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PERFORMANCE CHECK 1: (30 pts.)
I. Explain how quantitative research can be useful in each of the following

fields of study. Substantiate your explanation with examples. (18 pts.)
Areas Practical Importance and Example
1. Humanities and
Social Science
2. Education
3. Sports
4. Natural and
Physical Sciences,
Technology,
Engineering and
Mathematics
5. Business and
Accounting
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6. Agriculture and
Fisheries
7. Information and
Communication
Technology
8. Social Inquiry
9. Health
II. One of the reasons why research studies are conducted is to contribute
to the understanding and in explanation of why things happen in certain
ways. In the cases written below, determine the value of the research to
the pertinent area of interest and identify the beneficiaries of the
research. (12 pts.)
1. A survey on the presidential preference of the basic sectors (farmers, fisher folks,
indigenous people, laborer, and urban poor) in the 2016 election.
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a. What is the value of the research? Explain.
b. Who are the beneficiaries? Why do you think so?
2. A study on the perception of the urban poor on the housing program of the
government.
3. A study on the impact of Pantawid Pamilyang Pilipino Program (4PS) of DSWD

on the urban and rural poor households.
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Module
2
IDENTIFYING THE
INQUIRY AND STATING
THE PROBLEM

a. design a research useful in daily

life;
Being inquisitive is inherent in a human
b. write a research title;
person. It is human nature to ask and inquire
c. describe background of research; about things that are unfamiliar to us. When
d. state research questions; we set out to do some research, it means we
e. indicate scope and delimitation of want to find out more about something so we
study; can make sense of it.
f. cite benefits and beneficiaries of
study; and The more questions we have, the more
we want to understand the things around us-
g. present written statement of the
why the rain falls, why there are varied
problem customs, why businesses flourish or fails,
what makes a leader great, how stock trends
Performance Standard affect investors, or why students do well in on
The learner should be able to subject and fail in another-these are some
formulate clearly the statement of questions that fill our minds or bog us down
research problem. when we do not find plausible answers.
Hence, when our curiosity is piqued, we want
to gather as much information we can.
The Topics
So, let that curiosity roll over in your
v Research Topic and Title Module 2 where you are expected to come up
v Introduction: with your topic, title and the background of
- Background of the Study the study. As they say you cannot totally
- Statement of the Problem grasp and understand Research unless you
- Scope and Delimitation do one.
- Significance of the Study
Happy writing!
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ENGAGE
Practical Research aims for the Research Proposal as
your culminating task, so which area of interest would you like to
study? Is there a research topic you have in your mind now? Is there
a problem which you would like to focus on?
Research
Research problem?
Area?
topic?
If you still do not have any, let us consider the guidelines for
selecting the topic and writing title and the introduction.
Explore Selecting the Research Topic
Research topic
Creswell (2014) defines a research topic as “the issue or problem leading to the
need for the research”. The topic may be a real problem or issue that are assigned to
investigate in order to come up with solutions. Researchers are challenged to come up
with research topics that are both interesting and useful. This could be achieved through
the effective selection the research topic.
Factors to consider in identifying and selecting your research topic:
Relevance Available resources
Interest Avoid tackling very recent or

technical topics
Avoid sensitive and controversial

Manageability
topics
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Sources of Topics
There are several sources of topics for a research.
Personal
Theory
Experience
A theory is an organized body of concepts, You can also refer to your personal
generalization and principles that can be experiences to spell out a specific research
subjected to investigation. topic of your interest.
Replication can be done by reading published Teachers and professors and other
articles. You can repeat studying the same professionals can make suggestions relative
problem in different setting. You can also to the possible research topic you can work
adopt the methodology and processes used. on.
Talk to experts
Replication in the field
Upon considering the factors and sources, what topic do you consider for your research?
If you have come up with your research topic, let us have the guidelines in writing
the research title.
Explain Writing the Research Title
Generally, the title should:
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1. Summarize the main idea of the whole paper;
2. Be written using fewest possible words without compromising its clarity and
idea;
3. Include the major variable/s;
4. Show the relationship of the main variables of the study;
5. Include the main task of the researcher about the major variables under study;
and
6. Mention the participants (in a general manner) and the setting.
The researcher must be reminded of the following:

1. In formulating the title, the researcher should avoid using words that serve no
useful purposes and show wordiness. The words “methods”, “results”,
“investigation”, and “study” appear redundant when used in the thesis title
such as “A Study of...” and “An Investigation of...”
2. In many cases, the general problem or even the specific question that the
researcher intends to answer, when rewritten in a statement form, can serve
as the title.
3. The title must have ten (10) to fifteen (15) words.
4. Avoid an overly general title such as “Exercise and Weight.”
5. Refrain from using abbreviations unless they are commonly known.
6. Employ either the declarative or question form in formulating your title, but
take note that the question form is used less frequently in research.
7. Use the current acceptable terminology in your field of study when writing
your research title.
Examples of Research Titles
1. Frequency of Tardiness and Level of Support of Parents Among High School

Students in Selected Public School
2. Testing the Efficient Market Hypothesis on the Philippine Peso-Dollar Rates

(Villanueva, 2006)
3. Effects of Peer Pressure on the Habit-forming Behavior of Honor Students
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4. Evaluation of the Services of Bangko Sentral ng Pilipinas: Basis for Service
Enhancement (Garcia, 2008)
5. Homework, Reading Ability, and Exercises in Accounting: Their Influences on

Outcomes in Bookkeeping
6. Work Values and Job Satisfaction Level of Employees (Corpuz, 2010)
Have you thought of tentative research title that you want to investigate yet? If there is,
write it down below.
After identifying your research title, let us now proceed to the first chapter of the
research study.
I. Introduction
The first chapter of the research study aims to introduce the research problem, clarify
important variables, discuss its delimitations, and specify its significance to the field of
study. It has the following elements:
A. Background of the Study

B. Statement of the Problem
C. Scope and Delimitation
D. Significance of the Study
A. Background of the Study
It presents the rationale and background of your study and clearly indicate why it is worth
doing. The introduction is very important in establishing the cognitive setting of the
research and it involves:
a. Beginning with a general statement of the problem area with a focus on a

specific research problem, to be followed by the rational or justification for the
study.
b. Discussing why there is a need to study the problem;
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c. Clarifying the important terminologies for the reader to easily understand what
the research is about;
d. Establishing the degree of seriousness of the problem which has prompted the
researcher to look for solutions; and
e. Another important component is the establishment of research gap, an issue

that has not been fully addressed by the previous studies. Doing this helps you
show where your research stands in the academic field.
Here are the four components in establishing the research gap of your
paper:
1. The current state of the field

Explain that the general field in which your current study is situated remains to be
a significant area of research up to the present. Point out that it continues to
interest many researchers and practitioners.
2. The current and conventional practices in addressing the issue

Discuss the current practices being used by researchers, practitioners, or
authorities within the particular field of study you are investigating. Make sure to
explain the merits of these practices and their contribution to your field of study.
3. The research gap

Explain that there are other aspects under the topic which may not have been
addressed by current practices and conventions in your field of study. It may be
also possible that these established practices have failed to provide conclusive
findings in investigating your current topic. Additionally, you may state that there
are very few studies that have explored the area of your current research. make
sure that the research gap you have identified remains relevant and has not been
addressed yet; otherwise, you will fail to provide a convincing justification
conducting your research.
4. The contribution of the present study in addressing the research gap

Discuss how you own study will help fill in the research gap you have identified.
Filling the gap may be in the form of a new methodology or approach, or the
development of a new perspective or theory.
Example:
1. The results of this study provide empirical evidence of the effectivity of immediate
corrective feedback to language learners; thus, providing language teachers an
evidence-based approach to improve students’ understanding of grammar topics,
1
particularly on conditionals. Furthermore, the study itself, may serve as a practical
guide for language teachers attempting to use educational technology in a
traditional classroom. The approach that was undertaken to overcome
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technological difficulties such as internet connection and absence of computer
laboratories may provide ideas to language teachers who would like to implement 2
ICT-assisted language learning activities, materials, and strategies. As mentioned
in the various researches stated above and the identified gaps among these
researches, this study was conducted to address the concerns on the use of
technology and its effect on language teaching and feedback-giving. Moreover, the
scarcity of local studies on the effect of MALL on grammar teaching and learning of
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Filipino students in basic education was considered as one of the gaps in local ESL
and Language Education research. To overcome the limitation on the internet
connectivity, the study implemented MALL and MOODLE without requiring an
internet connection, a way no other previous implementation may have done 4
before.
Examples of highlighting a knowledge gap in the field of study:
- So far, however, there has been little discussion about…

- However, far too little attention has been paid to…
- Most studies in X have only been carried out in a small number of areas.
- The research to date has tended to focus on X rather than Y.
- In addition, no research has been found that surveyed… ‘
- So far, this method has only been applied to…
- Several studies have produced estimates of X (Smith, 2002; Jones, 2003), but
there is still insufficient data for…
- However, there have been no controlled studies which compare differences in…
** Refer to the Elaborate section of the module for the example of Background of the
Study.
B. Statement of the Problem
Research problem
It refers to the particular issue which you will address in your study as well as the specific
area of concern of the research. It may exist in various settings such as schools, houses,
restaurants, clinics or any place in the community.
They are commonly found in areas where there is/are:
1. a trend or pattern;
Examples: Classmates failing in a lesson in Algebra, increasing tardiness in
English class or misbehavior during PEHM classes.
2. a gap between theory and practice;
3. a literature review; and
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An article read in the library or from the internet can be a source of an interesting
issue, new terminology or possible conflict. Even new findings can rise to another
problem.
4. a daily experience of a person that requires further inquiry especially if

improvements are desired
Here are some steps that you can follow in identifying your research
problem:
1. Conduct preliminary research using all available resources (print and non-print) in
identifying research problem. You may visit the library or use online resources
such as Google Scholar, EBSCO, ProQuest, Science Direct and JSTOR. You
may also use newspaper and magazines.
2. Based on your preliminary research, prepare a concept map or list of ideas or

concept map related to the research topic. From that, you can cluster or group the
ideas.
3. Identify your general research problem from the clusters. You can also
think of specific research problem based on the general research problem.
Example:
1. Issue or concern:
Difficulty of Transportation
2. Concept Map:
Tardiness Absences Lack of interest
Parental
Academic
Concern Difficulty of Issues
Transportation
Allowances Time
Factor
Management
Performance Attitudinal Concerns
Styles
3. Select the concepts that influence or are influenced by the issue or concern:
Parental Concern and Academic Issues
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4. You can use the issues to construct the title for your problem:
Research Title: Parental Concern, Difficulty of Transportation, and Academic
Issues Among High School Students.
Problem Statement/ Statement of the Problem
It will be difficult to conduct any research unless a clear problem is initially stated. Stating
the problem helps the researchers clarify various essentials elements of research such
as the major variables, the general and specific questions, and the appropriate
methodology.
The opening paragraph of this part of the research paper contains the general problem
of the study. It has to be restated with specific details on the participants, setting, and
period of study.
The important elements in the statement of the general problem are:

1. Main tasks- they satisfy the question. “what to do” with the major variables
such as to associate, to relate, to assess, to measure, to determine, etc.
2. Main or major variables
3. Participants: subject or respondents
4. The specific setting
5. Coverage date of the conduct of study
6. For development research, the intended outputs such as an intervention

program, module, policies, among others.
Examples of a general problem:
1. The main problem of this research is to look into the influence of video games and
the utilization of social media on the language proficiency of the freshman
students of Leyte National High School for the first semester of academic year
2014-2015. The results of this investigation will be the basis of the formulation of
the guidelines in the development, organization, and the implementation of
effective study habits.
2. The study aims to assess the behavioral traits of senior high school students and
to relate them to the productivity level in the reviewing lessons and passing the
long examinations. This study is to be conducted during the first semester of SY
2016-2017 in the Division of Palo, Leyte.
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3. This investigation aims to assess the level of performance of technical-vocational
instructors and relate it to the efficiency level of senior high school management
students undergoing on-the-job training in selected businesses in Palo, Leyte
during the school year 2014-2015.
4. The general problem of this study is: How do student, teacher and school-related
factors affect the performance of secondary students in Chemistry Laboratory
among schools in Balanga City during the school year 2008-2009?
5. The general problem of this study is to determine the relationship of the

interpersonal and interpersonal competencies of school managers which will
become the basis of a human relation intervention program.
Research Questions
The general problem is followed by an enumeration of the specific problems. The

specific problems are usually stated as questions that the researcher seeks to answer:
The specific problems must meet the following criteria:

1. They must be in question form;
2. They must define the population and the sample (that is, the respondents
or subjects) of the study;
3. They must identify the variables (major and minor) being studied; and
4. They must be empirically tested.
There are two general types of questions formulated in research. These are the non-
researchable and researchable questions.
1. Non-researchable questions are questions of value. These are questions

that are answerable by “yes” or “no”.
Examples:
1. Will the students from a broken family prove their worth in the community?
2. Should all mothers breastfeed their babies?
3. Should master teachers be watchful over their new students?
4. Should senior high school students taking Accountancy be good in Mathematics?
5. Do all high school teachers have a Master’s Degree?
6. Are parents and other family members helping senior high school students pass
the needed requirements?
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2. Researchable questions are questions of value, opinions, or policy raised to
gather data. Formulating clear and significant questions prepares the researcher for
subsequent decision-making over research design, data collection, and data
analysis. The basis form of a research questions involves the use of question words
such as who, what. where, when, why and how.
Types of Research Questions

1. Factor-Isolating Questions 2. Factor-Relating Questions
(“What is this?”) (“What is happening here?”)
They are sometimes called factor Their goal is to determine the

naming questions. They isolate, relationship among factors that have
categorize, describe, or name factors been identified. These are usually
and situations. questions for a non-experimental type
of research.
Examples:
Examples:
1. What is the profile of school
managers in terms of: 1. How does the study habits influence
1.1 Age; the achievement level of the Grade
1.2 Management experience 11 students in their major subjects?
a. educational attainment;
b. management training; 2. What is the significant association
c. home atmosphere; between the nature and economic
d. home management styles; status of the family and the social
e. hobbies; status of the junior students?
f. health condition;
g. involvement in civic and 3. What relationships are observed
cultural organizations; between and among the following
h. work values; variables:
i. human virtues; and a. Intrapersonal competency;
j. level of religiosity? b. Interpersonal competency; and
c. School effectiveness?
2. What is the level of description of
the study habits of senior high 4. What is the relationship of the level
school students in terms of: of performance of the college
2.1 review time; instructors to the OJT performance
2.2 place of review; and of the HRM students of the Tacloban
2.3 techniques in studying? School of Business?
3. What is the level of school 5. What is the significant difference in

effectiveness in terms of: the assessment of the college
a. teacher’s performance; coordinator’s competencies in the
b. school performance; curriculum delivery as assessed by
a. drop-out rate; the Level III and IV students, college
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b. completion rate; instructors, and academic
c. survival rate; coordinators in four selected
d. achievement rate; and colleges in the City of Manila?
e. awards received by students?
4. What is the extent of transactional

and transformations leadership
behaviors of secondary school
principals as perceived by:
4.1 principal-respondents;
4.2 school directors/supervisors;
4.3 teachers; and
4.4 PTCA officers?
5. How are the following

laboratory-related factors be
described in terms of:
5.1 adequacy, usability and
availability of equipment;
5.2 facilities; and
5.3 laboratory manual
3. Situation-Relating Questions 4. Situation-Producing

(“What will happen if…?”). Questions
(“How can I make it happen?”)
These questions usually yield These questions establish explicit goals

hypothesis testing or experimental for actions, develop plans or
study designs in which the researcher prescriptions to achieve goals, and
manipulates the variables to see what specify the conditions which these goals
will happen. will be accomplished.
Examples: Examples:
1. What are the effects of traditional 1. Based on the findings, what human
method of teaching on the level of relation intervention program can
performance of the ABM students? be adopted to enhance or improve
school effectiveness?
2. How do the management
procedures applied by the store 2. How can counselling services be
managers affect the level of organized to promote family
customer satisfaction as bonding among parents and
experienced by selected regular elementary school pupils?
clients of Jollibee stores in the
Province of Leyte?
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3. What policy is to be formulated to
3. What is the difference between the manage the effective involvement
degree of assistance extended by of high school students in social
the male and female high school media?
students in the foundation day
celebration of Dr. Cristobal 4. What part of the curriculum should
Academy? be enhanced or improved to
prepare the senior high school
4. What is the most effective food students for the workplace?
supplements to be given to
increase the productivity of tilapia 5. What faculty development activities
farming? could be developed based on the
results of the study? (Landar, 2008)
Specific Research Questions for Descriptive Research
The focus of descriptive quantitative research is to observe and report on the

measurable aspects of a phenomenon. Specific research questions in this kind of study
can begin with phrases such as how often, how frequently, how many, how much, what
is/are, to what extent, what proportion, and what percentage. For example, in a study
involving a group of employees’ usage of Facebook, the following can be used as
specific research questions:
1. How often do employees use Facebook in one week?

2. How many hours do employees spend on Facebook per week?
3. What proportion of Filipino male and female employees uses Facebook?
Specific Research Questions for Correlational Research
Correlational research is interested in finding out the relationships among two or more
variables. However, it only established mere association and not causal relationships. It
usually begins with “It there a relationship?” or “What is the relationship?” In a study
about the length of preparation for examinations and the scores obtained by test-takers,
the following can be utilized as specific research questions:
1. What is the relationship between the length of the review and examination
scores?
2. Is there a relationship between the IQ of a test-taker and his/her performance in
review sessions?
3. Is there a relationship between the performance of a test-taker in a previous
examination and the length of review he/she takes for a new one?
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Specific Research Questions for Ex Post Facto Research
Ex post facto studies attempt to discover the cause/s of a phenomenon. This cause
has already occurred or taken effect on the subject even before the conduct of the
study, or has not been introduced in the study itself.
The presumed cause that exists even before the study is undertaken must be
incorporated in the questions. This characteristic must also be observed when the
questions are comparative in nature. The questions must not suggest that an
experiment is to be conducted in the study. They must not imply that the manipulation
of a variable during the study will cause certain conditions to occur.
For instance, in an ex-post facto study involving digital literacy and the type of
information technology education that students obtain, the following can be used as
specific research questions:
1. Are information technology education students and vocational education students

digitally literate?
2. Using the four components of digital literacy, what can be identified as the
strengths and weaknesses of information technology education students and
vocational education students?
3. Is there a difference between the digital literacy scores of information technology
education students and vocational education students?
Specific Research Questions for Experimental and Quasi-Experimental

Research
Specific research questions in experimental and quasi-experimental studies suggest

a strong causal relationship among the variables in the study. In particular, this
causal relationship is linked to the manipulation of a certain variable during the study
itself.
The first two questions for both experimental and quasi-experimental studies should
be quantitative in nature. The next question, on the other hand, should have a
qualitative element to provide meaning to the numbers or statistical data that will be
analyzed. This is an example of mixed method combining elements of qualitative and
quantitative research in the analysis of data. The following are examples of research
questions for experimental and quasi-experimental studies on tutorial sessions and
academic performance:
1. Is there a significant posttest gain on student’ academic performance?

2. Is there a difference between the posttest gains of the control group and treatment
group?
3. How do students rate their experiences in one-on-one tutorial sessions?
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Formulating the Research Hypothesis
A hypothesis is a tentative prediction about the relationship between two or more
variables in a population under study (Polit, 2007). It translates a research question into
a prediction of expected outcomes. Hypothesis formulation is employed when conducting
correlational, ex post facto, quasi-experimental and experimental studies. It should be
noted that there is no hypothesis when conducting descriptive research.
Hypothesis can be identified in two general kinds of statements:

1. Null hypothesis (HO)
It states that there is no relationship between variables.
• In correlational studies, a null hypothesis merely states that this relationship is,
indeed, absent.
Examples:
- There is no significant relationship between the reasons for using alternative
medicine and the level of comfort of the patients.
- There is no significant relationship between study habits and academic
performance of students.
• In experimental, quasi-experimental, and ex post facto studies, however, a

null hypothesis states that the independent variable has no effect on the
dependent variable.
Examples:
- The kind of teaching methods used has no effect on the level of performance
of students as shown in their academic grades and behavior in class.
- The traits of the middle-level managers do not significantly affect the
productivity level of crews in food chains.
2. Alternative Hypothesis (HA)

It states that there is a relationship between variables.
• In correlational studies, alternative hypothesis expresses the existence of this

relationship.
Examples:
- There is a significant relationship between study habits and academic
performance of students.
- There is a relationship between years of experience and job satisfaction
among senior high school teachers.
• In experimental, quasi-experimental, and ex post facto studies, alternative

hypothesis states that the independent variable has an effect on the dependent
variable.
Examples:
- Anger management therapy has an impact on domestic violence recidivism.
- Violent video games have an impact on the future acts of violence.
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A hypothesis can also state directions:
1. Directional hypothesis
It points out if the variables have a negative or positive relationship with each
other. It means that the increase or decrease of the value of a variable has a
relationship with the increase or decrease of another.
One-tailed direction if the direction explicitly suggests either a positive or
negative relationship between the variables.
Examples:
- Lower levels of exercise are associated with greater weight retention than
higher levels of exercise.
- The types of promotional campaigns positively affect the level of patronage of
customers.
- The higher the intake of fiber, the lower is the weight of the physical mass.
2. Non-directional hypothesis
The hypothesis does not specify a particular direction.
Two-tailed direction if it merely states that there is a relationship between
two variables. This relationship is not specified as negative or positive.
Examples:
- Women with different levels of postpartum depression differ with regard to
weight retention.
- The sources of stress are related to the different coping mechanisms among
teachers.
- The number of hours spent in reviewing is associated with the level of
performance in periodical exams.
Research Research Null Hypothesis Alternative Hypothesis

Type Title
Directional Non- Directional Non-
directional directional
Correlational The There is no There is no There is a There is a

relationship positive relationship positive relationship
between a relationship between a relationship between a
person’s between a person’s between a person’s
weight and person’s weight and person’s weight and
the length of weight and the length of weight and the length of
time spend the length of time spent the length of time spent
time spent time spent
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watching watching watching watching watching
TV. TV. TV. TV. TV.
Experimental, The effects Group study Group study Group study Group study
quasi- of group will not will not will improve will affect
experimental,
study an improve the affect the the the
or ex post
facto academic academic academic academic academic
performance performance performance performance performance
of high of high of high of high of high
school school school school school
students. students. students. students. students.
Guidelines when writing hypothesis
1. Identify the hypothesis and dependent variable in your study, as they need to be
stated in your hypothesis.
2. Your hypothesis must be falsifiable. This means that your hypothesis can be
proven wrong through experiments or empirical data.
3. Your hypothesis must show a relationship between your variables. Will your
independent variable increase, improve, or decrease with the dependent
variables?
C. Scope and Delimitation
Scope of the study is determined by the major variables if the study while sub-variables
and their characteristics, attitudes, or indicators serve as the delimitation.
It describes the parameters to which the study is set. It sets the boundaries of your
research in terms of certain aspects. The components of the scope and delimitation
include (but are not limited to) the following items:
1. Topic of the study

2. Objectives of the study and the issues it will address
3. Time frame in which the study will be conducted
4. The locale or area where the study will be conducted
5. Characteristics of the participants in the study (age, sex, education,
economic status, civil status and other traits)
6. Response formats used in the study (if applicable)
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The scope and delimitation of the study must not be set merely for the sake of
writing them. You must make sure that there are reasons for the inclusion and exclusion
of some variables. These reasons vary depending on the nature of the study. For
example, you may choose to delimit the participants to a particular city/community due to
a large population. You may also choose to limit the objectives your study will
accomplish due to time constraints.
Sample Outline:
This research attempts to (state the general problem). Primarily the focus of this
research is on (state the scope or coverage of the research). (explain why the
study is delimited in that way.)
It should be noted that the present study did not cover (state the areas that were
not covered by the research). (Explain why the study excluded those areas.)
You may use the following phrases when writing this section:
- This study covers…
- This study focuses on…
- The coverage of this study…
- This study is limited to…
- This study does not cover…
Example:
This study focused mainly on the financial literacy, profile and work
performance of public elementary school teachers in the First Congressional
District of Bataan, School Year 2012-2013.
Financial literary level of teachers was limited to financial knowledge, attitudes,

and behaviors. Teacher’s profile was delimited to gender, age, educational
attainment, civil status and income. The work performance of teachers was
analyzed and included in this study though the Competency-Based Performance
Appraisal System (CB-PAST). Instructional competence; school, home, community
linkages; personal; social growth; and profession characteristics were included in
the study.
The study was delimited to seven (7) districts in the province of Bataan namely,
Abucay, Dinalupihan East, Dinalupihan West, Hermosa, Morong, Orani and Samal.
There was an exclusion of non-complete elementary schools due to problems such
as accessibility of transportation. Teachers teaching in the Pre-elementary schools
under the Provincial School Board and Local School Board and those who were
teaching as substitutes and did not have permanent items were not included.
Teachers teaching in private institutions were not included in this study because
most of these schools did not have the CB-PAST to rate the performance of their
teachers.
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D. Significance of the Study
This section details the contribution or benefit that your study provides to different
people. The beneficiaries include individuals like students, pupils, teachers, doctors,
principals, parents, and others; the government; non-governmental organizations; and
even private institutions.
The sequence of the beneficiaries of the research starts from the most benefited to the
least benefited. The benefits must be specific and arranged according to the degree of
significance.
Some of the useful phrases that you can use writing this section are
as follows:
• The findings of this study will be useful to the following entities:
• This stud will contribute to…
• This study will benefit the following groups or individuals:
It can be written in two ways:
a. Topical arrangement is done in paragraphs and based on the weight of the

individual contributions.
Example:
The study of dehydration technology and fabrication can be a learning
paradigm in the secondary level and vocational schools to enhance the students’
knowledge and entrepreneurial skills as well. The project’s goal is designed to help
students improve academic competence, develop employability skills, implement a
career plan and participate in a career pathway in preparation for post-secondary
education or careers in the food manufacturing or services sector after graduating
from high school.
b. Enumeration format
Example:
The study focused on explaining the effect of mentoring program on the

Adversity Quotient® of the freshmen students at FAITH. Moreover, the results of the
study will be beneficial to the following:
Respondents. The respondents will have an awareness on the importance of the

mentoring program and its role on the improvement of their Adversity Quotient®.
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Teachers/Mentors. The result of the study will help the teachers/mentors provide
encouragement to think of ideas that will give proper guidance to the
students/mentees. This may also increase their competency.
Guidance Staff. The result of the study may provide on assessment of the mentoring
program whether it is effective or not. This may also encourage the guidance staff to
think of other activities that will make the students/mentees as well as their
teachers/mentors enjoy the program.
Parents. The result of the study will help the parents of the respondents feel secured because
there are programs in the institution like the mentoring program that will help their children
cope and adjust with the adversities of college life.
Future Researchers. The findings of the study will serve as a reference material and a
guide for future reference material and a guide for future researchers who wish to conduct the
same experimental study or any study related to mentoring program and Adversity Quotient ®
Elaborate Sample Introduction
Introduction
I. Background of the Study

In the 21st century, English is considered the global language for business, trades and
industry (Richards, 2004). In fact, it is the same language that plays a major role in
our country. The English language is used as a medium of instruction in various
government transactions, legal and official documents, and in business
communication. An understanding of and a proficiency in this language provide
individuals an edge in coping with global demands, thus increasing their chances for
local or international employment and for career advancement (Castillo, 2004).
According to Laskowski (2001), effective communication increases both self-

confidence and chances for career advancement. He explains that professionals with
communication proficiency are promoted faster and more often. Furthermore, based
on the 1994 Census Bureau Survey produced for the United States Department of
Education, language proficiency is the second most important factor in the workplace,
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next to attitude. Findings reveal that employers strongly consider communications
skills when hiring new employees even for a non-supervisory position.
Communication competence is much more important in a communication-based
occupation like call center agents and customer service representatives.
One’s competence in communication is essential in communication-based

occupations such as those call center agents and customer service representatives or
in any work that entails proficiency in communication. Hence, such mastery would
mean opportunities for both local and international employment. Today, the demand
for call center specialists surges in the Philippines. Contact Federation of the
Philippines, a local industry organization of call center firms, projected that 15, 000
available jobs for call agents will burgeon in 2004 and will increase to 29, 000 in 2008.
Most of these outsourced call centers would come from the United States and other
English-speaking countries like the United Kingdom, Canada, and Australia. Similary,
Filipinos see the demand for caregivers and nurses as a potential source of
employment abroad. This demand is due to the aging population of most developed
countries like the US, UK, and Canada. In the US alone, federal experts predicted
nationwide shortages of between 300, 000 and 650, 000 registered nurses by 2020
(Webster, 2003). The shortages are particularly acute in nursing. Experts agreed that
this scarcity would perpetuate for the next several years.
With a young population and low-cost manpower, the Philippines is fast becoming a
source for caregivers. Philippines Overseas Employment Administration (POEA)
reported that from January to May 2002, Canada and Israel hired the most number of
caregivers, 1, 033 and 1, 054, respectively. The UK is a far third with only 49.
Generally, Filipino workers stand out because of their skills in English and their
nurturing and patient personality. This is why most English-speaking countries that
need caregivers prefer Filipinos.
With all these developments, the country has to produce globally competitive
graduates to fill in these demands. However, in a recent study conducted by HA
Cervantes Knowledge Systems, Inc. (HACKSI), the Philippine-based firm that
administers the Test of English for International Communication (TOEIC), many
graduating college students, particularly those who are taking up business and
education courses, are at a basic working proficiency level. this level indicates that a
person hardly understands native English speakers nor could they sustain fluency
and accuracy (Vanzi, 2002). Another study conducted by the Department of
Education has revealed that 65 percent of high school students could not even write a
three-sentence paragraph without making grammatical and spelling errors (Sifuentes,
2004). Similarly, the National Achievement Test administered by DepEd on March 18,
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2004 revealed that public high school seniors posted a mean percentage score of
50.08 percent in English. This score is considered significantly below the mastery
level of 75 percent (Ronda, 2004). Even the National Diagnostic Test administered in
July 2003 testing Grade 6 competencies showed that only 18.38 percent got a score
higher than 50 percent (Luz, 2004). Unfortunately, even teachers are experiencing a
decline in English communicative competence. Based on the Self-Assessment Test
for English (SATE) administered by DedED, only 19 percent of 53, 000 public high
school teachers earned a score of 75 percent or higher (Ronda, 2004).
Because of the declining English proficiency of Filipino students and professionals,

China is posing the biggest threat to the country in providing English proficient
communicators. In fact, English as a subject is being taught to students as early as
elementary school. Thousands are enrolling in English language centers in Shanghai
and other parts of China, all of them eager to learn the language in the shortest
possible time (Pesayco, 2001).
To develop and maintain the competitive edge of Filipino students and workers over
our foreign counterparts, the government is embarking on programs that would
improve their English skills and obligate Filipino overseas workers to attend English
proficiency courses. In the same way, applicants are mandated to undergo exhaustive
professional and communication training and pass English proficiency certification
tests to maintain the quality of Filipino health workers deployed abroad. Under
Section 343 of the Illegal Immigration Reform and Immigrant Responsibility Act of
1996, nurses entering the US to work in clinical settings must submit themselves to a
pre-screening of education, training and pass language proficiency tests only shows
that communication proficiency is essential to get jobs abroad.
In line with the objective of the Philippine government to strengthen the country’s
English proficiency, C&E University is offering proficiency course for its graduating
and non-graduating students this course, which covers conversational English, basic
grammar skills, business writing, power dressing and interview techniques, aims to
develop basic communicating techniques for job application. In addition, C&E
University offers Intensive English Course to all freshman students. Despite this, the
administrators and faculty members still noticed the limited English communication
skills of the students (Del Monte, 2002).
Further, the findings of Del Monte’s language needs assessment of selected senior
high school students from feeder schools of C&E U (2002) revealed that respondents
show weakness in vocabulary and diction, and difficulties on general comprehension,
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organizing paragraphs, and have worries about making mistakes. These difficulties
are true for many C&E U students and may worsen if taken for granted.
The minimal English proficiency skills of C&E U freshman students must be

1. Current
addressed properly and immediately. Together with innovative activities and skillful state of
teachers, the administrators should also adopt a more effective approach in the field
developing learners who can be competent communicators. One of the most effective
approaches in acquiring communicative competence is the Natural Approach, which 2. Current and
is designed to help beginners become intermediate and help intermediate become conventional...
advanced (Krashen & Terrell, 1983). This idea has instigated the researcher to
conduct a study on the effects of the integration of grammar and input classes using 3. Research
Gap
the Natural Approach on the improvement of the communicative competence of
selected first-year English class at C&EU. Specifically, the researcher determined the
students’ level of English proficiency and the difference between their performance 4. Contribution
during pretests and posttests. The researcher also looked into the reinforcement used
in both grammar and input classes using the Natural Approach.
II. Statements of Objectives

This study aimed to investigate the effects of the integration of grammar and input
classes using the Natural Approach on the improvement of the communicative
competence of selected first-year English classes at C&E U.
Statement of the
Specifically, this paper sought to answer the following questions: problem
1. Is there a difference between the pretest and the posttest scores of the
experimental group?
2. Is there a difference between the posttest gains of the control and treatment
groups?
3. How did the teacher-researcher reinforce the lessons using the Natural
Approach in helping students enhance their communicative competence?
III. Significance of the Study

This study will prove useful to the following entities:
Administrators of C&E U. After appreciating the importance of the integration of

grammar class and input class in developing the communicative competence of the
learners, administrators shall have a basis for revising administrative and academic
policies particularly on the English programs. These revisions may include the
enhancement of learning materials and curriculum.
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English Department of C&E U. for the faculty members of the English Department,
this study provides ample insights in preparing instructional materials and executing
innovative teaching strategies using the Natural Approach. Moreover, this paper
shares ideas on building rapport between the teacher and students by lowering the
affective filter; hence, maximizing the learning potential. Also, this paper serves as
basis in evaluating the present syllabus of GRAMMAR100 class and COMARTS101
class.
Subjects of the Study. After active participation in the experiment, subjects shall
discover, understand, and strengthen their facility in English communication
specifically speaking, writing, and grammar. Additionally, after bearing in mind the
positive result of this study, subjects shall develop their sense of pride and
confidence, and appreciate that learning English is a non-threatening experience.
Researchers. Other researchers can use the findings of this study as a basis for their
ongoing or future studies. Furthermore, by conducting similar studies, other
researchers can prove or disprove the effectiveness of the approach used in the
paper in developing language competence of learners.
IV. Scope and Delimitation of Study

This study focused on the effects of the integration of grammar and input classes
using the Natural Approach on the improvement of the communicative competence of
selected first-year English class at C&E University. The components of
communicative competence were delimited to speaking, writing, and grammatical
competence using the Natural Approach since they were the focus of development in
the integration of grammar and input classes.
Likewise, this study discussed the relationships between the level of students’
speaking, writing, and grammatical competence in the pretests and in the posttests.
Also, it talked about the way teacher-researcher reinforced the lessons in the
integration of input class and grammar class using the Natural Approach in helping
students enhance their communicative competence. Moreover, in this study, the
researcher did not intend to compare the Communicative Language Teaching (CLT)
with the Natural Approach.
This study was conducted at C&E U, first semester of SY 2016-2017. Thirty students
of BSA02 (Accountancy) enrolled in Grammar100 and COMARTS101 were made the
subjects of the study. To minimize the threat to validity, the teacher-researcher was
observed by two senior faculty members of the English Department to check if he was
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employing the Natural Approach or not. The observation was made with the use of an
observation checklist.
Evaluate Written Task and Performance Check 2
WRITTEN TASK 2: (30 pts.)

I. True or False
A. Choose TRUE if a quantitative approach is suitable for the given
questions and FALSE if otherwise. (10 pts.)
1. Does the environmental literacy of an individual increase with age?

2. What are the challenges experiences by student-athletes?
3. Does exposure to CNN programs improve students’ speaking skills?
4. What are the factors that affect the decision-making of parents regarding the
education of their children?
5. How reliable are admission test in predicting the future performance of students in
school?
6. What are the features of narcissistic posts on Facebook?
7. Do online materials enhance the computer skills of students?
8. Is there a relationship between milk consumption and incidence of osteoporosis?
9. What are the study habits of public-school students?
10. What are the experiences of police officers in arresting criminals?
B. Choose TRUE if the statement if true and FALSE if otherwise. (10 pts.)
1. Preliminary research is crucial in identifying your research topic and writing your
specific research questions.
2. The research problem is the statement of an issue in your chosen research topic
which your study aims to investigate.
3. A quantitative research questions may begin with who.
4. In a correlational study, the specific, the specific research questions usually start
with the phrase “what is the relationship...”
5. The specific research questions in quasi-experimental and experimental tend to
be similar to each other.
6. The specific research question does not have to be anchored on the general
research question.
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7. In establishing the research gap, you are able to explain the issues in your field of
study which have yet to be looked into or addressed?
8. The significance of the study may be omitted from the introduction of the paper.
9. Since the research title summarizes the content of a study, it needs to be concise
and informative at the same time.
10. The set of specific questions is dependent on the types of quantitative research
being performed.
II. Among the listed title, choose those that are appropriate for
quantitative research by putting a check mark before each number. If you
think the title is inappropriately written, revise it to make it acceptable.
Write your revision below the title. (10 pts.)
1. Anxiety level of teenagers

________________________________________________________________
2. Relationship between exposure to sunlight and hemoglobin count.
________________________________________________________________
3. The power of physical activity
________________________________________________________________
4. Stress levels among working professionals
________________________________________________________________
5. Effects of online communication on the writing skills of Filipino students.
________________________________________________________________
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PERFORMANCE CHECK 2: (30 pts.)
GUIDELINES FOR WRITING THE INTRODUCTION

(Rough Draft)
1. Select a research topic for your group.

**Groupings will be for both OBL and CBL students enrolled in PR 2.
2. Identify an issue from that research topic which you find interesting and
relevant.
3. Draft a working or tentative title to help you focus on the direction of the study.
4. Conduct a preliminary research on your chosen topic by checking Google
Scholar, ProQuest, EBSCO (contact SLU LHS Senior High Learning Resource
Center on Facebook for your password) and other reliable sources.
5. Determine the background of the study. Search for relevant print and online
resources. Write down the information you have gathered regarding the
concepts and research gap.
6. Enumerate agencies or organizations and groups of people that will benefit
from the results of your research. briefly explain how each of them will benefit
from your study.
7. Indicate the scope and delimitation of your study by specifying the items that
will be covered by your research and the areas that will be excluded.
8. You may follow the structure/template for your writing.
Structure of the Introduction
1. Introduction
1.1. Background of the study
• The general context of the study.
• Research Gap
- Description of the current state of the field
- Description of the current and conventional practices in
addressing the issue
- Research gap
- How your current study fill the gap
1.2. Statement of the Problem
1.3. Research Questions
• General Research Questions
• Specific Research Questions
1.4. Research Hypothesis
• Null Hypothesis
• Alternative Hypothesis
1.5. Significance of the Study
• Significance 1
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• Significance 2
• Significance 3
1.6. Scope and Delimitation
• Inclusions and their justifications
• Exclusions and their justifications
II. References
2.1 APA 6th edition
Criteria for the Introduction

Content 8
The topic is relevant, manageable, and interesting.
The topic is appropriate for the target readers.
The title is concise and informative.
The research gap is established.
The proposed study fills in the gap
The scope and delimitation are clearly explained and justified.
The significance of the study is explained.
The overall content is comprehensive.
Organization 7
The work uses an organizational pattern and structure appropriately.
Cohesive devices are effectively used.
Ideas are correctly outlines, thus improving the paper’s organization.
The flow of ideas is smooth and the work is easy to read.
Style 6
The work showcases the writer’s voice.
The work uses a variety of sentence structures.
The work eliminates negative bias in language usage.
The work uses languages appropriate to the context and the academic
genre.
The work eliminates wordiness.
Grammar and Mechanics 5

The grammatical conventions in standard English are observed.
Correct spelling and proper capitalization and punctuations are observed.
Word choice is appropriate.
Sentences are well structured.
Reference 4
The work uses an appropriate citation and reference format.
The sources used are reliable.
The sources used are relevant to the topic.
otal 30 pts.
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Module
3
LEARNING FROM OTHERS
AND REVIEWING THE
LITERATURE
Module 4 facilitates the
a. illustrate and explain the establishment or development of a
conceptual framework; Research Background critically
b. define terms used in study; engaging researches from refereed
and journals and other literatures that will
help establish the need to answer the
c. list research hypothesis
research problem.
Performance Standard
The Topics
The learner should be able to
present written review of related v Formulation of Concept Paper
literature and conceptual v Research Hypothesis
framework.
v Definition of Terms as
Used in Study
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ENGAGE
Read the
Read the case of Carlo as he embarks himself on this stage of research writing:
Carlo was able to choose a topic for his research. He has read a lot of articles about
the topic and was able to identify the problem and research questions that he would like
to be answered through his research endeavor. As he is about to write down his research,
the following questions crossed his mind:
How do I write down what I have read about my chosen topic in a clear and logical manner?
What do I need to include in my review of related literature write-up in order to surface the
arguments of the study?
Is there a need for me to frame my arguments graphically in order that I could convey my
research problem effectively? What is the proper way to do it?
Are you now ready to roll out your related review of literature?
Explore
\
Pause a moment and try to recall the steps that you have made in doing your Repertory
Grid and Review or Related Literature in Practical Research 1.
REPERTORY GRID
Title of the Research Research Research Variables

study/Author/Publisher/Year Objectives Approach/Methods/ Included
Problem
of Publication
Design
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2
Title of the Major Salient Recommendations Limitations of

study/Author/Publisher/Year Constructs/ Findings for further the Study
of Publication investigation
Concepts
3
At this point, you realize that being aware and conscious as to what to write and
how to write the review of related literature will provide more consistency and
truthfulness in the study.
Explain
I. THE FORMULATION OF CONCEPT PAPER
Mapping Out the Literature Review
Identify Locate Critically Organize Write the

key terms literature evaluate the literature
and select literature review
A literature review provides an overview of what has been written about a specific
topic. It helps identify what is known and not known about a certain subject of study. It
involves the use of higher-order thinking skills, such as the review, evaluation, and
synthesis of scholarly works. These scholarly woks include journal articles professional
books, online sources and specialized references.
Why do a Literature Review?

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Literature reviews may be great way to help you come up with enriching research idea.
Dempters and Hannah (2010) provide some reasons why a review is done. These are
the following:
• To indicate the research has been conducted in the area before, to ensure that
you are not “reinventing wheel”.
• To demonstrate that you are aware of important recent studies in your study area.
This way, you ensure that you have not missed an important study that makes your
research idea seem less brilliant that you first imagined.
• To ensure that you have not missed literature detailing a novel way for you to
conduct your study, or pointing you to a data-collection that is most appropriate for
your study.
• To demonstrate your ability to critically analyze the literature in your study area.
This indicates that your research idea is based on a good understanding of previous
research in the area and it also demonstrates your ability to highlight the existing
gap or any disagreements in the research area that your study addresses.
What will be included in the literature review section?
• A literature review is a written synthesis of the related reference materials read for
the study such as journal articles, books, and other documents that describes the
past and current state of information about the focus of the study. It lays down the
organization of the literature into subtopics so as to surface the need for the study
and arguments of the study (Creswell, 2005). Information included in the review
may also come from newspaper or magazine articles, conference papers and
government documents relevant for the study but not from any grey literature and
online predatory journals that are easily downloadable from the internet.
• On the one hand, grey literature refers to concept papers, thesis and dissertations
uploaded in the internet by an individual or an illegitimate group, which is not peer-
reviewed by experts in the field. While on the other hand, “journals have been
termed predatory when they present a seemingly legitimate face for an illegitimate
publication process that lacks basic industry standards, sound peer-review
practices or a solid basis in publication ethics. Such journal exploit the pressure to
publish and the desire for access, and create confusion on the part of prospective
authors and readers” (Christopher & Young, 2015).
• The literature review section of the research paper contains the theoretical basis of
the arguments of the study. It should be able to provide the readers with a concise,
objective, and logical summary of the current information about our topic of interest.
Structuring the review so that it is presented in a clear, coherent and consistent
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manner is vital and it is necessary to develop an outline for this before stating to
write.
Three Stages of Writing the Literature Review
Literature Evaluation and Drafting the

Search Analysis of Literature
Selected Works Review
A. Literature Search is the stage in which the researcher systematically looks for
and selects reference materials relevant to the study.
B. Evaluation And Analysis of the Selected Works this stage is performed

once you have selected all potential references. In this stage, you further screen
the selected references for reliability and usefulness.
C. Drafting the Literature Review it is in this stage where you actually write
your literature review. In drafting review, you need to consider how these works
will be linked to one another, to better provide an overview of the topic you are
studying in your research.
Guidelines in Writing RRL
1. One strategy that you may use in writing your literature review is to get a model
paper that deals with a topic similar to yours. You may pattern the sequence of your
ideas on your model paper.
2. In the introductory portion, provide an overview of what can be found in your

literature review.
Refer to the following example:

This section contains literature and studies on acquisition-learning integration,
the biological basis behind the separation of learning and acquisition,
comprehensible input, grammar, affective factor, and communicative
competence. These materials were gathered from books on language teaching
psychology and curriculum development, journals and other periodicals, theses
and dissertations online sources, and other unpublished materials. These
materials provided the researcher with an exhaustive review of the topic and the
essential background knowledge to pursue this study.
3. Divide the literature review into two subsections: (a) the conceptual literature section
which explains concepts relevant to your study, and (b) the related studies section
which presents studies similar to yours.
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4. When writing conceptual literature, you may use concepts from the title of the
reference or the specific questions and objectives of your research. For the related
studies, you may arrange them in three ways: by theme (i.e., similar studies are
grouped together), by chronology (i.e., form the earliest to latest), or by type (foreign
or local studies). These three ways of writing the related studies section depend on
the objectives and features of your review.
5. At the end of related studies section, write a synthesis that shows the research gap.
6. Define important terms in your study. Definitions can be made conceptually or

operationally.
7. Use cohesive devices throughout the literature review to link one idea to another.
Examples of cohesive devices are transitional devices, conjunctions, pronouns, and
repetition of terms for referencing ideas.
8. Use headings and subheadings. This will help you organize the studies and
references you have gathered. This will also aid the reader in making sense of the
ideas and related studies to your research.
9. Be sure to apply the principle of cohesiveness when writing your literature review.
This means that each paragraph should focus only on one main idea and these
should be linked to one another.
10. Write a brief synthesis at the end of the literature review to show how these
scholarly works shape your paper, and to further reinforce the research gap that
these studies have yet to fill.
11. Survey all possible sources before claiming that no studies have been conducted
on a particular topic or saying that your topic is underexplored.
12. Cite your sources. Use the appropriate documentation and citation style in your
literature review.
Synthesizing involves examining and consolidating articles into one cohesive text.
Synthesis is a two-fold level of higher order thinking skill namely micro-level and macro-
level. These terms have been introduced to you; please refer to Practical Research 1
Module 4.
Synthesizing Strategies
1. Note any similarities and differences across your references that are relevant to
your paper.
2. Take note of issues that were not addressed by your references.
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3. Arrange the related studies and references logically; this can be done either
thematically or chronologically.
4. Draw conclusions about the materials in order to highlight their importance.
After research topic intellectualization and specific problems identification, there is now
a need to show the basis of these decisions through the literature review, what needs to
be proven in the research through the conceptual framework and how the researcher can
go about it through theoretical framework.
Developing the Theoretical Framework
A theory is selected on the basis of how best it can explain the relationships among the
variables. There should be connection between theoretical framework, conceptual
framework, research method, and survey instrument. Here are some steps that will guide
you in your choice of theory to be used as framework in your inquiry.
Examine the research topic, title, statement of the problem and research questions.
In one statement, what is the concern of the investigation
• Minority students in urban high schools are not doing well in achievement
tests inn mathematics.
•
List down the keywords that show the focus of your research
• Math anxiety, achievement tests, minority students, high school students
Read and review related literature on the topic using a keyword search to locate
research articles related to the topic
Identify prominent authors who have advanced the same area of inquiry
List down variables relevant in the study and label them as independent and
dependent variables.
• Independent variables: math anxiety, self-efficacy, socio economic status,

ethnicity, race, teaching strategies, learning styles
• Dependent variables: math achievement test score
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Select a theory in your field or in other fields that can help how the identified
variables behave and serve as basis for the conduct of the research.
• Example: critical race theory, constructivism, social cognitive theory
Discuss the assumptions or propositions of each theory taking into

consideration its relevance in the research investigation.
Theoretical Framework serves a basis to how the study will be investigated. It

refers to the theory, principle, or model that the researcher chooses to guide him in the
conduct of the study. Therefore, it involves the application of the theory, principle or model,
to offer an explanation of an even or shed some light on particular phenomenon or
research problem.
By virtue of its application nature, good theory is of value precisely because it fulfills
one primary purpose: to explain the meaning, nature and challenges associated with a
phenomenon, often experienced but unexplained in the world in which we live, so that we
may use that knowledge and understanding to act in more informed and effective ways.
Developing the Conceptual Framework
Conceptual Framework for Research Design
The conceptual framework is a tentative theory regarding the topic under

investigation usually shown in a diagram (Punch, 2009). It explains the hypothesized
relationships among the variables thus making it easy to understand the arguments
advanced in the study. By identifying variables and clarifying their relationship, the use of
conceptual framework summarizes the literature review and sets the stage for research
question to be introduced (Mc Gaghie, 2001).
To illustrate in a diagram, there is a need to associate certain shapes with the

elements of the conceptual framework: (1) the type of variable under investigation grouped
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according to how readily it can be measure and (2) hypothesized relationship between any
two variables.
There are three possible relationships exist between any two variables, namely:
correlations, differences, and effects. Relationships involving correlations and effects
either be direct or inverse. On the one hand, direct of positive relationship means the
behavior of the variables are either both positive or both negative, while on the other hand,
an inverse or negative relationship denotes opposite behavior between of the two
variables.
• Examples
Direct relationship: The more time a student devotes to his studies, the better his
grades will be.
Indirect relationship: The more involved parents are of their children; the lesser
chances they will be involved in bullying.
Relationships involving differences may involve two or more groups. The conceptual
framework should indicate the test variable and the grouping variable will show the clusters
or interventions being compared.
• Example
Express the following hypothesis as a conceptual framework:
There is a significant difference in students’ academic performance when grouped
according to the teaching strategy used.
Test variable: academic performance
Grouping variable: teaching strategy (e.g. lecture and modules)
The conceptual framework may be represented in the following

manner:
Academic Performance
Lectures Modules
Citing Sources
Documenting your sources is a crucial skill in producing any academic work including
research writing. Your ability to cite sources show your credibility, intellectual honesty, and
skills in reporting. As a writer you must cite facts and figures, original ideas of other
researchers and other people’s exact words. If you fail to do this, you can be accused of
plagiarism and other forms of academic dishonesty. In addition, citing your sources
provides evidence of your claims and a trail which other researchers can use to identify
their possible sources relevant to the topic you studied.
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*Refer to your notes in PR 1 Module Citing Sources (in-text citations and references
for the complete guide)
Ethical Standards in Writing the Literature Review
Writing your literature review does not only entail naming your sources and mentioning the
ideas that they contain. Writing the literature review requires honesty objectivity, and other
ethical principles observed in scholarly work. The following are ways to observe ethical
standards as writing your literature review and your research as a whole.
1. Report the findings in your cited studies objectively. Refrain from distorting the
findings of other research works.
2. Avoid injecting editorial comments or manipulating the ideas in a certain study

just to make it support your own claims.
3. Always cite your sources as a way of acknowledging the studies relevant to your
own and practicing intellectual honesty.
4. Refrain from fabricating information or making up data and reporting them as

actual data from a certain research work.
5. Avoid plagiarism
II. Formulating the Hypothesis
Upon identification of the main problem or focus in the research investigation

specific sub-problems are formulated taking into consideration all the aspects of the main
problem that will lead to its solution. The main problem and sub-problem may be in
statement or in question form. The role of a hypothesis is to provide a tentative explanation
to these questions which serves as basis of the solutions of the identified problems in the
investigation. According to Leedy and Omrond (2013), a hypothesis is a logical
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supposition, a reasonable guess, an educated conjuncture”,that is based on extensive
review of a literature.
Hypothesizing is certainly not unique to research (Leedy and Omrond, 2013). It is

usually triggered by constant recurring situations in our daily life that prompts the normal
reaction of the brain. Whenever, something happens, the natural tendency is to give
possible reasons for its occurrence. We then try to gather data so as to prove which of
these reasons are correct.
Take this example:
You opened the faucet and there is not even a drop of water, what comes into your mind?
There is water supply disruption for the whole
community that day.
The water meter supply was turned on.
The water pipe connection is busted.
You forgot to pay your water bill on time.
These above-stated reasons are products of the natural tendency of the human
brain to think of possible explanations of the current situation.
Hypothesis can be the claim of the researchers or assumptions, or what the

researcher wanted to determine. In formulating hypothesis, we have the null hypothesis
and alternative hypothesis. The null hypothesis which is denoted Ho is the assumption
about the behavior of the population or sample observation; while the alternative
hypothesis which is denoted Ha is the opposite statement of the null hypothesis The
alternative hypothesis is the claim or assumption that were attempting to establish. The
result of the study can validate our hypothesis whether we need to reject or accept our
claim.
For example, our claim is at least 50% of the elderly from the National Capital
Region (NCR) preferred to call their friends instead of texting them. This can be our null
hypothesis. If there result is less than 50 %, we need to reject the null hypothesis and
accept the alternative hypothesis that there is significant difference between our claim and
to the result of investigation.
Hypotheses are intelligent, tentative guesses that tells us about how a research
problem may be resolved ( Leedy &Omron, 2013). Therefore, formulation of usable
hypotheses is of prime importance in an investigation. The entire study rests upon the
potential significance of the hypotheses.
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Conceptually Capable of
being Empirical
clear
referents Specific
tested
Indicators of Usable Hypothesis
1. It should be conceptually clear. The hypotheses must be easily understood by

the readers. Readers may not always come from the same field of endeavor as
yours, so it is necessary that you use plain and simple words which have universal
meaning. Variables/constructs/concepts used in the formulation of the hypothesis
should be operationally defined in accordance to how it is used in the study.
2. It should be capable of being tested. By testable hypothesis, it means that

deductions can be made which can be established or refuted by a survey, an
experiment or an observation. Testing of the hypothesis must be done within a
reasonable period of time so that its results will be timely to serve its purpose.
Therefore, even a well-written hypothesis is nothing if it cannot be tested or it will
require a long period of time to prove.
3. It should have empirical referents. A hypothesis should have a basis or empirical

evidence. It should be formulated out of gut-feel or moral judgments. The need to
hypothesize it may come from contradictory results of previous researches or it may
not have been done yet. It is for this reason that prior hypothesis formulation, an
extensive review of related literature should have been undertaken first.
4. It must be specific. Another characteristic of a usable hypothesis is specificity. All

the operations and predictions indicated in the hypothesis must be clearly stated if
it deals with differences, relationships or effects.
Types of Hypothesis according to Relationship among Variables
We have learned that a hypothesis is a tentative explanation of expected relationships

between two or more variables as derived from extensive review of related literature and
the researcher’s experience. Research hypothesis are more specific, testable and
indicative of expected results. (McMillan&Schumacker, 2010). The hypothesis indicates
the researcher’s expectations of what the results will be prior to data collection.
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Possible expected relationships between and among variable will focus only on three
possibilities namely: CDE (Correlations- Differences and Effects)
Correlations
It deals with the relationships in the behavioral patterns between variables without
any implied causality
Effects
It deals also with behavioral patterns as well as but causality is implied. This
indicates that the independent variable has an influence on the dependent variable.
Behavioral patterns how the direction of the variable, as well as that of the hypothesis.
These are opposing adjectives that indicated the positive and negative direction of a
variable.
Examples of these are the following:
Behavioral Indicators Behavioral Indicators

(+) (-)
Increase Decrease
Higher Lower
Presence Absence
More Less
Better Worse
Greater Lesser
• To illustrate correlation: The more the student is good in English, the less is his
performance in Mathematics. Here we are not implying that the performance in
English is affecting the performance in Mathematics but the relationship is assumed
to exist.
• To illustrate effect: The more time spent on studying, the better the academic
performance.
Here there is the implication that academic performance had been better due to the longer
time spent on studying.
Hypothesizing on differences follows a different format from the first two types of
hypothesis. It should be explicitly state the test variable and the grouping variable. The
test variable indicates the variable to which differences are taken. This may be measured
using of the four scales: nominal, ordinal, interval, or ration. The grouping variable
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indicates the number of grouping s or samples that are being compared. This is only
measure in the nominal scale.
Examples of hypothesis on difference:

There is no significant difference in the growth of the plants using three types of fertilizers.
Types of hypothesis according to form (null and alternative hypothesis)
• Null hypothesis indicates no relationship between and among the variables under
investigation (not correlated, no difference, no effect).
• Alternative hypothesis indicates a significant relationship.
Note that here should only once claim per hypothesis, either there is relationship or no
relationship. These two situations are mutually exclusive, which means that only one is
probably true. The researcher cannot claim both.
Example 1:
Research situation: The researcher would like to know the effect of private tutoring in the
academic performance of the students availing it.
Null Hypothesis: Private tutoring has no significant effect on the academic performance of
the students availing it.
Alternative Hypothesis: Private tutoring significantly affects the academic performance of
the students availing it.
Example 2:
Research situation: A researcher is interested in whether the order of questions in a
multiple-choice test affects the number of items answered correctly. There researcher
makes three forms of the test: One with easy items first and difficult items last; another with
easy items last, difficult items first; and third with no order at all, easy and difficult items
mixed together. The three forms of test were given to 60 students, with each student getting
only one form of test (20 students taking each form of test). The researcher then compares
the scores of the students taking the tree forms of test.
Null Hypothesis: There is no significant difference in the test scores of the students when
grouped according to the test form taken.
Alternative Hypothesis: There is significant difference in the test scores of the students
when grouped according to the test form taken.
A research investigation may come from a practical problem, from an observed

situation in need of explanation, from previous researches or from existing theories in the
field (Ary, Jacobs, Sorensen & Walker, 2014). Thus, we can say that researchers derive
hypothesis either inductively from observations of behavior or from practical situations;
and deductively from previous researchers or existing theories.
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Elaborate
III. Definition of Terms as Used in the Study
Definition of key terms which pertain to the main concepts and constructs
help clarify the purpose and direction of the study being conducted.
Constructive and Operational Definitions
Before a concept or construct can be measured, it must be defined.

Researchers develop two kinds of definitions:
1. Theoretical Definitions
2. Operational Definitions
Theoretical definitions are basic dictionary definitions. They are frequently

called constitutive or conceptual definitions. A theoretical definition gives
meaning to the concept or construct under investigation. It should distinguish
it from all other concepts or constructs. A theoretical definition assumes both
knowledge and acceptance of the theories it depends upon. For example, a
theoretical definition for the concept "customer satisfaction" is often defined as
the degree to which a customer's experience with a product or service
conforms to his or her expectations and the ideal experience. Citations are often
required when using conceptual definitions.
While operational definitions define an object, event, variable, concept, or

construct in terms of the specific processes, tests, and measurements used to
determine its presence or quantity. Operational definitions transform
theoretical definitions into observable events. This is because an operational
definition states which characteristics will be measured in the assignment of a
value to the concept or construct under study. Operational definitions form the
basis for the research questions, hypotheses, and the theories associated with
the research. If a researcher is concerned about levels of brand satisfaction, the
researcher could ask customers to rate their experiences with this brand and
competitive brands on a five-point scale: (5) Very Satisfied, (4) Satisfied, (3)
Neutral, (2) Dissatisfied, and (1) Very Dissatisfied.
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Evaluate WRITTEN TASK AND PERFORMANCE CHECK
3
WRITTEN TASK 3: (30 pts) Group Work
Based on the references you have read about your topic, with your assigned group
accomplish the repertory grid below. Use another sheet of paper for your output.
Title of the Research Research Research Variables

study/Author/Publisher/Year Objectives Approach/Methods/ Included
Problem
of Publication
Design
10
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Title of the Major Salient Recommendations Limitations
study/Author/Publisher/Year Constructs/ Findings for further of the
of Publication investigation Study
Concepts
10
• This repertory grid will be attached to your Performance Task 3
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Rubric for Written Task 3: Group Work
Criteria for 6 5 3 1
Repertory
Grid
Content The following One aspect Two of the Three or more

are all present: somehow following are are very clearly
lacking: lacking: lacking:
(1)Various
points of view (1)Various (1)Various (1)Various
about the topic points of view points of view points of view
are presented. about the topic about the topic about the topic
(2) are presented. are presented. are presented.
(2) (2) (2)
The conceptual
framework is The conceptual The conceptual The conceptual
well-explained. framework is framework is framework is
(3)Strengths well-explained. well-explained. well-explained.
and (3)Strengths (3)Strengths (3)Strengths
weaknesses of and and and
the reviewed weaknesses of weaknesses of weaknesses of
literature are the reviewed the reviewed the reviewed
presented. literature are literature are literature are
presented. presented. presented.
(4) Key terms
are defined. (5) (4) Key terms (4) Key terms (4) Key terms
are defined. (5) are defined. (5) are defined. (5)
Conceptual/The
oretical Conceptual/The Conceptual/The Conceptual/The
frameworks oretical oretical oretical
match the frameworks frameworks frameworks
research topic. match the match the match the
research topic. research topic. research topic
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.
Organizati The following One of the Two of the (1) Ideas are
on are all present: aspect is following are incorrectly
somehow somehow outlined; thus,
(1)Ideas are
lacking: lacking: making the
correctly
organization of
outlined, thus (1)Ideas are (1)Ideas are
the paper vague
improving the correctly correctly
and confusing.
organization of outlined, thus outlined, thus
the paper. improving the improving the
(2)Flow of ideas organization of organization of
is smooth and the paper.(2) the paper.
the work is easy Flow of ideas is (2)Flow of ideas
to read. smooth and the is smooth and
work is easy to the work is easy
read. to read.
Style The following One aspect is Two of the The following are
are all present: lacking: following are clearly lacking:
somehow
(1)The work (1)The work (1)The work
lacking:
uses a variety of uses a variety of uses a variety of
sentence sentence (1)The work sentence
structures. (2) structures. (2) uses a variety of structures. (2)
The work uses The work uses sentence The work uses
language language structures. (2) language
appropriate to appropriate to The work uses appropriate to
context. (3) The context. (3) The language context. (3) The
work eliminates work eliminates appropriate to work eliminates
wordiness and wordiness and context. (3) The wordiness and
ambiguity. ambiguity. work eliminates ambiguity.
wordiness and
ambiguity.
Document The following One aspect is Two of the The following

ation and are all present: lacking: following are are clearly
Sources somehow lacking:
(1)The work (1)The work
lacking:
uses an uses an (1)The work
appropriate appropriate uses an
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citation and citation and (1)The work appropriate
reference reference uses an citation and
format. (2) The format. (2) The appropriate reference
sources used sources used citation and format. (2) The
are reliable. (3) are reliable. (3) reference sources used
The sources The sources format. (2) The are reliable. (3)
used are used are sources used The sources
relevant to the relevant to the are reliable. (3) used are
topic. topic. The sources relevant to the
used are topic.
relevant to the
topic.
Grammar The following One aspect is Two of the Three or more

and are all present: lacking: following are are very clearly
Mechanics somehow lacking:
(1) The work 1) The work
lacking:
observes the uses an Two of the
grammatical appropriate 1) The work following are
conventions in citation and uses an somehow
standard reference appropriate lacking:
English. (2) format. (2) The citation and
1) The work
Correct sources used reference
uses an
spellings and are reliable. (3) format. (2) The
appropriate
proper The sources sources used
citation and
capitalization used are are reliable. (3)
reference
and relevant to the The sources
format. (2) The
punctuations are topic. used are
sources used
observed. (3) (4)Sentences relevant to the
are reliable. (3)
Word choice is are well topic.
The sources
appropriate. structured. (4)Sentences
used are
(4)Sentences are well
relevant to the
are well structured.
topic.
structured.
(4)Sentences are
well structured.
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PERFORMANCE TASK 3: (30 pts.)
Together with your research group, write the literature review of your research
paper. Accurately paraphrase, summarize, or directly quote the information you
have borrowed from your sources and cite them properly. Refer to your answer in
the Elaborate section of this module.
Here is the format for the heading, subheading, and content of your literature review.
Introduction of Literature Review

• State the purpose of writing the literature review
• Indicate the scope or coverage of the review
• Present the organization of the review’s content
Concept 1
• Definition
• Description (types, functions, importance, features, effects and/or causes,
advantages and/or disadvantages, if applicable)
Concept 2
• Definition
Concept 3
• Definition
Related Studies
Study 1
• General and specific objectives of study 1
• Research designs, participants, and instruments used
• Major findings related to your paper
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• Conclusions related to your paper
• Weaknesses of study 1 that were addressed by Study 2
Study 2

• Weaknesses of study 2 that were addressed by Study 3
Study 3

• Weaknesses of study 2 that will be addressed by your study
Synthesis
• Reinforcement of research gap after reviewing the available literature

• Statement that your study attempts to address the identified research gap
• Relationship of the literature review with specific objectives or research
questions of your study.
Conceptual and/or Theoretical Framework
• Presentation of a diagram or any appropriate graphical aid

• Explanation of the conceptual and theoretical framework
Add reference list at the end of the document using APA style.
Submit your written review of literature to plagiarism scan or plagiarism checker
to ensure that you have properly identified and cited your sources.
Use the following format in typing your review: double-spaced, Arial 12 one-inch
margins on all sides.
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Rubric for Performance Task 3: Related Review of Literature
Criteria for 5 4 3 2
Essay
Introduction Very clear Clear overview More or less Overview of

overview of of the paper, clear overview the paper is
the paper, demonstrates of the paper not clear,
demonstrates well the and somehow barely
well the importance of demonstrates demonstrates
importance of topic. It the importance the importance
topic. It engages the of topic. It of the topic. It
engages the reader and engages the does not
reader and creates reader and engage the
creates interest. creates reader.
interest. interest.
Body The following One aspect is Two of the Three or more

Paragraphs are all present: somehow following are are very
Balanced lacking: somehow clearly lacking:
viewpoint- lacking:
Balanced One of the
objective,
viewpoint- Balanced following are
balanced view
objective, viewpoint- somehow
from various
balanced view objective, lacking:
perspectives;
from various balanced view
Coherent Balanced
perspectives; from various
theme: Each viewpoint-
Coherent perspectives;
study cited is objective,
theme: Each Coherent
related to the balanced view
study cited is theme: Each
topic and other from various
related to the study cited is
studies. perspectives;
topic and other related to the
Coherent
Depth and studies. topic and other
theme: Each
Breadth of studies.
Depth and study cited is
Research:
Breadth of Depth and related to the
Variety of
Research: Breadth of topic and other
studies and
Variety of Research: studies.
attention to
studies and Variety of
Depth and
attention to studies and
Breadth of
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detail about detail about attention to Research:
topic topic detail about Variety of
topic studies and
Analysis: Analysis:
attention to
Collection of Collection of Analysis:
detail about
studies studies Collection of
topic
analyzed for analyzed for studies
differences differences analyzed for Analysis:
and and differences Collection of
commonalities commonalities and studies
about the topic about the topic commonalities analyzed for
about the topic differences
and
commonalities
about the topic
Conclusion Information Information Most Information not

expertly well- information well-
synthesized synthesized well- synthesized
and brought to and brought to synthesized and some
a coherent and a logical and brought to conclusions
logical conclusion. a logical were not
conclusion. conclusion, logically
although some arrived at
parts show
signs of
faltering logic.
APA Style & All the One is Two of the Three or more
Communication following are somehow following are of the following
present: APA lacking: APA somehow are clearly
Style followed Style followed lacking: lacking:
tone, word tone, word
APA Style APA Style
choice, choice,
followed tone, followed tone,
citation, and citation, and
word choice, word choice,
so on. so on.
citation, and citation, and
Information Information
so on. so on.
logically logically
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organized with organized with Information Information
good flow. good flow. logically logically
Issues Issues organized with organized with
threaded threaded good flow. good flow.
throughout the throughout the Issues Issues
paper. They paper. They threaded threaded
engage. engage. throughout the throughout the
paper. They paper. They
engage engage.
References References References References References

correctly typed correctly typed correctly typed not correctly
in APA format, in APA format, in APA format, typed in APA
exceeds the exceeds the meets the format, less
minimum minimum minimum than the
number and all number and a number and minimum
high quality good mix of quality number and
sources. high quality sources. poor quality
and internet sources.
sources.
No errors in A few minors A few errors in Distracting and

punctuation, in major errors in
punctuation,
spelling, grammar,
punctuation, spelling,
grammar, or punctuation,
spelling, grammar, or
capitalization. spelling and
grammar, or capitalization,
capitalization
capitalization, but they do not
but they do not retract from
retract from the overall
the overall meaning and
meaning and effectiveness
effectiveness of the
of the paragraph.
paragraph.
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Module
4
UNDERSTANDING AND
SYSTEMATICALLY
COLLECTING DATA

a. choose an appropriate Data are distinct pieces of information.

quantitative research design; While research data is data that is collected,
b. describe the sampling procedure observed, or created, for purposes of analysis
and sample; to produce original research results. Data
c. construct an instrument and collection on the other hand is the systematic
establish its validity and reliability; approach to gathering and measuring
d. describe the intervention, if information from a variety of sources to get a
applicable; complete and accurate picture of an area of
interest. Data collection enables a person or
e. plan the data collection
organization to answer relevant questions,
procedure;
evaluate outcomes and make predictions
f. plan the data analysis using
about future probabilities and trends.
statistics and hypothesis testing;
Accurate data collection is essential to
and
maintaining the integrity of research.
g. present a written research
methodology.
The Topics
Performance Standard v Quantitative Research Designs
v Samples and Sampling Methods
The students should be able to v Instruments in Quantitative
present written research Research: An Overview
v Data Collection Procedure
methodology. v Data Analysis Procedure
v Writing the Methodology
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ENGAGE
a. Pretend that you are conducting a study on the academic challenges faced by the
students in your school. Come up with the procedure that you will follow in obtaining
the necessary data for this study. Prepare a procedural flowchart.
b. Afterwards, evaluate the effectiveness of your procedure in gathering data for

quantitative research.
Explore Assess Your Skills
Tick the column that best describes your ability to understand and systematically
collect data. Answer this section as honestly as possible.
Table 1
Indicators Usually Sometimes Seldom Never

3 2 1 0
I ensure that research design is
aligned with my research topic.
I know when to use a particular
instrument in collecting data
I have a specific set of criteria in
choosing the participants for my
research.
I use different sources and
methods in collecting data.
I inform the participants about
the purpose of my research and
the extent of their involvement in
the study
I explain the intervention or
treatment clearly
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I use appropriately statistical
tools in analyzing the
quantitative data
I ensure the confidentiality of
data.
I use my research questions as
basis for analyzing the data
Total
Score Level of Proficiency
28 – 30 Advanced
25 – 27 Proficient
23 – 24 Approaching Proficiency
21 – 22 Developing
20 and below Beginning
Explain Topic 1: Quantitative Research

Designs
The study type, research question and hypotheses, independent and dependent
variables, and data collection methods are defined by the design of a study. It is easier to
understand the different types of quantitative research designs if you consider how the
researcher designs for control of the variables in the study.
The research design is the structure of any scientific work. It gives direction and
systematizes the research. The method you choose will affect your results and how you
conclude the findings.
Quantitative research is classified into five general kinds: descriptive,

correlational, ex post facto, quasi-experimental, and experimental.
A. Descriptive Design
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Researchers use descriptive research designs to describe particular phenomena or
relationships within a single group sample. It aims to observe and report on a certain
phenomenon, type of behavior, or trait as it takes place or manifests itself. The researchers
achieve this objective by using rating scales and other means to measure the variables as
they occur. One limitation of the descriptive research design is its inability to establish
causal relationship, that is, one variable cannot be claimed as the cause of another
variable. This is why the descriptive research design is used when little is known about a
topic or when the study is exploratory in nature.
Example
A researcher desires to find out the job-related problems and job-performance

of security employees in private and government offices in the City and Province
of Cebu. He uses a questionnaire as his research instrument and each item in
the questionnaire for job-related problems was rated using the Likert scale. The
subjects or respondents have to choose according to 4 levels of scales namely:
4 – very serious problem, 3 – serious problem, 2 – fairly serious problem, and 1
– not a problem at all. From the data collected, the researcher tabulates,
analyses, and interprets data. Then he proves the fact gathered area of value to
the researcher in particular and to the subjects in general. He should then focus
his attention to the most serious job-related problems met by the security
employees.
B. Correlational Design
This is the design to find out the relationship of two variables (X and Y) whether the
relationship is perfect, very high, high, marked or moderate, slight or negligible. The
aim of the correlational research design is to determine whether an increase or
decrease in one variable corresponds to the increase or decrease in another. It does
not seek to establish a cause-effect relationship but mere association among variables.
Example
The researcher wishes to correlate the performance between English

(X) and Mathematics (Y) of freshmen marketing students in the Career
Development Program at De La Salle of St. Benilde, Manila. He uses
tests as research instrument in gathering the data and scattergram as
the statistical tool used to determine the correlation between X and Y.
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C. Ex Post Facto Design
This research design aims to infer a cause from the already existing effects. Although,
it attempts to establish a causal relationship between variables, the ex post facto research
design does not use experimental manipulation. Thus, it cannot be said that a change in
the variables takes place in the actual study.
Example
A researcher is interested in how weight influences self-esteem levels in

adults. So, the participants would be separated into differing groups
(underweight, normal weight, overweight) and their self esteem levels
measured. This is an example of ex post facto design because a pre-
existing characteristic (weight) was used to form the groups.
D. Quasi-experimental Research Design
Researchers use quasi-experimental research designs to identify

differences between two or more groups in an attempt to explain causation. It aims to
establish a causal relationship between two variables. This effect is presumed to have
occurred during the study itself. This means that experimental manipulation is applied
to the subjects to some extent. It should be noted that quasi-experimental designs
divide the subjects into intact groups. As its name suggests, an intact group has
already been established before the study takes place. For instance, it may be a group
of individuals with the same educational background, same nationality, or age bracket.
Because of this, it is necessary to ensure matching between the two groups based on
relevant observable characteristics such as education, aptitude, age, and wealth.
Since participants are not randomly assigned to either the treatment or control group,
there is a lack of randomness in this type of research design.
Example
Researchers hypothesize that a new after-school program will lead to

higher grades. They choose two similar groups of children who attend
different schools, one of which implements the new program while the other
does not. By comparing the children who attend the program with those
who do not, the researchers can find out whether it has an impact on
grades.
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E. Experimental Design (True Experiment)
Experimental research designs have the most control, and thus, allow
researchers to explain differences between groups. It also aims to establish a cause-
effect relationship. Unlike the quasi-experimental research design, however, the
experimental type applies variable manipulation more extensively. Moreover, it does
not only assign groups but specific individuals to the control and treatment groups.
This ensures greater control on the part of the researcher and less threats to the
validity of the study.
Despite the rigidness of the experimental design, it still has some limitations.
1. Not all variables can be experimentally controlled and manipulated.

2. Some procedures in the experimental design may be impractical and unethical
as in the case of clinical setting.
3. Studies under the experimental design may be prone to the Hawthorne effect.
**Hawthorne effect refers to the observed change in the behavior of

participants who know that they are being observed.
Example
The researcher wants to find out if people react more quickly to an auditory stimulus
(like a bell) or to a visual stimulus (like a light). He can use the same participants and
try them out with both types of stimulus. This is called repeated measures design and
is often more accurate than the independent measures design. However, it introduces
other confounding variables which he must be careful to control namely practice
effects or fatigue (these are called order effects). Suppose the participants in the
above example were all asked to react quickly as possible to a light, it may be
because they were unfamiliar with the procedure and they were quicker with the bell
simply because they had practice. On the other hand, if they were quicker with the
light it may be because they had become tired or bored by the time the second lot of
trials were held. In order to control the effects of fatigue/boredom and practice the
researcher would give half the participants the light condition first, then the bell and
reverse the order for the other half. This is known as counterbalancing.
Elements of True Experiment:
1. Manipulation means that something is purposefully changed by the

researcher in the experiment.
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2. Control is used to prevent outside factors from influencing the study outcome.
When something is manipulated and controlled and then the outcome happens,
it makes us more confident that the manipulation “caused” the outcome.
3. Random Assignment means that there are groups or treatments in the

experiment, participants are assigned to these groups or treatments, or
randomly (like the flip of a coin).
4. Random Selection means that no matter who the participant is, he/she has
an equal chance of getting into the groups or treatments in an experiment.
F. Prototyping Design
This design is a development approach to improve the planning and

execution of creative designs such as software or technology development. As
such, prototyping was used during the development of the World Wide Web or
Internet.
Some of the usual procedures in developing prototypes are as follows:
1. Identify the objectives for developing the prototype.

2. Identify risks that may potentially hinder the development of the prototype. One
example of a risk is the damage that a prototype may cause.
3. Formulate a hypothesis for developing the prototype.
4. Construct the prototype and assess its functionality. Conduct an experiment which
can assess the effectiveness of the prototype.
5. Examine the results of the experiment and enhance the prototype based on these
results.
Table 2: The following table summarizes the descriptions for each of the
quantitative research designs:
Kind Goal Variables and Data Sample Title

Experimental Collection
Manipulation Techniques
Descriptive To observe Variables are Questionnaire Assessing Nurses’

and report on measured as Attitudes Toward
a certain they occur. Death and Caring
phenomenon Observation for Dying Patients
in a
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Experimental Comprehensive
manipulation is Cancer Center
not used.
(Lange, M., Thom.,

B., Kilne, N.E.,
2008)
Correlational To determine Variables are Questionnaire The Relationship

the nature of measured as Between Service
relationship they occur Quality and
between Observation Customer
variables Satisfaction in the
without Experimental Telecommunication
looking into Tests Industry: Evidence
manipulation is
the cause not used from Nigeria
(Ojo, O., 2010)
Ex Post To infer the Experimental Questionnaire Comparison of

Facto causes of a manipulation is Personal, Social
phenomenon not used. and Academic
which have Variables Related
already to University Drop-
occurred Groups exposed out Rate and
to presumed Persistence
cause are
compared to
those who were
not exposed to
(Bernardo, A., et
it.
al., 2016)
Quasi- To establish Experimental Tests The Impact of

experimental cause-and- manipulation Smoking Bans on
effect may have limited Smoking and
relationships use. Consumer
Behavior: Quasi-
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experimental
Evidence from
Intact (i.e.,
Switzerland
established)
groups are
used; there is no
random
assignment of
individual
subjects to the
treatment and
control groups.
(Boes, S., marti, J.,

Maclean, J.C.,
2014)
Experimental To establish Experimental Tests Reading Electronic

cause-and manipulation is Books as a
effect used. Support for
relationships Vocabulary, Story
Comprehension,
Intact groups and Word Reading
are not used; in Kindergarten
individual and First Grade
subjects are
randomly
assigned to the
treatment and
control groups.
The random
assignments of
individual
subjects provide
more
conclusiveness
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as to the causal
relationships
between the
variables.
(Karat, 2010
Topic 2: Samples and Sampling Methods
Sampling refers to the process of systematically selecting individuals, units or

groups to be analyzed during the conduct of study. It is the goal in research to make sure
that the samples selected represent the target population. Being able to do this will
increase the generalizability of your findings.
Generalizability refers to the extent your findings can be applied in other contexts.
When researching an aspect of the human mind or behavior, researchers simply
cannot collect data from every single individual in most cases. Instead, they choose a
smaller sample of individuals that represent the larger group. If the sample is truly
representative of the population in question, researchers can then take their results and
generalize them to the larger group.
Because sampling naturally cannot include every single individual in a population,

errors can occur. Differences between what is present in a population and what is present
in a sample are known as Sampling Errors.
**In general, the larger the sample size the smaller the level of error. This is simply
because as the sample becomes closer to reaching the size of the total population, the
more likely it is to accurately capture all of the characteristics of the total population.
Sampling errors can be minimized, however, by using randomized probability testing and
a large sample size.
Sample Size
There are various formulas for calculating the required sample size based upon
whether the data collected is to be of a categorical or quantitative nature.
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A larger sample can yield more accurate results but excessive responses can be
expensive.
Before you can calculate a sample size, you need to determine a few things
about the target population and the sample you need:
1. Population size – How many total people fit your demographic? For instance, if
you want to know about mothers living in the Philippines, your population size
would be the total number of mothers living in the Philippines. Don’t worry if you are
unsure about this number. It is common for the population to be unknown or
approximated.
2. Margin of error (confidence interval) – No sample will be perfect, so you

need to decide how much error to allow. It is the plus-or-minus figure usually
reported in newspaper or television opinion poll results. For example, if you use a
confidence interval of 4 and 47% percent of your sample picks an answer you can
be “sure” that if you had asked the question of the entire relevant population
between 43% (47-4) and 51% (47+4) would have picked that answer.
3. Confidence level – tells you how sure you can be. It is expressed as a
percentage and represents how often the true percentage of the population who
would pick an answer lies within the confidence interval. The 95% confidence level
means you can be 95% certain; the 99% confidence level means you can 99%
certain. Most researchers use the 95% confidence level.
4. Standard deviation – How much variance do you expect in your responses?

Since the actual survey has not been administered yet, the safe decision is to use
.5 which is the most forgiving number and ensures that your sample will be large
enough.
The following are ways that you can use to determine the sample size of a research
study
a. If you take a population sample, you must use a formula to figure out what
sample size you need to take. Knowing the population can help you determine the
sample size. You can use Slovin’s formula to figure out what sample size you need
to take. The formula is:
n = N/(1 + Ne2) where: n = Number of samples

N = Total population and
E = Error tolerance
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Sample Problem:
Use Slovin’s formula to find out what sample of a population of 1,000 people you need
to take for a survey on their softdrinks preferences.
Step 1: Figure out what you want your confidence level to be. For example, you
might want a confidence level of 95% (which will give you a margin of error of 0.05), or
you might need better accuracy at 98% confidence level (which produces a margin of
error of 0.02).
Step 2: Plug your data into the formula. In this example, you use a 95 percent
confidence level with a population size of 1,000.
n = N/(1 + N e2) = 1,000/(1 + 1000*0.05 2) = 285.714286
Step 3: Round your answer to a whole number (because you can’t sample a
fraction of a person or thing) 285.714286 = 286
b. Another way is using the table for sampling size calculation.
Table 3 below presents the results of one set of these calculations. It may be
used to determine the appropriate sample size for almost any study. Many researchers
suggest that the first column within the table should suffice (Confidence Level = 95%,
Margin of Error = 5%). To use these values, simply determine the size of the population
down the left most column (use the next highest value if your exact population size is not
listed). The value in the next column is the sample size that is required to generate a
Margin of Error of ± 5% for any population proportion.
However, a 10% interval may be considered unreasonably large. Should more

precision be required (i.e., a smaller, more useful Margin of Error) or greater confidence
desired (0.01), the other columns of the table should be employed.
Thus, if you have 5000 customers and you want to sample a sufficient number to
generate a 95% confidence interval that predicted the proportion who would be repeat
customers within pus or minus 2.5%, you would need responses from a (random)
sample of 1176 of all your customers.
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Table 3: Sampling Size Calculation
Source: http://www.research-advisors.com/tools/SampleSize.htm
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c. Heuristics is a term normally used in qualitative studies as a research approach
that utilizes introspection. In quantitative research, heuristics refers to the rule of
thumb for the sample size used in a study. Below are the suggested sample sizes
in the different quantitative research designs (Lunenberg and Irby, 2008). The
survey indicated in the table refers to a research designs and not to a research
instrument (i.e., questionnaire used in surveys).
Table 4
Research Design Number of Participants
Survey 800
Correlational 100 to 200
Ex Post Facto 30+
Experimental 30 or more
d. Another way to determine sample size is through literature review. You may want
to read studies similar to yours and check the sample size that they used. These
studies can serve as a reference in proving the validity of the sample size that you
plan to use.
Useful Websites and online tools

With the use of technology, there are available sites that offer sample size calculator.
Here are some of those sites:
1. http://www.surveysystem.com/sscalc
2. www.raosoft.com/samplesize.html
3. www.calculator.net > Math Calculators
4. www.nss.gov.au/nss/home.nsf/pages/Sample+size+calculator
5. fluidsurveys.com/survey-sample-size-calculator
6. https://www.surveymonkey.com/mp/sample-size-calculator
7. https://select-statistics.co.uk/calculators/sample-size-calculator-
population-proportion/
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Sampling Procedures
Sampling is a process or technique of choosing a sub-group from a population to

participate in the study. It is the process of selecting a number of individuals for a study in
such a way that the individuals selected represent the large group from which they were
selected.
There are two major sampling procedures in research that have been developed to ensure
that a sample adequately represents the target population. These include probability and
nonprobability sampling. A few of the most common are described below.
Probability Sampling Procedures

In probability sampling, everyone has an equal chance of being selected. This
scheme is one in which every unit in the population has a chance (greater than zero) of
being selected in the sample.
Below are the five basic types of sampling procedures associated with probability
samples:
1. Simple Random Sampling
In this method, every individual in the target population has an equal chance
of being part of the sample. This requires several steps:
Figure 1
Source: www.questionpro.com
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Figure 2
2. Systematic Sampling
In this method, the researcher selects very nth member after randomly
selecting the first through nth element as the starting point. For example, if
the researcher decides to sample 20 respondents from a sample of 100,
every 5th member of the population will systematically be selected.
Figure 3
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Source: www.wallstreetmojo.com
Figure 4
Source: retrieved from SlidePlayer
3. Stratified Random Sampling
In this method, the researcher first divides the population into groups based on a
relevant characteristic and then selects participants within those groups. In
educational research, stratified random sampling is typically used when the
researcher wants to ensure that specific subgroups of people are adequately
represented within the sample.
For example, a research study examining the effect of computerized instruction on

math achievement needs to adequately sample both male and female pupils.
Stratified random sampling will be used to ensure adequate representation of both
males and females.
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Figure 5
Figure 6
Source: www.statsmedic.com
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4. Cluster Sampling Procedure
In this method, a cluster (a group of population elements), constitutes the

sampling unit, instead of a single element of the population. The sampling in
this technique is mainly geographically driven. The main reason for cluster
sampling is also often readily available at cluster level and takes short time
for listing and implementation. This technique is also suitable for survey of
institutions or households within a given geographical area.
Figure 7
Source: Retrieved from slideshare
5. Multi-Stage Sampling
In this method, the sample is selected in multiple steps, or stages. For

example, in the first stage, geographical regions, such as local government
areas, are selected. In the second stage, perhaps schools may be selected.
In the third stage, the unit of analysis – perhaps teachers or students are
sampled. If the unit of analysis is not selected in the first step, then the
sampling techniques may be used at the different stages. For example, the
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first stage may use random sampling, the second stage may use purposive
sampling, and the third stage may use stratified sampling.
Figure 8
Source: www.research-methodology.net
The steps in multi-stage sampling are as follows:
1. Organize the sampling process into stages where the unit of analysis is
systematically grouped.
2. Select a sampling technique for each stage.
3. Systematically apply the sampling technique to each stage until the unit of
analysis has been selected.
Topic 3: Instruments in Quantitative Research
Instrument is the generic term that researchers use for a measurement device
or tool (survey, test, questionnaire, etc.). To help distinguish between instrument and
instrumentation, consider that the instrument is the device and instrumentation is the
course of action (the process of developing, testing, and using the device/tool).
Instruments fall into two broad categories, researcher-completed and subject-

completed, distinguished by those instruments that researchers administer versus those
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that are completed by the participants. Researchers chose which type of instrument, or
instruments, to use based on the research question. Examples are listed below:
Table 5: Researcher-completed vs. Subject-completed Instruments
Researcher-completed instruments Subject-completed Instruments
Rating scales Questionnaires
Interview schedules/guides Self-checklists
Tally sheets Attitude scales
Flowcharts Personality inventories
Performance checklists Achievement/aptitude tests
Time and motion logs Projective devices
Observation forms Sociometric devices
Source: https://researchrundowns.com/quantitative-methods/instrument-validity-
reliability/
Validity of Instruments
Validity is the extent to which an instrument measures what it is supposed to

measure and performs as it is designed to perform. It is rare, if nearly impossible, that an
instrument be 100% valid, so validity is generally measured in degrees. As a process,
validation involves collecting and analyzing data to assess the accuracy of an instrument.
Types of Validity
1. Face validity. An instrument has face validity when it appears to measure the
variables being studied. Hence, checking for face validity is a subjective process.
2. Content validity. This refers to the degree to which an instrument covers a

representative sample (or specific elements) of the variable to be measured.
Assessing content validity is a subjective process which is done with the help of a
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list of specifications. This list of specifications is provided by experts in your field of
study.
3. Construct validity. This is the degree to which an instrument measures the

variable being studied as a whole. Thus, the instrument is able to detect what
should exist theoretically. A construct is often an intangible or abstract variable such
as personality, intelligence, or moods.
4. Criterion validity. This can be typed as concurrent and predictive. An

instrument has concurrent validity when it is able to predict results similar to
those of a test already validated in the past. An example of testing concurrent
validity is whether an admission test produces results similar to those of the
National Achievement Test. On the other hand, an instrument has predictive
validity when it produces results similar to those of another instrument that will be
employed in the future. An example of testing predictive validity is employing
college admission tests in mathematics. This may be used to predict the future
performance of the students in mathematics.
Reliability of Instruments
Reliability refers to the consistency of the measures of an instrument.
Types of Reliability
1. Test-retest reliability. This is achieved by administering twice to the same

group of participants and then computing the consistency of scores. It is often ideal
to conduct the retest after a short period of time (e.g., two weeks) in order to record
a higher correlation between the variables tested in the study.
2. Equivalent forms reliability. This is measured by administering two tests

identical in all aspect s except the actual wording of items. In short, two tests have
the same coverage, difficulty level, test type, and format. An example of a procedure
involving equivalent forms reliability is administering pretest and a posttest.
3. Internal consistency reliability. This is a measure of how well the items in

two instruments measure the same construct.
There are three ways of measuring the internal consistency

reliability.
a. Split-half coefficient (or split half reliability). It is obtained by

administering a single instrument aimed at measuring only one construct. However,
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upon computing the results, the items of the instrument are divided (or “split”) into
two sets; the results for these two sets are then compared with each other.
b. Cronbach’s Alpha. It measures reliability with respect to each item and

construct being examined by the instrument. Cronbach’s alpha determines the
average correlation of items in a survey instrument to gauge its reliability. It is most
commonly used when you have multiple Likert questions in a survey/questionnaire
that form a scale and you wish to determine if the scale is reliable.
c. Kuder-Richardson formula. It tests reliability in terms of instruments of a

dichotomous nature, such as yes o no tests.
4. Inter-rater reliability. It measures the consistency of scores assigned by two

or more raters on a certain set of results. The Kappa coefficient is one of the
most popular statistical tools in measuring inter-rater reliability.
Topic 4: Data Collection Procedure
Data collection is the process of gathering and measuring information on

targeted variables in an established systematic fashion, which then enables one to answer
relevant questions and evaluate outcomes. The goal for all data collection is to capture
quality evidence that then translates to rich data analysis and allows the building of a
convincing and credible answer to questions that have been posed.
Typical quantitative data collection procedures include:
1. Survey. This is a standardized paper-and-pencil or phone questionnaires that ask

predetermined questions. Surveys collect data from a targeted group of people
about their opinions , behavior or knowledge.
2. Interview. It is an interaction in which oral questions are posed by the

interviewer/researcher to elicit oral response from the interviewee. Interviews range
from formal to less formal and to completely informal interviews. There are four
main kinds of interview: structured, unstructured, non-directive and focus interview.
In quantitative research, interviews are structured.
3. Observation. It is one of the very important methods for obtaining

comprehensive data in research especially when a composite of both oral and
visual data become vital to the research.
Instrument Development
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No research study can achieve success without a well-designed and a well-thought
instrument.
Survey Questionnaire
A survey questionnaire or instrument is a tool for consistently

implementing a scientific protocol for obtaining data from respondents. The survey
instrument includes questions that address specific study objectives and may also be used
to collect demographic information for calculating survey weights. In some surveys,
questionnaire responses are augmented by other kinds of measurements derived from
instruments, such as lab samples or physical assessments.
In general, survey questions should:
1. Contain only one idea or question

2. Define the scope to consider, such as the time period or activities that are relevant
to the question
3. Be written with neutral language to avoid leading the respondent to a specific
answer
4. Contain response options that are simple, clear, consistent, and include the full
range of responses that might occur
5. For categorical responses, be mutually exclusive and exhaustive so that a
respondent can pick one and only one option
6. For numeric responses, guide the respondent to provide the response in a
consistent format and units.
Table 6
CLASSIFICATION OF CLOSED FORMAT QUESTIONS

FOR QUESTIONNAIRE DESIGN
There are 7 ways in which pollsters can create polling or survey questions for their
respondents to collect accurate statistical data. Following is a list of 7 types of closed-
ended questions that can be a part of your questionnaire design:
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A. Leading Questions
Questions that force your audience for a particular type of answer are known as leading questions.
In a leading question, all the answers would be equally likely. An example of a leading question
would be a question with choices such as, fair, good, great, poor, superb, excellent etc. These
questions are meant to get an opinion from the audience in limited words.
Example of a Closed-Ended Leading
Question
B. Importance Questions
In importance questions, the respondents are usually asked to rate the importance of a particular
issue, on a rating scale of 1 to 5. These questions can help you understand things that hold
significance to your respondents and allow you make business critical decisions.
Example of a Closed-Ended Importance
Question
C. Likert Questions
Likert questions can help you ascertain how strongly your respondents agree to a particular
statement. Such type of questions also help you assess how your customers feel towards a certain
issue, product or service.
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Example of a Closed-Ended Likert
Question
D. Dichotomous Questions
These are simple questions that ask respondents to answer in a yes or no. One major drawback
with dichotomous questions is that it cannot analyze the answers between yes and no, there is no
scope for a middle perspective.
Example of a Closed-Ended Dichotomous Question
E. Bipolar Questions
Bipolar questions are the ones having two extreme answers written at the opposite ends of the
scale. The respondents are asked to mark their responses between those two.
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Example of a Closed-Ended Bipolar
Question
F. Rating Scale Questions

In rating scale questions, the respondents are asked to rate a particular issue on a scale that
ranges between poor to good. Rating scale questions usually have an even number of choices, so
that respondents are not given the choice of selecting a middle option.
Example of a Closed-Ended Rating Scale
Question
G. Buying Propensity Questions

Buying propensity questions try to assess the future intentions of customers and determine
respondent's buying intention. These questions ask respondents if they want to buy a particular
product, what requirements they want to be addressed, and whether they would buy such a
product in future.
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Example of a Closed-Ended Buying propensity
Question
Source: https://www.outsource2india.com/kpo/articles/questionnaire-types-of-
questions.asp
Structured Observation Instrument
Most observational instruments are forms that help a researcher to collect

systematic observational information about research questions. Although the format of an
observation form will depend primarily on the objectives of the investigation, it is always a
good idea to leave space on the form to add codes.
Table 7. Examples of Observation Instruments
Students Classroom Behavior Observation Scale

Set a stopwatch to repeat every 2 minutes for 16 minutes. When the stopwatch goes off,
classify the student’s behavior in the following categories. Note: 1 is the first 2 minute, 2
is the second 2 minute, etc.
S/No Type of Question 1 2 3 4 5 6 7 8 Total
1 Asking a question Ö 1
2 Watching the teacher Ö Ö 2
3 Talking to classmate 0
4 Working on practice problem Ö Ö 2
5 Answering a question by the teacher Ö 1
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Source: korbedpsych.com 104

Table 7.1
Teacher Questioning Observation Schedule
Observe a classroom for thirty minutes exactly. Classify each question a teacher
asks into the following categories.
S/No Type of Question Frequency Total

1 Yes/No questions IIIII 5
2 Require repeating a statement that IIIII IIIII II 12
was just said by the teacher
3 Question requiring one or two-word IIIII III 8
answer
4 Open-ended question requiring 1 1
longer answer
Source: korbedpsych.com
Planning the Data Collection Procedure
Figure 5: Steps in Collecting Data
Select sample Send advanced Make initial Screen and Collect Data
notification letter contact obtain consent
or
Source: www.esourceresearch.org
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Now that you have learned the important factors to consider in developing your
research instrument, you can now plan the steps you will take in your actual data gathering.
These steps are typically clustered into three phases: before, during, and after the data
collection.
Before
1. Develop your data collection instruments and materials.

2. Seek permission from the authorities and heads of the institutions or communities
where you will conduct your study.
3. Select and screen the population using appropriate sampling techniques.
4. Train the raters, observers, experimenters, assistants, and other research
personnel who may be involved in data gathering.
5. Obtain informed consent from the participants. An informed consent form is a
document that explains the objectives of the study and the extent of the participants’
involvement in the research. It also ensures the confidentiality of certain information
about the participants and their responses.
6. Pilot-test the instruments to determine potential problems that may occur when they
are administered.
During
1. Provide instructions to the participants and explain how the data will be collected.
2. Administer the instruments, and implement the intervention or treatment, if
applicable.
3. As much as possible, utilize triangulation in your method. Triangulation is a
technique for validating data using two or more sources and methods.
After
1. Immediately encode or transcribe and archive your data.

2. Safeguard the confidentiality of your data.
3. Later, examine and analyze your data using the appropriate statistical tools.
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Topic 5: Data Analysis Procedure
Quantitative data analysis refers to the numerical representation and

manipulation of observations for the purpose of describing and explaining the phenomena
that those observations reflect. It involves the use of statistical tests to address your
research questions or objectives. Quantitative data analysis is helpful in evaluation
because it provides quantifiable and easy to understand results. Analysis of data involves
a variety of descriptive and inferential statistics.
1. Descriptive Analyses – allow you to summarize large amounts of information.

Descriptive statistics include frequencies (counts), percents, ranks, measures of
central tendency (such as mean, median, and mode) and measures of variability
(such as range and standard deviation).
For example,
You can calculate the mean response to a question or the percent of
respondents who answered a question in a particular way. If you asked
respondents to indicate how likely it was they will recycle batteries as a result
of your program (on a scale from 1=extremely unlikely to 7=extremely likely),
you may be able to report that the mean response was 6.5 or that 85%
indicated that they will (by adding those that selected 5 or above).
The most commonly used descriptive statistics are:
a. Mean – It indicates the average performance of a group on some measure of a

variable, and;
b. Standard deviation – This indicates how spread out a set of scores is around
the mean, that is, whether the scores are relatively homogenous or heterogenous
around the mean.
2. Inferential Analyses – include testing for significant differences. In here, you

can test whether participants in your program scored higher on a multiple choice
exam than individuals in a control group. You can even conduct these analyses in
such a way that you can “control” for influences other than your program such as
how participants performed before your program or based on their gender.
For example,
Were female participants more likely to correctly answer the

questions than male participants?
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On the other hand, the most commonly used inferential statistics are:
a. T-test – It is used to determine whether the means of two groups are statistically
different from one another;
b. Analysis of variance (ANOVA) – This is used to determine if there is

significant difference among the means of three or more groups; and
c. Chi square – It is used to compare group frequencies, or to see if an event

occurs more frequently in one group than another.
Data Analysis Procedure
• Quantitative researchers tend to use deductive analysis of data, meaning

that a framework is used to explore the data and subsequently either to
accept or to reject a hypothesis.
• Quantitative research techniques generate a mass of numbers that need to

be summarized, described and analyzed.
• Further analysis will build on these initial findings, seeking patterns and
relationships in data by comparing means, exploring correlations,
performing multiple regressions, analyses of variance.
The following steps are common in quantitative data analysis:
1. Identifying a data entry and analysis manager (like Excel,

SPSS)
2. Reviewing data (like surveys, questionnaires etc.) for
completeness
3. Coding data
4. Conducting data entry
5. Analyzing data (like sample descriptive, other statistical
tests)
Topic 6: Research Methodology
Other researchers are not going to take your word for it, and they want to be able
to evaluate whether your methodology is sound. In addition, it is useful for the reader/s to
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understand how you obtained your data, because it allows them to evaluate the quality of
the results. For example, if you were trying to obtain data shopping preferences, you will
obtain different results from a multiple-choice questionnaire than from a series of open
interviews.
Writing methodology allows the reader/s to make their own decision about the
validity of the data. If the research about shopping preferences were built upon a single
case study, it would have little external validity, and the reader/s would treat the results
with the contempt that they deserve.
The methodology section of a quantitative research study should describe how

each specific objective will be achieved, with enough detail to enable an independent and
informed assessment of the study. This section should include:
1. Restatement of research tasks – hypothesis or research questions;
2. Study population and sampling – description of study areas, populations

and the procedures for their selection;
3. Data collection – description of the tools and methods used to collect

information, and identification of variables;
4. Data analysis – description of data processing and analyzing procedures;
5. Laboratory procedures – descriptions of standardized procedures and

protocols and new or unique procedures;
6. The specific tools that will be used to study each research objective.
That is the very basic structure of writing methodology, and it will clarify all of the
information.
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Elaborate
The writing for the method should be clear and direct, concise and straight to the
point. The major point is not to stray off into irrelevance, and this process is helped by
making a few basic assumptions. While not always possible, the methodology should
be written in chronological order, using a present tense when presenting only a
research proposal and past tense when the procedures have been conducted.
Structure of the Methodology
Methodology
I. Research Design
• Quantitative approach and design
II. Context and Participants

• Sample/Number of participants
• Computation of the sample size
• Participants’ demographic characteristics
• Setting of the study
III. Sampling Design

• Probability sampling designs
IV. Instrumentation
• Description of the instrument/s used for the purpose of the research
study
V. Data Gathering Procedure

• Detailed description of the data gathering procedure
VI. Data Analysis

• Statistical methods used in the study
A well lay out and logical methodology will provide a great backbone for the entire
research paper,and will allow you to build an extremely strong results section.
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Evaluate
WRITTEN TASK 1(30 pts.)
Let’s check our understanding.
I. Write TRUE on the blank if the statement is correct and FALSE if it tells
otherwise.
_____ 1. The correlational research design does not establish causal relationships
among variables
_____ 2. The descriptive research design aims to determine the relationship between
two variables.
_____ 3. The ex post facto research design uses experimentation.
_____ 4. A larger sample size improves the generalizability of one’s findings.
_____ 5. An instrument helps the researcher collect data that directly address the
research questions.
_____ 6. Reliability and validity are two important factors to consider in selecting and
preparing research instruments.
_____ 7. If the instrument has face validity, it will automatically have content validity.
_____ 8. To obtain internal consistency reliability, two tests having the same coverage,
difficulty level, test type, and format must be administered.
_____ 9. The informed consent form is given after the actual data gathering.
_____ 10. Previous research works can be used as basis for identifying the sample size
for your own study.
_____ 11. According to heuristics, correlational studies require larger sample sizes than
experimental studies.
_____ 12. Quantitative research typically uses purposive sampling.
_____ 13. In stratified sampling, whole groups are selected as participants of a study.
_____ 14. A flowchart makes your data-gathering procedure easier to understand.
_____ 15. A smaller sample can yield more accurate results but fewer responses can be
expensive.
_____ 16. When writing the procedure for the treatment group, the researcher needs to
show how certain variables were controlled or manipulated.
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_____ 17. As much as possible, utilize triangulation in your study and multiple sources or
methods in collecting or analyzing your data.
_____ 18. The procedure you used for the control group need not be included when writing
the Methodology of the research paper.
_____ 19. The higher the effect size, the greater the difference between the control and
treatment groups.
_____ 20. Usually, a big number of respondents are selected for the pre-test.
_____ 21. Accurate data collection is essential to maintaining the integrity of research.
_____22. Experimental research designs have the most control, and thus allow
researchers to explain differences between groups.
_____ 23. Questions that ask respondents details about their personal and private matters
are embarrassing questions.
_____ 24. The level of measurement can influence the type of analysis the researcher can
use.
II. Answer the following essay question. (6 points)
Q: Why is survey considered the most practical and useful data collection technique
for a nonexperimental research design?
WRITTEN TASK 2 (30 pts)
I. Identify the sampling method used in each of the given situations. Write
your answer on the blank. (10 points)
__________ 1. Gina’s target population for her study are employees from the top 500
corporations in the Philippines. Because there are too many employees in these
corporations, she decided to randomly select ten corporations, she decided to randomly
select ten corporations and use all of their employees as participants in her study.
__________ 2. Myra’s study aims to determine the relationship between intelligence

quotient and the language proficiency of students. There are 105,000 students in her target
population. Of these, 15% have high proficiency, 65% have average proficiency, and 20%
have low proficiency. She decided to utilize a sample size of 400 participants from the
target population. This is proportional to the total number of members in each group of the
population.
__________ 3. Ryan wants to know if the new curriculum has an effect on the academic
performance of science students. He took the list of all students in his school and selected
every 8th name in the class list participants.
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__________ 4. Troy wants to survey principals and supervisors in Country X. All in all,
there are 12,000 principals and 24,000 supervisors in the country. Troy decided to select
350 from the total target population as participants in his study.
__________ 5. An entrepreneur orders t-shirts and wants to ensure that they were printed
properly. She randomly selects 3 out of the 12 boxes and checks every shirt in those 3.
What type of sampling design is this?
II. Choose the letter of the most appropriate answer. Write the letter in
uppercase before the number. (10 points)
1. Which of the following is TRUE about features of quasi-experimental research

design?
A. Manipulation. control group, randomization

B. Manipulation, but no control group or randomization
C. No manipulation of independent variable
D. Use of correlational approach
2. The sum of the values of a variable for a set of observations, divided by the
number of observations in the set refers to:
A. Mean B. Standard deviation C. Median D. Mode
3. Which of the following is NOT a multivariate statistical approach?
A. Analysis of Covariance
B. Analysis of Variance
C. Multiple Regression
D. Factor Analysis
4. The term used to indicate the placebo effect in which the knowledge of being
included in a study causes people to change their behaviors, thereby
obscuring the variable of interest:
A. Validity B. Hawthorne Effect C. Manipulation D. Randomization
5. The probability that a given effect will be detected using a sample of specified
size. With the probability level of the statistical test being set at
predetermined level is:
A. Internal validity
B. Power of a statistical test
C. Reliability of a study
D. External validity
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III. Identify the research design to be used in the following research
situations. Choose the letter of the most appropriate answer. (10 points)
A. True experimental B. Quasi-experimental C. Descriptive

D. Correlational. E. Ex post facto
________ 1. Obtaining data on self-concept and self-efficacy of Grade 6 students until

they reach Grade 12
________ 2. Investigating the effects of prior exposure to asbestos for those who have
been diagnosed with lung cancer
________ 3. Determining the effects of the use of vivid pictures in storytelling on the
reading comprehension of a group of children with learning disabilities
________ 4. Finding out the different patterns of behavior (e.g., liking a post, uploading,
and commenting) of teenagers as they engage in social networking sites
________ 5. Randomly selecting students from the entire Grade 11 population to be part
of an experiment on the use of graphic organizers to help them achieve higher scores in
a math achievement test
PERFORMANCE TASK 1: WRITING THE RESEARCH METHODOLOGY (30 pts.)

Directions:
A. Using the knowledge learned from this chapter, make a draft of your
methodology to be able to answer your research problem and to test your
hypothesis (if there is any). Accurately paraphrase, summarize, or directly
quote the information you have borrowed from your sources and cite them
properly.
B. Below are additional guidelines when writing this section.
1. Get additional reference materials that you might need for writing your paper. Make
sure that your references are taken from reliable sources.
2. Add a reference list at the end of your work using the APA 6th Edition.
3. Use appropriate heading and sub-headings to make your paper more organized.
4. Use the format provided for the writing tasks in the previous lessons. Print using
short bond paper.
5. Use the suggested format below as a guide.
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Methodology
I. Research Design
A. Explain why you use quantitative research in your study.

B. Explain the specific quantitative approach used and why this is chosen.
II. Context and Participants
A. Explain the context of the study or the time and place where the study is conducted.
B. Explain relevant details about the participants. These include the number of
participants and their demographic characteristics such as age, gender, socio-
economic status, and other relevant background information.
C. Present the computation of the sampling size.
III. Instrumentation
Describe the instrument and justify its use. Explain how it is validated and revised. If it
is adapted, explain the reason for its adaption and describe its reliability and validity.
IV. Data Gathering Procedure
Explain the specific steps that you will undertake to complete the data gathering phase.
V. Data Analysis
Describe the statistical test that you will use to analyze your data. Justify your choice.
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Module

students should be able to: Data collection is the process of gathering and
measuring information on variables of interest, in an
a. collect data using appropriate established systematic fashion that enables one to
instruments; answer stated research questions, test hypotheses, and
evaluate outcomes. The data collection component of
b. present and interpret data in
research is common to all fields of study including
tabular or graphical forms; and
physical and social sciences, humanities, business, etc.
c. use statistical techniques to While methods vary by discipline, the emphasis on
analyze data—study the ensuring accurate and honest collection remains the
differences and relationships same.
limited for bivariate analysis.
The Topics
v Data collection instruments
The learner should be able to
v Data processing techniques
gather and analyze data with
intellectual honesty using v Non-prose materials
suitable techniques. v Statistical techniques
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ENGAGE Coin Flipping Probability Graph
With this activity, you will be flipping a coin twenty times and
recording the results of each flip on a chart. (I'd recommend using a
five-peso coin, since it's the easiest to manage.) You will then total up
the results and discuss your findings with partners or as a class during
the synchronous meet. You will learn that there is a fifty percent (.50)
probability, or chance, of your coin landing on heads or tails with each
flip. You may also record the flips based on different series, such as
how many times did you get heads or tails after five flips, ten flips, and
so on. Look at the example charts to use for this activity.
Data Collection
Explore
Data collection is an activity that allows the

researcher to obtain relevant information regarding
specified research questions or objectives. Data
collection is performed through utilizing instruments
which the researchers has developed or adopted for
the study. Quantitative research instruments include
Questionnaires, Tests, Interviews, and Observation.
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When developing and utilizing a research instrument, you usually follow
these steps:
1. Be clear with your research questions and the purpose of doing the investigation.
2. Plan how you will conduct the investigation and data collection.
3. Use research instruments that are appropriate for the type of research you are
conducting.
4. Collect, tabulate, tally, and analyze the data.
5. Verify the validity and reliability of the collected data.

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6. Report your findings based on the data you collected.
Explain Research Instruments
1. Questionnaire
In a quantitative study, a questionnaire typically uses a scale. One example
of this is the Likert Scale, which uses ratings to indicate participants’ level of agreement
with a specific statement. Another approach used in questionnaires is the conversion of
responses into numerical values. An example of this is when terms denoting of frequency
such as always, frequently, sometimes, seldom, and rarely are converted into 5, 4, 3, 2,
1.
It is important to note that a

questionnaire is different from a
survey. While a questionnaire refers
to an instruments of data collection
that contains a list of ready-made
questions, a survey refers to a
process of collecting, recording, and
analyzing data. A survey
encompasses various aspects of the
research process such as research
design, instrument construction, and
sampling.
elines in
For the guid g a
constructin visit
re, please
questionnai searchgate.
s: //w w w .re
http 731
ion/228743
net/public at _Design_G
st ionn aire
_Que hme
or_Establis
uidelines _f
nt_Surveys
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SAMPLE QUESTIONNAIRE
2. Tests
Tests are quantitative research instruments used mainly for assessing
various skills and types of behavior as well as for describing certain characteristics. Two
of the main types of tests employed in quantitative studies are standardized tests and
non-standardized tests. Standardized tests are scored uniformly across different
areas and groups. They are used by official institutions to assess a wide range of groups,
such as students or test-takers. Non- standardized tests, on the other hand, are
administered to specific sets of people. Thus, they may not be scored uniformly across
different areas or groups. Standardized tests are often considered more valid and reliable.
However, non-standardized tests may be more appropriate for obtaining certain types of
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responses or measuring specific skills. Read about achievement tests and aptitude tests.
Which do you think is an example of standardized test? Share your ideas during the next
synchronous meat.
The following table shows the subtypes of test questions/ items, their
definitions, and examples.
TYPE SUBTYPE DEFINITION EXAMPLE
A test that requires the

Recall Cloze test participant to supply The cashier _______ the
words or phrases that payments from the customer.
have been omitted from a
text
Identification A test that requires the What is the capital of
participant to provide an Australia? ________
answer to a question
using pure recall.
Enumeration A test that requires y=the List the steps in administering
participant to list items an interview.
whether chronologically
or not.
Recognition Multiple A test that is composed of Which of the following cities is

Choice a stem, or the problem the capital of Australia?
expressed through the
question; correct answer; a. Brisbane
and foils or distractors; or b. Canberra
the correct options. It c. Melbourne
requires the participant to d. Sydney
choose from around three
to five options.
Matching A test that requires the Match the countries in column
participant to match the A with their capital cities in
items in column A with the column B.
items in Column B.
Column A Column
B
___1. Egypt a. Tokyo
___2. Japan b. Beijing
___3. China c. Cairo
Dichotomous A test that requires the Write T on the blank if the
participant to choose statement is true and F if it is
answer from two options. false.
______1. A river is the largest
body of water.
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Open- Non- A test that requires the Discuss the importance of
ended performance- participant to provide a establishing friendship in the
workplace.
based full length answer in
writing or orally, but
he/she is not expected to
prepare a presentation,
written composition, or a
similar output.
Performance- A test that requires the Present a role play about job
based participant to perform a interview.
task where he/she is
expected to prepared a
presentation, written
work, or a similar output.
3. Interviews
Another distinction that needs to be made is between

the quantitative interview and the questionnaire. The questionnaire nal notes,
For additio
do w nload and
please
and the quantitative interview are both highly structured. ur nal found
read the jo
on
However, in a quantitative interview, items are read to the .jmirs.org/
https://www 39-
article/S19 /pdf
participants; on the other hand, participants answer questionnaires 8654(11)00
132-9
on their own. This characteristic of quantitative interviews gives it
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certain advantages over a questionnaire. One advantage is that quantitative interviews
allow the researcher to ask follow up questions. Furthermore, quantitative interviews are
also especially useful when the target participants do not have the capacity to answer a
printed or encoded questionnaire
4. Observation
Although observation is more

frequently used in qualitative research, it is also
used in quantitative research particularly when
the characteristics being observed are
quantitative n nature. These characteristics
include length, width, height, volume, are,
temperature, cost, levels, age, time, and
speed. In. addition, observation is used in
quantitative research when assessing Hawthorne Effect
performances. In such instances, the observer
uses a rubric or rating scale in the data People will act differently if they
collection. know they being observed.
Types of Observation
SAMPLE OBSERVATION GUIDE
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Elaborate
I. Data Processing Techniques
Once the data have been

collected, they need to be encoded and
organized to facilitate data analysis. This
is the function of data processing.
This stage of the research process
involves the organization of the collected
information as well as the elimination of
unnecessary and problematic ones.
II. Presentation and Interpretation of Tables and Graphs

(Non-Prose Materials)
a. Tables
Non prose material that help condense and classify information using columns and
rows. Tables contain at least two columns with headings that indicate the important
information being examined. The headings on the top are called boxheads while the
headings on the far left columns are called stubs. The boxheads describe the items in
each column while the stubs describe the items in each row.
b. Graphs
Unlike tables, graphs do not

merely list down the collected data with
respect to a certain category. Instead,
graphs focus on immediately
representing how a change in one
variable relates to another. To illustrate
this relationship, graphs use bars, lines,
circles, and pictures in representing the
data.
For examples of tables and graphs, please visit
https://www.researchgate.net/publication/282506195_Using_Tables_and_Graphs_for_Reporting_Data
https://www.researchgate.net/publication/24263478_Preparing_effective_illustrations_Part_1_graphs
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III. Using Statistical Techniques in Analyzing Data
Statistical Definition Formula Possible outcomes

Technique
Pearson’s A parametric Positive correlation- when

R statistical the numerical value of one
method used variable increases and
for determining decreases, the other variable
whether there increases or decreases as well.
is a linear
relationship Negative correlation- as the
between numerical value of one variable
variables. increases. The other variable
decreases, or vice versa.
No Correlation- the two

variables have no relationship
with each other.
Spearman’s A non-
rho parametric
statistical Positive correlation
technique that
tests the
relationship Negative correlation
between
ordinal
variable. It
uses rankings No Correlation
instead of
actual values.
ANNOVA A statistical One –way ANNOVA One –way ANNOVA

(Analysis of tool used for
testing TSS= SSB + SSW differences among groups
variance)
differences concerning one variable
among the
means of two Where:
or more
TSS= total sum of squares
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groups of SSB= sum of squares between
samples. groups
SSW= sum of squares within

groups
Two- way ANNOVA Two- way ANNOVA

SS1 + SS2 + SS1,2 = TSS relationship between two
independent nominal
variables(also referred to
Where: as factors) and one
dependent interval or
SS1= sum of squares for the first continuous variable.
factor
SS2= sum of squares for the

second factor
SS1,2= sum of squares for both

factors
TSS= total sum of squares
Multiple Statistical tool Relationship that is used to

Regression used for explain the behavior of the
testing the dependent variable.
relationship
between one
dependent
variable and at
least two
dependent
variables
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T- Tests Parametric Mean
statistical
technique that Average score of a given set
tests the of values
difference
between two
means. Variance
Extent of variation in the

T- test for two independent data
samples
Standard Deviation (square

root of the Variance)
Extent of variation alongside

the mean
T-test for independent

samples (unequal variance)
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128
t-Test Table
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129
IV. Hypothesis Testing
After utilizing one of the statistical techniques, you can now test the
hypothesis that you have made before collecting your data. Hypothesis testing is the
process of determining whether there is sufficient statistical evidence to support your
hypothesis. After collecting sufficient data, you have to determine through a specific
procedure if the alternative hypothesis you made is, indeed, valid. By the end of the
hypothesis testing, you need to decide whether or not you will reject the null hypothesis,
in favor of the alternative hypothesis.
A. Critical Value Approach
See Table for critical value on APPENDIX A
B. P- value Approach
Under the P-value approach, you determine how extreme your findings
must be leaning to the alternative hypothesis. This will help you identify your if your
findings can be deemed statistically significant, leading you to reject the null hypothesis.
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Evaluate Written Task 3 and Performance Check 2
Written Task 3: (30 pts.)

I. Complete the table below by identifying the appropriate data-gathering
instruments, data processing techniques, non-prose materials, and
statistical tests for the given scenario. Explain the reasons behind your
choice.
Tricia wants to determine if her organization’s new counseling
technique decreases the anxiety level of single mothers in their
community. Specifically, she wants to address the following research
questions:
1. Is there a significant decrease in the anxiety level of single mothers

subjected to the counseling technique?
2. Is there a difference in the anxiety level of the control and experimental
groups after the intervention?
3. How do the single mothers respond to the counseling technique?
To do this, she will use two intact groups: one control group and one
experimental group. There will be 98 participants in the study. Fifty will be
assigned to the experimental group who will be subjected to the new
counseling technique. The rest will be assigned to the control group who will
be subjected to the standard counseling technique.
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Items Details (2 points each) Explanation (5points each)
Data gathering
instruments
Data processing
techniques
Non-prose
materials to present
the data
Statistical tests to
analyze the data
2 points for grammar and mechanics
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Performance Check 2: (30 pts.)
I. Present the questionnaire to be used in your research.
Rubric for your Research Questions
7 5 3 1
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Module
6
Reporting and
Sharing Findings

students should be able to: Research adheres to a certain manner of making
its findings public. It is incapable of convincing any
a. write an effective results and readers of the genuineness of the research report,
discussion section; unless it follows the academically and professionally
b. draw conclusions from accepted standards of writing the report in terms of its
research findings; and language, structure or format, and acknowledgment or
recognition of the sources of knowledge responsible for
c. formulate recommendations. making the entire research study reputable, genuine,
and credible.
The learner should be able to The Topics

form logical conclusions and v Guidelines for writing results and
make recommendations based discussion
on conclusions. v Guidelines in writing the conclusion
v Structure of results and discussion
v Structure of conclusion
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ENGAGE
A Newly-Wed Couple Went for Hiking Trip - Mystery Puzzle

A newlywed couple went for hiking trip
outside the country. After two days, the wife
returned and informed the police that her husband
fell while hiking and could not survive. Police
registered the case. The next day, they returned
to her home and arrested her. On asking why they
have arrested her, the police told her that her
travel agent had called and they are arresting her
for the murder of her husband.
How do you think the travel agent knew about the
murder?
Explore Results and Discussion
The Results and Discussion

section reports and explains the data that you
have obtained in your research. It can be
considered the “meat” of your paper, as it
provides and analyses your findings. The
results and discussion section is divided into
two portions as suggested by its name: the
results and discussion portions.
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I. Results
The results portion presents data that you have collected. This portion limits
itself to the representation of facts and key findings as they are. The results portion is
presented in textual and tabular or graphical forms. This is where you will apply the skills
you have learned in the previous lesson regarding presentation of data.
Guidelines for writing the results
II. Discussion
The discussion portion provides the explanation for the results that you have
reported. At this juncture, you link your findings to the other studies related to your own, as well
as your research questions or objectives. The discussion portion is an important part of a
research paper because it tests your skills in thinking critically, solving problems, as well as in
understanding and explaining phenomena with enough depth.
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136
Guidelines for writing the discussion
Explain
III. Conclusion
After writing the results and discussion, your paper needs to make a lasting
impression. This is where the conclusion section of your paper comes in.
It is composed of four subsections, namely:
A. Summary of findings
The summary briefly restates your major findings that correspond to each
of the research questions or objectives. Simply put, each research question or
objective should be accompanied by its own summary of findings. Each
summary must be written in only one or two sentences.
B. Conclusions
While the summary provides the condensed version of results, the

conclusion subsection discusses the generalizations, deductions, and inferences
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that can be obtained from your findings. The conclusion subsection does not
follow a one-to-one correspondence relative to your research questions or
objectives. Instead, each generalization or deduction that you write should be
applicable to your findings. Therefore, you need to have one conclusion that
directly addresses your general research problem.
Aside from making generalizations from your findings, the conclusions
state the implications of your findings in terms of different aspects. This means
that your need to identify what areas of concern or issues in your field of study
can be examined and addressed based on your findings. Note that the
implications of your findings differ from the significance of your study. The
implications of your findings relates to the different issues which can be looked
into in accordance with your findings. On the other hand, the significance of your
study focuses more on listing the people or entities that will benefit from your
research.
The implications that you need to discuss can be classified as practical,
theoretical, and methodological. Practical implications to the issues of real life
context that can be addressed through the findings. Theoretical implications relate
to the issues concerning the support refutation and supplementation of existing
models and concepts in your field of study. Theoretical implications can also point
out how your findings can pave the way for new studies in the field.
Methodological implications relate to the issues concerning materials and
processes in research.
C. Limitations of the study

This subsection refers to the factors that the research fails to control or use
and can be addressed by subsequent studies. It should not be confused with the
scope and delimitations as it pertains to the conditions that emerged in your
research as it progressed, thus affecting the applicability of your findings.
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138
D. Recommendations
After drawing the conclusions and identifying the limitations encountered in your
study, you can now write your recommendations. The recommendation subsection
of your paper has two functions. The first functions relate to the implications of your
findings. While the implications identify the areas of concern that can be addressed
based on findings, the recommendations provide an actual course of action through
which these areas of concern can be addressed. The second function is considered with
stating how future studies can address the limitations encountered in your research. For
instance, if the sample size is one of the limitations of your study, you may state that
future studies can increase the number of participants involved.
Elaborate
Structure of the Results and Discussion
4. Results and Discussion
4.1 Introductory Paragraph

• Restating of general and/ or specific research questions/objectives
4.2 Results
• Results corresponding to research question/objective 1
4.3 Discussion
• Discussion of overall results
• Discussion of results corresponding to Research question/objective 1
§ Link to related literature and studies
§ Link to existing theories
§ Alternative explanation (if there is any)
• Discussion an implications of the overall results 139
139
Structure of Conclusion
5. Conclusion
5.1. Summary
• Summary of findings of research question/objective 1
5.2. Conclusions
• Conclusion
§ Conclusion 1
§ Conclusion 2
§ Conclusion 3
• Implications
§ Practical Implications
§ Theoretical Implications
§ Methodological Implications
5.3. Limitations
• Limitation 1
• Limitation 2
• Limitation 3
5.4. Recommendations
• Future study and the current study’s limitations
• Practical recommendations
• Theoretical recommendations
• Methodological recommendations
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Evaluate Performance Task 3
Performance Task 3: (30 pts.)
Research Proposal Presentation through Video Recording
1. Now that you are done with Chapter 2, you are ready for your proposal
presentation.
2. Record yourself while answering the questions below and you may send it through
whichever works best for you. (Google classroom, Genyo or USB)
3. Make sure to answer each question in a comprehensive manner and to employ the
proper etiquette on video presentation (with visuals of content).
4. You may send your video output through the assigned platform by your teacher or
save it on the flash drive given to you and send it back to us together with the other
answer sheets.
5. A rubric for the proposal presentation is attached.
Tasks:
1. Present the tentative title, introduction and background, related literatures, research
problems/hypothesis, and methodology of your study using PPT presentation or any
application most accessible for you.
2. Answer the following questions:
a. Why did you choose this topic?

b. Did you bridge any gap from your study?
c. What are your research variables?
d. Why did you use that research methodology?
e. In what way(s) does your research project contribute to knowledge?
f. What theories or theoretical framework is your study based on?
g. What statistical tool/s are you going to use to test each hypothesis?
h. What possible problems/challenges to you expect to encounter while doing the
research.
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Research Proposal Presentation Rubric
Standards Highly Satisfactory Not Evident Score

Satisfactory
Introduction and 5 3 1
Background of the
Begins in a broad Presentation starts Focuses immediately
Study manner and clearly somewhat broadly on the literature
explains the and provides real review, or no context
problem to be world context for the for the research
investigated. main concept in the problem is provided.
study, but it could be
clearer.
Related 5 3 1
Literature/Studies
At least 7 studies At least 5 studies are All studies are
are described described clearly. described in an
clearly and in Connection of study unclear manner;
enough detail for to thesis may be connection of studies
the audience to slightly unclear. to thesis is unclear.
understand.
Research 5 3 1
Problem/Hypothesis
It is concise, it It includes one The Statement of the
includes descriptor descriptor variable Problem/hypothesis
variables and and informs the is unclear and does
informs the reader reader of the not include any
of the exact purpose of the study. descriptor variable.
purpose of the
study.
Methodology 5 3 1
Contains effectively Presents an Presents the

quantifiably, experiment/study experiment/study
concisely organized that is replicable, all poorly in a non-
information that information in the scientific way such
allows the document is related; that it cannot be
experiment/study to however, fails to interpreted.
be replicated; it is identify some
written so that all sources of data
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information that and/or represents
allows data that is
disorganized.
Response To 10 6 2
Questions
Demonstrates full Demonstrates full Can answer
knowledge of topic; knowledge of topic; questions but with
explains and explains questions lack of confidence.
elaborates on all very well.
questions.
TOTAL
30
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REFERENCES
Barrot, J. (2017). Practical research 2. Quezon City: C & E Publishing, Inc.
Bernot, A. (2020). Conceptual framework for research design. Retrieved from

https://app.secure.griffith.edu.au/events/event/66436.
Bueno, D. C. (2016). Practical quantitative research writing. Mandaluyong City: Books

Atbp. Publishing Corp.
Cristobal, A. P. & Cristobal, M. C. DLC. ( 2017). Practical reseach for senior high school
Quezon City: C & E Publishing, Inc.
[Image of hypothesis]. (n.d.). Retrieved from

https://www.canstockphoto.com/illustration/hypothesis.html
[Image of man in front of faucet]. (n.d.). Retrieved from

https://www.dnaindia.com/mumbai/report-no-water-supply-no-wedding-bells-in-
rural-thane-2069480
Melegrito, M. L. F. & Mendoza, D. J. ( 2018). Applied research: An introduction to

quantitative research methods and report writing. Quezon City: Phoenix
Publishing House.
Prieto, N., Naval, V., & Carey, T. (2017). Practical research 2 for senior high school:
Quantitative. Quezon City, Manila: Lorimar Publishing Inc.
Uy, C., Cabtauatan, R., Castro, B., & Grajo, J. (2016). Practical research 2. Quezon
City: Vibal Group, Inc.
Volchok, E. (2015). Measurement and measurement scales. Retrieved from

http://media.acc.qcc.cuny.edu/faculty/volchok/Measurement_Volchok/Measureme
ntVolchok4.html.
Serrano A. (2016). Practical research 2 (Quantitative Research) K to 12 compliant.

Intramuros, Manila: Unlimited Books Library Services & Publishing, Inc.
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PREPARED BY:
MARIAN B. DICAWAN
JENNEFER V. MOSTRALES
ARLENE T. DACANAY
MARY KATHLEEN ALVAREZ
SAIDA B. GUIVAC
MA. NIZA RODILLAS
MARICEL N. PEDRAL
REVIEWED AND ENDORSED BY:
RUBY CATALINA P. BAUTISTA

Learning Area Coordinator
APPROVED BY:
ROMEO E. JAVIER, Ed. D

Principal
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145

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RF-LSH-003

I. Course Title: Practical Research 2: Quantitative Research

The learner is expected to:

7 May 2-6 MODULE 6: CPT May 16-18

III. Course Study Guide

CBL students, you are strongly encouraged to regularly accomplish

B. The Culminating Task

Research Proposal Presentation through Video Recording

VI. Technological Tools

VII. Grading System

Written Works/Tasks 40% Performance Tasks 60%

VIII. Contact Information

Teacher Messenger Account

Arlene T. Dacanay Arlene Torno Dacanay

Marian B. Dicawan Marian Bagwel

Saida B. Guivac Sai Sai

Maricel N. Pedral Maricel Pedral

Looking forward to a pleasant teaching - learning experience with you!

Acknowledgement and Promissory Note 7

Module 1 Nature of Inquiry and Research 8

ACKNOWLEDGMENT AND PROMISSORY NOTE

I, __________________________ of Grade _____ Section _________________________,

Therefore, I promise in the presence of my parent/guardian that:

DR. ROMEO E. JAVIER

• Do you listen and watch news on television, radio,

• What do you think are the issues in our community

• How can these issues affect you as a student? your

Creswell (1994) defines a quantitative research as “an inquiry into a social or

It is a systematic investigation of observable phenomena where the researcher gathers

Explain Characteristics of Quantitative

2. It uses statistics to generalize a finding.

Quantitative researchers seek explanations and predictions that can be

3. It reduces and restructures a complex problem to a limited number of variables.

5. It tests theories or hypothesis.

6. It tends to rely on deductive form of analysis.

7. It assumes that the sample of representative of the population.

Let us differentiate its strengths and weaknesses.

Strengths and Weaknesses of Quantitative Research

Strengths of Quantitative Weaknesses of Quantitative

3. It allows the researcher to measure 3. Numerical data may be insufficient in

4. It can make predictions based on 4. It has less flexibility in terms of study

5. It can establish causality more 5. Responses of participants are strictly

Importance of Quantitative Research in Different Fields

It can be used in measuring the level of performance of students and

It can lead to a more responsible and accountable operation of the different

It can examine the trends and tendencies in the use of information

It can examine how agriculture in a particular community is influenced by

It is to understand the relationship between one’s health and athletic

It is better to understand the behavior and social interactions among

Kinds of Variables and Their Uses

1. Numeric or Quantitative variables

Independent Variable: Method of teaching

2. Research Title: Use of Gardening Tools and Types of Fertilizer: Their

Independent Variable: Use of gardening tools, types of fertilizer

c.1 Confounding variables

Independent variable: The use of Microsoft Word

Let us consider the variables used in the different research designs.

Elaborate Kinds of Quantitative Research

Kind Goal Variables and Data Sample Title

I, ________________________ of Grade _ Section _______________________,