PRACTICAL

RESEARCH 2
QUARTER 2
Development Team of the Module

Authors: Ana Grace M. Filio, Maribel T. Leocario, Carl Kenneth C. Reyes

Editor:

Reviewer:

Management Team:

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Guide in Using Learner’s Module
For the Parents/Guardian
This module is designed to assist you as the learning facilitator at home. It
provides you with activities and lesson information that the learners need to
accomplish in a distance learning modality.

For the Learner

This module is designed to guide you in your independent learning activities at
your own pace and time. This also aims to help you acquire the competencies
required by the Department of Education at the comfort of your home.
You are expected to answer all activities on separate sheets of paper and
submit the outputs to your respective teachers on the time and date agreed
upon.

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Week 1-4
What I need to know?

Introduction to the Course

a. Course Description

This course develops critical thinking and problem -solving

skills through quantitative research.

b. Content Standard

The learners demonstrate understanding of:

* quantitative research design
* description of sample
*data collection and analysis procedures such as survey,
interview and observation
* guidelines in writing research methodology.

c. Performance Standard
* describe adequately quantitative research designs, sample
instrument, data collection and analysis procedures.

d. Learning Outcomes

Written manuscript for the parts Research Methodology

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 What is new?

Lesson 1: Research Design

In writing a research paper, the researcher needs to plan and identify the design
of the study. As defined by Prieto (2017) research design is the overall concept or
strategy to put together the components of a study in a logical manner. It can be
considered that research design is the blueprint for the collection, measurement, and
analysis of data.

Akhtar (2020) compared research design to a “Glue” that holds all the
elements in a research study together. It is the overall concept or strategy to put
together the components of your study in a logical and sequential manner.

Upon completion of the lesson, you are expected to be able to:

• choose appropriate quantitative research design (CS_RS12-IIa-c1 )

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 What is it?

Types of Quantitative Research Designs

Exploratory Research Design
• It is a research design used to establish an initial understanding and
background information about a research study of interest, with very few or no
earlier related studies found relevant to the research study.

Descriptive Research Design

• A research design that used to gather information on current situations and
conditions. It provides answers to the questions of who, what, when, where and
how of a particular study.
• Descriptive research studies provide accurate data after subjecting them to
rigorous procedures and is using large amounts of data from large number of
samples.

Correlational Research
• The main goal of this research design is to determine if variable increases or
decreases as another variable increases. This design seeks to establish an
association between variables.
• It does not seek cause and effect relationship like descriptive research; it
measures variables as it occurs. It has two major purposes: (a) to clarify the
relationship between variables and (b) predict the magnitude
• of the association. However, the extent of the purpose of correlational research
depends on the scope and delimitation of the study.

Quasi-Experimental
• The term means partly, partially, or almost – pronounced as kwahz-eye.
• This research design aims to measure the causal relationship between
variables. The effect measured is considered to have occurred during the
conduct of the current study.
• The partiality of quasi-experimental design comes from assigning subjects,

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 participants, or respondents into their groups. The groups are known to be
already established before the study, such as age educational background and
nationality.
• Since the assignment of subjects, participants, or respondents are not randomly
assigned into an experimental or control groups, the conclusion of results is
limited.
Experimental Research
• This research design is based on the scientific method called experiment with
a procedure of gathering data under a controlled or manipulated environment.
• It is also known as true experimental design since it applies treatment and
manipulation more extensively compared to quasi-experimental design.
• Random assignment of subjects or participants into treatment and control
group is done increasing the validity of the study. Experimental research,
therefore, attempts to affect a certain variable by directly manipulating the
independent variable.

Activity 1:
Evaluate your learning:
Directions: Read and analyze each statement being describe in every research
design. Write the correct letter of your choice in your paper.
1. This research design is based on the scientific method through experiment.
A. Quasi- Experimental C. Descriptive
B. Experimental D. Correlational
2. This research design is to measure the causal relationship between variables.
C. Quasi- Experimental C. Descriptive
D. Experimental D. Correlational
3. This research design is used to establish an initial understanding and
background information about a research study of interest.
A. Quasi- Experimental C. Exploratory
B. Experimental D. Correlational

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 4. This research design is used to gather information on current situations and
conditions.
A. Quasi- Experimental C. Descriptive
B. Experimental D. Correlational
5. This research design is to determine if variable increases or decreases as
another variable increases.
A. Quasi- Experimental C. Descriptive
B. Experimental D. Correlational

What is more?
Activity 2.
Quantitative Research Designs Summary
Directions:
Listed in the first column of the table are the different research designs. Write a
sentence in the second column in order to describe fully the referred research design.
Research Design Description
1. Exploratory Research Design
2. Descriptive Research Design
3. Correlational Research Design
4. Quasi Experimental Research
Design
5. Experimental Research Design

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 What I have learned?
Activity 3

Directions:

As you have learned from this lesson, answer the question comprehensively in three to five
sentences.

1. What is the importance of research design in a particular study?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Activity 4

Choose your Appropriate Research Design

Directions:

1. From what you have learned in this lesson, what is the appropriate research design for
your current research problem? Complete the table below and write your output in a
separate sheet of paper.

Research Title Statement of the Problem Research Design

Key to Correction
D 5.
C 4.
C 3.
C 2.
B 1.

References
Luzano, Rochelle A., et. al, ( 2020 ) Practical Research 2 Module 6.
Department of Education.

Prieto, Nelia G. ,Naval, Victoria C. (2017 ) Practical research for senior high school
quantitative. Lorimar Publishing Inc.

8
 What is new?

LESSON 2: SAMPLING PROCEDURE AND THE

SAMPLE
The next step is to determine how many of the subjects, participants,
or respondents should be selected as a source of data. This lesson will teach
you how to describe sampling procedures in quantitative research. Note that
the sampling procedure should be aligned to your chosen research design.
Since you have already decided the research design of your study, then you
are ready for this lesson.

What is it?

Population and Sample

The first step in determining the sample size is identifying the population of the
topic of interest. The population is the totality of all the objects, elements, persons,
and characteristics under consideration. It is understood that this population
possesses common characteristics about which the research aims to explore.

There are two types of population: target population and accessible population

• Target population, for example, all Senior High School Students enrolled in
Science, Technology, Engineering, and Mathematics (STEM) in the Division of
Dasmarinas City.
• Accessible population is the portion of the population in which the researcher
has reasonable access, for example all Senior High School enrolled, STEM
strand at Dasmarinas Integrated High School.

When the whole population is too costly or time-consuming or impractical to

consider, then, a sample representative is identified.
Sampling pertains to the systematic process of selecting the group to be
analyzed in the research study. The goal is to get information from a group that
represents the target population. Once a good sample is obtained, the generalizability
and applicability of findings increases.

Sample is the representative subset of the population refers to the. All the 240
Senior High School Students enrolled in Science, Technology, Engineering, and
Mathematics (STEM) Strand in a school, for example, constitute the population; 60 of
those students constitute the sample. A good sample should have characteristics of
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the represented population – characteristics that are within the scope of the study with
fair accuracy. Generally, the larger the sample, the more reliable the sample be, but
still, it will depend on the scope and delimitation and research design of the study.

Approaches in Identifying the Sample Size

Heuristics. This approach refers to the rule of the thumb for sample size. The early
established approach by Gay (1976) stated by Cristobal and Dela Cruz-Cristobal
(2017, p. 172), sample sizes for different research designs are the following:

Number of
Research Design
Subjects/Participants
Descriptive Research 10% to 20% maybe
required
Comparative Research 15 subjects or
groups
Lunenberg and Irby (2008), as cited by Barrot (2017, p 107), also suggested
different sample sizes for each quantitative research design.
Number of
Research Design
Subjects/Participants
Survey 800
Correlational 100 to 200
Ex post facto 30+
Experimental 30 or more
Literature Review. Another approach is by reading similar or related literature and
studies to your current research study. Since you are done writing your review of
related literature and studies, you might want to recall how these studies determine
sample size. Using this approach increases the validity of your sampling procedure.

Formulas. Formulas are also being established for the computation of an acceptable
sample size. The common formula is Slovin’s Formula.

Slovin’s Formula:
where: n is the sample size
N is the population size
E is the desired margin of error

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 RAOSOFT SAMPLE SIZE CALCULATOR

• The Raosoft sample calculator is basically a software that primarily calculates or

generates the sample size of a research or survey.
• Estimating a sample size for a survey, project or research can be confusing and
frustrating, as a result, the Raosoft sample size calculator offers both sample size
confidence interval calculation to minimize these frustrations encountered during
research.
• This software takes into account the margin of error, the confidence level and response
distribution. It also offers to show viz-a-viz what the margin of error would be like with
various sample sizes. sample size calculators

https://projectchampionz.com.ng/2018/07/25/raosoft-sample-size-calculator/

http://www.raosoft.com/samplesize.html

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Power Analysis. This approach is founded on the principle of power analysis. There
are two principles you need to consider if you are going to use this approach: these
are statistical power and effect size.

The probability of rejecting the null hypothesis is called statistical power.

It suggests that indeed there is a relationship between the independent
and dependent variables of the research study. The ideal statistical power
of a research study is 80%. With the statistical power, it will be used to
identify the sufficient sample size for measuring the effect size of a certain
treatment. The level of difference between the experimental group and
the control group refers to effect size.

If the statistical power tells that relationship between independent and

dependent variables, the effect size suggests the extent of the relationship
between these two variables. Henceforth, the higher the effect size, means
the greater the level difference between the experimental and control
groups. For example, your research study reveals that there is a
difference in the pretest and posttest scores of the students in the given
anxiety test after implementing a psychosocial intervention. With the effect
size, you will have an idea of how small or large the difference is.

Probability Sampling in Quantitative Research

Simple Random Sampling.

• It is a way of choosing individuals in which all members of the accessible
population are given an equal chance to be selected. There are various ways
of obtaining samples through simple random sampling. These are fish bowl
technique, roulette wheel, or use of the table of random numbers.

Stratified Random Sampling.

• The same with simple random sampling, stratified random sampling also gives
an equal chance to all members of the population to be chosen. However, the
population is first divided into strata or groups before selecting the samples.
• The samples are chosen from these subgroups and not directly from the entire
population. This procedure is best used when the variables of the study are
also grouped into classes such as gender and grade level.

You can simply follow the steps from this given example:

A population of 600 Junior High School students includes 180 Grade 7, 160 Grade 8,
150 Grade 9, and 110 Grade 10. If the computed sample size is 240, the following
proportionate sampling will be as follows.

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 The number of members per subgroup is divided by the total accessible sample
size. The percentage result of members per subgroup will be multiplied from the
computed total sample size. After obtaining the sample size per strata, then simple
random sampling will be done for the selection of samples from each group.
Sample Size per Subgroups
180/600 = .30x 240 = 72 Grade 7 students
160/600 = .27x 240 = 65 Grade 8 students
150/600 = .25x 240 = 60 Grade 9 students
110/600 = .18x 240 = 43 Grade 10 students
100% 240 respondents

Cluster Sampling. T
• This procedure is usually applied in large-scale studies, geographical spread
out of the population is a challenge, and gathering information will be very time-
consuming. Similar to stratified random sampling, cluster sampling also
involves grouping of the population
according to subgroups or clusters. It is a
method where multiple clusters of people
from the chosen population will be created
by the researcher in order to have
homogenous characteristics.

For example, a researcher would like to

interview of all public senior high school students
across Mindanao. As a researcher cluster will be
selected to satisfy the plan size. In the given
example, the first cluster can be by region, the second cluster can be by division, and
the third cluster can be by district.
Another way of doing cluster sampling is illustrated on the figure on the right
side.

Systematic Sampling.
• This procedure is as simple as selecting sample s every nth (example every
2nd, 5th) of the chosen population until arriving at a desired total number of
sample size.
• Therefore, the selection is based on a predetermined interval. Dividing the
population size by the sample size, the interval will be obtained. For example,
from a total population of 75, you have 25 samples; using systematic sampling,
you will decide to select every 3rd person on the list of individuals.

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 What is more?
Activity 1. Determine the Sampling Procedure

Directions: Identify the sampling procedure used in each given situation. Write your
answer on a separate sheet of paper and then explain your choice.

Sampling
Sample Situation Justification
Procedure
1. Alex’s target population for his study
are the employees of hotels in
Mindanao. Since there are too many
employees in these establishments,
he randomly selected ten hotels.
And then he considered all
employees as participants in his
study.
2. Dianne wants to know if the new
learning modalities in the first
semester affects the academic
performance of senior high students.
He took all the lists of all students in
her school and selected every 6th
name to be part of her study.
3. Faye wants to survey all the parents
in Cagayan de Oro who opt to enroll
their elementary children to an online
class. All in all there 26,000 parents.
Faye decided to have 450 from the
target population.

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Activity 2. Search the design and sampling procedure.

Directions: Search in the internet for a sample research study. Identify the research
design used and its sampling procedure. Write your answer on a separate
sheet of paper.

Example 1 Example 2 Example 3

Title of the
Research
Study
Research
Design

Characteristics
of Population

Sampling
Procedure

Sample Size

Source

What I have learned?

As you have learned from this lesson, answer each question comprehensively. Write
your answers in a separate sheet of paper.

1. What do I know about the population and sample of the study?

2. I have learned that when determining the sample size of the study….

3. Now I know that sampling procedures involve….

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Directions: Perform the following task. Identify the size of the population and sample
for your study and explain the sampling method that you will use.
1. Size of Population
2. The method used to determine sample size
(include computation if applicable)

3. Sample Size for the Study

4. Sampling Procedure to be employed

(explain the steps)

5. Who will be your respondents?

Directions: After you submit, you have described your sampling procedure and
sample; once it is corrected in accordance with the guidelines given, you may start
writing a paragraph format of this and incorporate it in your research manuscript.

_______________________________________________________________

_______________________________________________________________

References
Luzano, Rochelle A. (2020) Practical research 2- Grade 12 alternative delivery mode
quarter 4 – module 4 understanding data and ways to systematically collect data.
Department of Education. First Edition, 2020

Prieto, Nelia G.,Naval, Victoria C. (2017) Practical research for senior high school
quantitative. Lorimar Publishing Inc.

http://www.raosoft.com/samplesize.html

https://projectchampionz.com.ng/2018/07/25/raosoft-sample-size-calculator/

16
 What is New?

LESSON 3:

RESEARCH INSTRUMENT, VALIDITY AND

RELIABILITY

In the conduct of our research, getting information for answers to a research

problem, tools or instruments should be carefully plan. In formulating a quantitative
research instrument, it is essential that the tool or research instrument should require
responses or data that will be numerically analyzed.

Research Instruments are basic tools researchers used to gather data for specific
research problems. Common instruments are performance tests, questionnaires,
interviews, and observation checklist. The first two instruments are usually used in
quantitative research, while the last two instruments are often in qualitative research.
However, interviews and observation checklists can still be used in quantitative
research once the information gathered is translated into numerical data.

Upon completion of the lesson, you are expected to be able to:

• construct an instrument and establishes its validity and reliability

(CS_RS12-IIa-c3);

What is it?
Research Instruments are basic tools researchers used to gather data for specific research
problems. Common instruments are performance tests, questionnaires, interviews, and
observation checklist.

Characteristics of a Good Research Instrument

1. Validity

• Validity is defined as a degree to which a test measures what it claims , or purports,

to be measuring ( Brown, 1996 ) cited in the book of Prieto (2017 ) .

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Ways to Assess the validity of a set of measurements

Face validity
• The research instrument appears to measure the construct or variable that the
research study is supposed to measure.

Content validity
• It is most often measured by experts or people who are familiar with the construct
being measured.
• The experts are asked to provide feedback on how well each question measures the
variable or construct the study. The experts make judgements about the degree to
which the test items or statements match the test objectives or specifications.

2. Reliability
• It indicates the accuracy or the precision of the measuring instrument (Norland,1990)
• It refers to a condition where measurement process yields consistent responses over
repeated measurements.

Ways to assess the reliability of the questionnaire

Test -retest reliability

• The same test or questionnaire is administered twice and correlation between the
two sets of scores is computed.

Internal Consistency – Cronbach Alpha

• This method can be used in assessing reliability of questions measured on internal or

ratio scale. *
• This can be computed using manual or electronic computations such as the
Statistical Package for the Social Sciences (SPSS)
• It can range from 0 (poor reliability) to 1 (perfect reliability).
• Anything above .70 is considered to be sufficiently reliable.

3. Concise

A good research instrument is concise in length yet can elicit the needed data. it should be
short, but all the necessary information is all in.

4. Sequential

Questions or items must be arranged well. It is recommended to arrange it from simplest to

the most complex. In this way, the instrument will be more favorable to the respondents to
answer.

5. Easily tabulated

• Since you will be constructing an instrument for quantitative research, this factor
should be considered. Hence, before crafting the instruments, the researcher makes
sure that the variable and research questions are established.
• These will be an important basis for making items in the research instruments.

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Ways in Developing Research Instrument There are three ways you can consider in
developing the research instrument for your study.

• First is adopting an instrument from the already utilized instruments from

previous related studies.
• The second way is modifying an existing instrument when the available
instruments do not yield the exact data that will answer the research problem.
• And the third way is when the researcher made his own instrument that
corresponds to the variable and scope of his current study.

Common Scales Used in Quantitative Research

Likert Scale

• This is the most common scale used in quantitative research.

• It is used by the researchers to measure behaviors and attitudes quantitatively.
• It consists of choices that range from one extreme to another from where
respondents choose a degree of their opinions. It is the best tool for measuring the
level of opinions.
• Respondents were asked to rate or rank statements according to the scale provided.

Likert-Scale Sample Ratings

Frequency of Occurrence Value Frequency of Use Value

Very Frequently 4 Always 4
Frequently 3 Often 3
Rarely 2 Rarely 2
Very Rarely 1 Never 1

Degree of Importance Value Level of Satisfaction Value

Very Important 4 Very Satisfied 4
Important 3 Satisfied 3
Of Little Importance 2 Unsatisfied 2
Not Important 1 Very unsatisfied 1

Activity 1:
Evaluate your learning:
Directions: Read and analyze each statement being describe in every research
instrument. Write the correct letter of your choice in your paper.
1. They are regarded as the basic tools’ researchers used to gather data for
specific research problems.
A. Research Design C. Research Instrument
B. Research Question D. Research Hypothesis

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 2. It is the most scale used by the researchers to measure behaviors and attitudes
quantitatively.
A. Likert Scale C. Weighing Scale
B. Measuring Scale D. All of the above

3. It is defined as the degree to which a test measures what it claims, or purports

to be measuring.
A. Validity C. Concise
B. Reliability D. Sequential

4. It indicates the accuracy or the precision of the measuring instrument.

A. Validity C. Concise
B. Reliability D. Sequential
5. One of the characteristics of a good research instrument where questions are
arranged from simplest to the most complex.
A. Concise C. Valid
B. Reliable D. Sequential

What is more?
Activity 2
Qualify and Rate the Instrument

Directions: Look for sample research instruments from previously conducted

research.
Rate it on a scale of 1 to 5 (1 = lowest, 5 = highest) based on the criteria given.
Then justify and explain your rating.

Sample Instrument (title of the instrument )

_________________________________________________

Number of Items Scale Used

Criterion of the Rating Justification

Evaluation Instrument
Concise
Sequential
Valid & Reliable
Easy Tabulated

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 What I have learned?

Activity 3

Directions: As you have learned from this lesson, answer each question
comprehensively.

1. Why is it important to have a good research instrument?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________

2. Differentiate validity and reliability. Explain how they complement each other to
make a good research instrument.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________

Key to Correction
D 5.
B 4.
A 3.
A 2.
C 1.

References

Luzano, Rochelle A. (2020) Practical research 2- Grade 12 alternative delivery mode

quarter 4 – module 4 understanding data and ways to systematically collect data.
Department of Education. First Edition, 2020

Prieto, Nelia G.,Naval, Victoria C. (2017) Practical research for senior high school
quantitative. Lorimar Publishing Inc.

21
 What is New?

Lesson 4 Planning Data Collection and Procedure

You have learned the important factors in developing your research instruments in
lesson 3 of this Module. You can now identify the steps you are going to undertake in
your actual gathering of data. In this lesson, three phases in data collection will be
presented so that you can clearly plan your data collection procedure in your research.

Upon completion of the lesson, you are expected to be able to:

• plan data collection procedure (CS_RS12-IIa-c-5)

What is it?

Quantitative Data

• Data Collection refers to the process of gathering information.

• The data that you will collect should be able to answer the questions you posed
in your Statement of the Problem (SOP).
• Generally, data are any pieces of information or facts that people have known.
Once these data answer the research problem, it becomes helpful to research.
• When research data appears to be measurable in the numerical form, it is
considered quantitative data.
• However, some qualitative data can also be useful to quantitative research
once it is given a numerical value.

• For example, if you study about adjustment experiences of students to distant

learning, if it is categorized and numbered accordingly, then it can be quantified
during analysis.

Techniques in Collecting Quantitative Data

Observation
• It is gathering information about a certain condition by using senses.
• The researcher records the observation as seen and heard. This is done by
direct observation or indirect observation by the use of gadgets or apparatus.
An observation checklist aids the researcher in recording the data gathered.

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Survey.
• Data gathering is done through interview or questionnaire. By means of
questionnaire you use series of questions or statements that respondents will
have to answer.
• Basically, respondents write or choose their answer from given choices.
• On the other hand, interview is when you ask respondents orally to tell you the
responses.
• Since you are doing quantitative research, it is expected that responses have
numerical value either it is nominal or ordinal in form.

Sample Survey
Census
Tracer Studies

Experiment.
• When your study is an experimental design, it was already discussed in the
previous lesson that it would use treatment or intervention.
• After the chosen subjects, participants, or respondents undergone the
intervention, the effects of such treatment will be measured.

Three Phases in Data Collection

In doing research data collection is a major component of research. Neglecting to

clarify the collection procedure would result in acquiring inaccurate data that will make
you research study invalid. Hence, the data collection procedure is given meticulous
attention to gather appropriate data. You are making sure that data you will gather
answers to your research questions.

The data gathering procedure is presented in a paragraph format in your research

paper. Basically, the contents are the steps you are going to follow: (1) before you will
gather the data, (2) what to do during the actual gathering of data, and (3) the things
to consider after data has been gathered. The following are the suggested steps but not
limited it.

BEFORE
•Prepare the research instruments.
•Identify the authorities that will be involved and need to ask permission.
•Determine the samples size and corresponding respondents.
•Ask consent form (if respondents are 18 years old above) or parent's consent (if
minor). •Pilot test the research instrument if needed.

DURING
•Clear the instructions provided to the respondents.
•Administer the research instrument to your respondents.
•Collect or gather or take note of the responses.

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AFTER
•Summarize the data gathered, in a tabular form.
•Analyze the summarize data corresponding to the research questions.

What is more?

Activity 2. Arrange your Steps

Directions: Arrange the following steps in data gathering into their correct sequence,
1 as the first step and 6 as the last step.

_____________1. Make a letter address to the School Principal allowing you to

conduct a study.
_____________2. Summarize the data gathered in a tabular form.
_____________3. Administer the research instrument to your respondents.
_____________4. Analyze the summarize data corresponding to the research
questions.
_____________5. Prepare a validated survey questionnaire.
_____________6. Collect and gather the data.

24
 What I have learned?

Directions:

After you submit your data gathering procedures, once it is corrected in accordance
with the guidelines given, you may start incorporating it to your research manuscript
in paragraph format.

Before
__________________________________________

_______________________________________________

_______________________________________________

During

___________________________________________________

___________________________________________________

___________________________________________________

After

____________________________________________________________

____________________________________________________________

____________________________________________________________

References
Luzano, Rochelle A. ( 2020 ) Practical research 2- Grade 12 alternative delivery
mode quarter 4 – module 4 understanding data and ways to systematically collect
data. Department of Education. First Edition, 2020

Prieto, Nelia G. ,Naval, Victoria C. (2017 ) Practical research for senior high school
quantitative. Lorimar Publishing Inc.

25
 What is New?
Lesson 5
Planning Data Analysis
Statistics and Probability is the prerequisite subject for Practical Research 2. It
is presumed that you already have a good practice of the learning competencies
needed to conduct quantitative research. Your background in Statistics and probability
background will help you plan and choose your data analysis. In planning your data
analysis in quantitative research, you also need to consider your research problem,
type of data, hypothesis, and scale used in your research instrument. This lesson
focuses on designing your data analysis procedure

Upon completion of the lesson, you are expected to be able to:

• plan data analysis using statistics and hypothesis testing

(CS_RS12-IIa-c-6);

What is it?

Activity 1:

Statistics Recall Directions:

From your previous lessons, recall the following terms in Statistics. Write its
definition or description and purpose or function in analyzing data. Copy the table
and write your answer on the separate sheet.

Terms Description Function

1. Mean
2. Percentage
3. Standard Deviation
4. Frequency
5. Correlation

26
Data Analysis

• Data analysis in research is a process in which gathered information are

summarized in such a manner that it will yield answers to the research
questions.
• During quantitative data analysis gathered information is break down and
ordered into categories in order to draw trends or patterns in a certain
condition.
• In quantitative research, the numerical data collected is not taken as a whole.
In order to understand it better, it is analyzed into components based on the
chosen research variables and research questions you are going to answer.

Purposes of Data Analysis Plan

1. Determine data sets

2. Determine the degree of relationship of variables
3. Determine the differences between variables
4. Predict outcomes
5. Compare variables

These numerical data are usually subject to statistical treatment depending on the
nature of data and the type of research problem presented. The statistical treatment
makes explicit the different statistical methods and formulas needed to analyze the
research data.

Planning your Data Analysis

• Before choosing what statistical test appropriate for your research study, it is
important to determine the statistical formation applicable to your current
study.
• In immersing yourself into planning your data analysis, you have to decide
what basic descriptive statistical technique you are going to use.
• Although this technique does not give you the degree of association or effect
between variables, this will help you to code and simply tabulate your data.

Descriptive Statistical Technique

It provides a summary of the ordered or sequenced data from your research sample.
Frequency distribution, measure of central tendencies (mean, median, mode), and
standard deviation are the sets of data from descriptive statistics.

Inferential Statistics Technique

is used when the research study focuses on finding predictions; testing hypothesis;
and finding interpretations, generalizations, and conclusions. Since this statistical
method is more complex and has more advanced mathematical computations, you
can also use computer software to aid your analysis.

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In addition, in choosing statistical techniques in quantitative research, the purpose or
objective of the research study should be considered.

Test of Relationship between Two Variables

Pearson’s r (parametric) Phi coefficient (non-parametric for nominal and
dichotomous variables)
Spearman’s rho (non-parametric for ordinal variable)

Test of Difference between Two Data Sets from One Group

T-test for dependent samples (parametric)
McNemar change test (non-parametric for nominal and dichotomous

Test of Difference between Two Data Sets from Two Different Groups
T-test for independent samples (parametric)
Two-way chi-square (non-parametric for nominal variable)
Mann-Whitney U test (non-parametric for ordinal variable)

Test More than Two Population Means

Analysis of Variance or ANOVA (parametric)

Test the Strength of Relation or Effect or Impact

Regression (parametric)

What is more?

Activity 3. Choose the Appropriate Statistical Test

Directions: Determine the statistical test/s appropriate for the sample research. Make
sure to explain your decision in two to three sentences

1. Relationship between Academic Stressors and Learning Preferences of

Senior High School Students

Statistical Test/s: __________________________________________

Explanation:
______________________________________________________________
_____ _____ ___________________________________________________

2. Effects of Morning Exercise on the Health Anxiety Level of Senior

Citizens

Statistical Test/s: __________________________________________

Explanation:
______________________________________________________________

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 What I have learned?

Activity 4 :

Directions: As you have learned from this lesson, answer each question
comprehensively on a separate sheet of paper.

1. How do you know the specific statistical tests to be used in a particular

research ?

2. What are the factors before planning the data analysis of the research study ?

References

Luzano, Rochelle A. ( 2020 ) Practical research 2- Grade 12 alternative delivery

mode quarter 4 – module 4 understanding data and ways to systematically collect
data. Department of Education. First Edition, 2020

Prieto, Nelia G. ,Naval, Victoria C. (2017 ) Practical research for senior high school
quantitative. Lorimar Publishing Inc.

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