DIVISION OF NAVOTAS CITY

Practical
Research 2

S.Y. 202
1-2022
NAVOTAS CITY PHILIPPINES
(Quarter 1 and 2)
First Semester
Practical Research 2 for Senior High School
Alternative Delivery Mode
1st Semester (Quarter 1 and 2)
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jasmin B. Tiongson and Lea Z. Malaca

Editors: Editha O. Peregrino
Reviewers: Alberto J. Tiangco
Illustrator: Jasmin B. Tiongson and Lea Z. Malaca
Layout Artist: Joseph B. Bantug
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

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Table of Contents

What I Know ................................................................................1

Quarter I

Module 1 .....................................................................................4

Module 2 ......................................................................................10

Module 3 ......................................................................................16

Module 4 ......................................................................................21

Module 5 ......................................................................................26

Module 6 ......................................................................................33 Module

7 ......................................................................................38

Quarter II

Module 1 ......................................................................................43

Module 2 ......................................................................................53

Module 3 ......................................................................................61

Module 4 ......................................................................................67

Module 5 ......................................................................................71

Module 6 ......................................................................................75

Module 7 ......................................................................................80

Module 8 ......................................................................................85

Assessment ..................................................................................90

Answer Key ..................................................................................93

References ...................................................................................96
Directions: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.

Quarter I

1. What type of data preparation technique is shown below?

Variable: TVL Strand Code
Hairdressing 1
Bread and Pastry 2
Animation 3
A. Data Tabulation
B. Statistical Description
C. Coding system
D. Combination of A and C

2. Which component of Research Methodology describes whether the

researcher will use observation, survey, experiment , or interview to
collect data?
A. Sampling Technique
B. Research Instrument
C. Research Design
D. Data Collection Procedure

3. Isaac needs to find the demographic profile of the respondents in terms

of religion. Which statistical tool should he use?
A. Frequency
B. Percentage
C. Ratio and Proportion
D. Measure of Central Tendencies

4. Which component of Research Methodology describes the process of

selecting the respondents/participants of the study?
A. Sampling Technique
B. Research Design
C. Research Instrument
D. Data Collection Procedure

5. How does validity differ from reliability?

A. Validity is the consistency of results, while reliability is the ability of an
instrument to measure what it intends to measure.
B. Validity is the ability of an instrument to measure what it intends to
measure, while reliability is the consistency of results.

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 C. Validity measures the extent of the number of questions given in a
research instrument, while reliability is the accuracy of questions given.
D. None of the above.

6. “Doesn’t SHS students be not given choice of college course related to

their SHS specialization?”. Why does the question consider poorly
written?
A. Double negative C. Double barreled
B. Ambiguous words D. Too long

7. Why does “Will you join the election and run as a president?” considered
a poorly constructed question? A. It has a double negative.
B. It is double-barreled.
C. It has an ambiguous word.
D. It is not clear.

8. Anne wants to study how people feel after watching the newest
animated movie. She asks each person coming out of the theater to fill
out a form, rating the different emotions on a scale of 1 to 3. What type
of data collection instrument did Anne use?
A. Observation C. Survey
B. Interview D. Focus group discussion

9. How does Quasi-experimental research differ from True experimental

research?
A. It differs in the manner of participants selection.
B. It differs on the number of required participants in research.
C. It differs in the procedure to follow in conducting the research.
D. Both A and B

10. Joseph wants to know the magnitude and direction of the relationship
between variables in his research. What type of design should he use?
A. Correlational design C. Survey design
B. Comparative design D. Time series design

Quarter II

11. Joy arranged the population into 10 groups with 30 members each and
randomly picked the fourth group. Joy used all the members of group 4
as her sample. What type of sampling technique was used?
A. Simple Random Sampling C. Stratified Sampling
B. Cluster Sampling D. Systematic Sampling

12. Raine wants to conduct research on his classmate's opinions in choosing

a smartphone. What type of research design should she use?
A. Correlational design C. Survey design
B. Comparative design D. Time series design

2
13. In a research title, Utilization of social media on the language proficiency
of Grade 12 students at Navotas City, which is the extraneous variable?
A. Language Proficiency C. Students Behavior
B. Grade 12 students D. Utilization of Social Media

14. Which variable category does SHS track and strands belong?
A. Ordinal – Polychotomous
B. Ordinal – Dichotomous
C. Nominal – Polychotomous
D. Nominal – Dichotomous

15. In a research title, Utilization of social media on the language proficiency

of Grade 12 students at Navotas City, which is the independent variable?
A. Language Proficiency C. Students Behavior
B. Grade 12 students D. Utilization of Social Media

16. Joseph wants to know the magnitude and direction of the relationship
between variables in his research. What type of design should he use?
A. Correlational design C. Survey design
B. Comparative design D. Time series design

17. Carla wants to know the effects of changing the temperature of the
water on the growth of tilapia. What type of Experimental Research
should she use?
A. True Experimental Research C. Quasi-Experimental Research
B. Pre-Experimental Research D. Either A or C

18. Which of the following is NOT a characteristic of a good research title? A.

Describes the content of the study.
B. Catch the reader’s attention and interest.
C. Distinguish the paper from others on a similar topic.
D. Consists of long and ambiguous words to impress readers.

19. Which of the following definitions allows the researchers to describe what
they mean when they use a certain term in a specific way?
A. Conceptual C. Operational
B. Reliable D. Validity

20. Joy is writing the study's boundaries with respect to the study's major
variable, including the coverage of her research. Which part of the
research paper is she writing?
A. Scope and Delimitation
B. Statement of the Problem
C. Significance of the Study
D. Methodology
3
Quarter I Module1

This module was designed and written with you in mind. It is here to help
you master the nature of quantitative research. The scope of this module
permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you
are now using.

The module is divided into two lessons, namely:

Lesson 1.1 – Quantitative Research: Definition, Characteristics , and

Importance
Lesson 1.2 – Strength and Weaknesses of Quantitative Research

After going through this module, you are expected to:

1. Describe Quantitative Research

2. Explain the strength and weaknesses of Quantitative Research.
3. Distinguish Quantitative from Qualitative statement, and
4. Cite importance of Quantitative Research across fields of study

Lesso
Introduction to Quantitative
n
Research
1

Humans are born inquisitive. There are a lot of questions in our minds that
we want to know the answer. We marvel at things around us, tend to
answer questions, discover facts, or make speculations about the why and
how of things happening around us.
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With the thirst for new knowledge, unknowingly, research is already being
done. Research is collecting and gathering data and information by a
scientific or logical procedure that aims to solve a particular problem. This
module will focus on Quantitative Research, its definition, characteristics,
strengths and weaknesses, and importance across different fields of
study.

LESSON 1.1: QUANTITATIVE RESEARCH DEFINITION AND

CHARACTERISTICS AND IMPORTANCE

Quantitative Research is “explaining phenomena by collecting numerical

data that are analyzed using mathematically based methods,” according
to Aliaga and Gunderson (2000).
Quantitative Research involves measurements and amounts. It seeks to
find answers to questions starting with how many, how much, how long, to
what extent, and the like. These questions should be in numerals,
percentages, fractions, and others (Suter 2012; Russel 2013).
Quantitative Research emphasizes the statistical, mathematical, or
numerical analysis of data collected through polls, questionnaires, and
surveys or manipulating pre-existing statistical data using computational
techniques.
Characteristics of Quantitative Research
1. Data are in the form of numbers.
2. Data are analyzed using statistical methods and often presented in the
form of graphs, charts, tables, and figures.
3. Data are gathered using structured, standardized research instruments.
4. Test the hypothesis and theories.
5. It is objective and reliable.
6. Uses convergent reasoning rather than divergent
7. Results are based on larger sample sizes than representative of a
population.
Look and examine these examples of research statements:

A. Eighty-four percent (84%) of the students are present in the webinar.

Fifty students attended the meeting yesterday.
B. Very few attended the webinar yesterday.
Josie borrowed a lot of books from the library

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Which of the two are examples of quantitative statements? If your answer
is A, you are correct.
Sentences in A are examples of Quantitative data, while Sentences in B
are examples of Qualitative data. From the given examples, Quantitative
data use numbers to describe data and are objective, while Qualitative
data are descriptive in nature, uses letters and words to describe, and are
subjective.

Importance of Quantitative Research

Quantitative research is being used in different fields of study. Like
other types of research, the quantitative approach generates knowledge
and builds an understanding of the real world. Here are some areas of
study and how quantitative research is being used in respective fields.

EDUCATION - Quantitative research is used to measure the level of

performance of the learners and the factors that influence it. It is
also used to evaluate the effectiveness of different teaching styles,
school programs conducted, learning modalities, and stakeholder
satisfaction. Quantitative research is important in conducting
educational researches that can improve the educational system
through generalized data and tested studies.

BUSINESS - Quantitative research, when used effectively in

business, can improve the marketing strategy, soliciting consumer
opinion for productivity, helping the company improve their product,
and understanding consumer satisfaction. Indeed, quantitative
research can create an effective product campaign and identify
marketable demographics, among others.

MEDICAL and HEALTH SERVICES - Quantitative research is being

used in scientific investigations in medical and health services. It is
used to analyze the effectiveness of a certain drug in the cure of
diseases, statistical comparison on the rate of recoveries, sickness,
or deaths. Experimental research on the efficacy of medicines,
vaccines, and medical practices is being tested through quantitative
research.

SCIENCE and TECHNOLOGY - Quantitative research is used in

science and technology, mostly in testing the efficacy of new
inventions, gadgets, machines, devices, and innovations. It is also
used to determine factors that affect different phenomena in the
environment through experimental research. It is used in testing
different scientific models, theories , and hypotheses in improving
quality of life.

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 LESSON 1.2 – STRENGTH AND WEAKNESSES OF
QUANTITATIVE RESEARCH

Quantitative research uses numbers in analyzing and generalizing

its data. It uses standardized statistical treatments and methods in
determining its process and conclusions. It uses a large sample size that
makes it costly and time-consuming. Indeed, Quantitative Research has
its strength and weaknesses. Let us find it out.

STRENGTH OF QUANTITATIVE RESEARCH

1. It has a large sample size that conclusion can be generalized.

2. Data and findings are reliable that they can be used as a guide in policy
making.
3. It has replicability. Data questionnaires and sets can be replicated to
test more findings.
4. Personal interaction is not part of the research process, so that personal
biases can be avoided.
5. Standards are used in choosing the instruments, statistical treatment,
and sampling procedure to ensure validity and reliability of data.

WEAKNESSES OF QUANTITATIVE RESEARCH

1. It can be costly and time-consuming due to the large number of samples

it requires.
2. It needs extensive statistical treatment and standards to evaluate and
analyze the data, leading to greater funding and resources.
3. Potentially useful information can be wasteful due to the process of
aggregation.
4. Results are more focused on What, how much, or to what extent and
often fail to answer the why and how.
5. Preset or fixed choices of answers may not necessarily provide the true
answers of the sample.

A. Directions: Identifies which field of study in Quantitative Research is

used. Write E for Education, B for Business, M for Medicine and
Healthcare, or S for Science and Technology.

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1. Mrs. Reyes wants to know the most effective motivation to start the
Grade 11 class.
2. A fast-food chain wants to determine the best location for its new
restaurant.
3. Carlo is testing his theories on the spread of the Corona Virus in his
community.
4. A doctor wants to determine the effectiveness of drug A in combating
the Corona Virus.
5. The operation manager wants to know the consumer's pulse on their
new product.

B. Directions: Identify if the statement is quantitative or qualitative.

Write the word NUMBER if Quantitative, and LETTER if Qualitative.
1. Thirty-three out of Fifty students qualified for the scholarship.
2. Sixty-two percent (62%) of the Grade 12 students took the National
Exam.
3. Several students passed the scholarship grants of the City Government.
4. A lot of students chose ABM for their specialization in SHS.
5. Very few Grade11 students got a passing score on their exams.

C. Directions: Write the word FACT if the statement is correct for

Quantitative research and BLUFF if not.
1. Uses numbers to describe data.
2. Uses statistical treatment to analyze data.
3. Describes and formulates theory.
4. Researcher-based data on personal interpretations.
5. Answer questions like how many, how much, and how long.
[Link]: Identify if the statement is a strength or weakness of
Qualitative Research. Write ADVANTAGE if it describes Strength and
DISADVANTAGE if it is a Weakness.
1. Time-consuming because it requires a greater number of samples.
2. Conclusion can be generalized.
3. Test can be replicated.
4. Data are not focused on why and how.
5. Uses standardized statistical treatment.

A. In your field of specialization, write a ten-sentence paragraph

on the importance of quantitative research by answering the
following guide questions.
1. How can you apply quantitative research in your field
specialization?

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 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. What kind of research can you think of related to your

specialization using a quantitative research approach.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

B. Create a # on the most important concept learned in this

module and explain briefly. Write it on a separate paper, take a
selfie holding your #, and send your picture with the # to your
teacher.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

MODULE 2

This module was designed and written with you in mind. It is here to help
you master the different types of variables in quantitative research and
their uses. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the
9
standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

This module will be focused on variables, and it’s used, as well as the
different types of variables, namely:
Lesson 2.1 - Numeric Variable
Lesson 2.2 – Categorical Variable
Lesson 2.3 – Experimental variable
Lesson 2.4 – Non-Experimental Variable

After going through this module, you are expected to:

1. Define variables
2. Compare and contrast the types of variables
3. Identify the independent, dependent, and extraneous variable
4. Differentiate predictor and criterion variable

Lesso
n Variables
2
Variable comes from the root word “vary,” which means “change.”
Variables are changing qualities or characteristics in research. Variables
are factors or properties that the researcher measures, observe, control
and or manipulates.

This module will focus on the different kinds of variables and their uses. It
is an important skill that will help you in doing research. Understanding
variables will give you the knowledge on how to construct and develop
your own research.

Variables can be classified as Numeric, Categorical, Experimental, and

NonExperimental.

LESSON 2.1 NUMERIC VARIABLE

A variable that answers the question “how many” or “how much.” It

represents variables with values that describe a numerical quantity.
Numeric variables are classified as Continuous or Discrete.

10
 KINDS of NUMERIC VARIABLE

a. Continuous Variable
Also known as an interval variable. Data is infinite. It can
assume any value between a certain set of real numbers.

Examples of the continuous variable are time, age, weight,

and height.

Why is age continuous?

Example: Age of grade 11 students in a certain class. Grade

11 students are not all 16 years old, some maybe 16 years
and 1 day, 16 years and 2 months, or even 16 years and 12
hours but all of them, when asked: How old are you will
generally say, they are 16 years old. That is the reason why
age is a continuous variable. The same goes with
temperature, height, weight, or time. Data can be infinite.

b. Discrete Variable
Data can be counted in a finite manner. These variables
assume any whole number within the limits of a given
variable.

Examples: The number of the registered car in Navotas City,

the population of grade 12 students, the number of Covid19
survivors, and the total population of Senior citizens in
Barangay Tangos.

LESSON 2.2 CATEGORICAL VARIABLE

From the root word, “category” categorical variables are variables with values
that describe the quality or characteristics of a given data. It describes
categories or groups.

KINDS of CATEGORICAL VARIABLE

11
 a. Ordinal variables
Variables with the value which can be logically arranged,
ranked, or ordered. Examples:
Academic grades – with honors, with high honors, with the
highest honors
Clothing size – extra small (xs), small (s), medium (m), large
(l)

b. Nominal Variables
Variables with the value which cannot be logically arranged,
ranked, or ordered.
Examples: Religion, Colors, Languages, Subjects

c. Dichotomous Variables
Variables that represent only two categories.
Example: Sex – Male and Female; Veracity – True or False

d. Polychotomous Variables
Variables that have many categories
Examples:
Level of Performance – good, very good, poor, satisfactory
Colors – red, pink, blue, green

LESSON 2.3 EXPERIMENTAL VARIABLE

An experimental variable has three types, independent,

dependent, and extraneous. Experimental variables describe the
factors that differ between the sample being tested and the
sample being controlled.

KINDS of EXPERIMENTAL VARIABLE

a. Independent Variable
Variable that the researcher manipulates in an experiment or
research. The independent variable is the variable that is
different between the groups compared.

Example: A study on learning styles of Grade 12 students at

Navotas City and its effect on their Academic Performance.
The independent variable is the student’s learning style. One
group will study while listening to the radio, another group will
study in a quiet place, and another will study in a normal
environment. In this study, the researcher will have three
groups of students wherein their learning styles will be
manipulated.

12
 b. Dependent Variable
These are the variables affected by the manipulation of the
independent variable. It is sometimes called the predicted
variable.

Example: A study on learning styles of Grade 12 students at

Navotas City and its effect on their Academic Performance.

The dependent variable is student academic performance. The

researcher will compare the academic performance of the
three groups of students if the manipulated learning style
affects their academic performance or if there is any
difference in the three groups' academic performance.

c. Extraneous Variable
Also known as Intervening Variable. These are variables that
the researcher does not include in the study but are present in
the environment where the research is to be conducted and
may affect or influence the conduct of the study.

Example: A study on learning styles of Grade 12 students at

Navotas City and its effect on their Academic Performance.

Examples of the possible extraneous variables are Students

Behavior, Physical Ambiance of the study area, the subject
matter. These factors may influence the result of the study
but are not included in the researcher’s variable to be tested.

LESSON 2.4 NON-EXPERIMENTAL VARIABLE

Type of research that does not involve the manipulation of

control or independent variable. In non-experimental research,
researchers measure variables as they naturally occur without
any further manipulation.

KINDS of NON-EXPERIMENTAL VARIABLE

a. Predictor Variable
A variable that changes the other variable in non-experimental
research. Similar to the independent variable in experimental
research.
Example: Conduct of Career Orientation Program and Choice
of Senior High School Specialization among Grade 10
students.

The predictor variable is the conduct of the career orientation

program, as this may change or influence the senior high
school specialization choice.
13
 b. Criterion Variable
Variable that may be influenced or changed by the predictor
variable. Similar to dependent variable in experimental
research.

Example: Conduct of Career Orientation Program and Choice

of Senior High School Specialization among Grade 10
students.

The criterion variable is the Choice of Senior High School

specializations among Grade 10 students since it can be
changed or influenced by the conduct of the career orientation
program.

I. Directions: Identify the variable in the statement and write C if the

given variable is Continuous or D if Discrete.

1. It is 28 degrees Celcius inside the room.

2. Grade 12 Nakpil has 28 boys.
3. The room can accommodate 50 tables.
4. Josie’s weight yesterday is 50.3 kg.
5. Isaac is 5 feet 2 inches in height.

II. Directions: Classify the following variable by checking the appropriate

column (2 answers/number)

Variables Ordinal Nominal Dichotomous Polychotomous

(O) (N) (D) (P)
1. Gender
2. Coin face
3. Educational
Attainment
4. Grade level
5. Nationality

III. Directions: Analyze the research title presented. Identify the

dependent and independent variables and write at least one
extraneous variable.

14
 Research Title Independent Dependent Extraneous
variable variable variable
1. Patient Age and Pre-Existing
Condition: Effects on the
survival rate of Covid 19
patients.
2. Types of Fertilizer: Effects on
the growth of Tomatoes.
3. Video Lessons: Effects on the
problem-solving skills in
statistics

IV. Directions: Analyze the research title presented. Identify the Predictor
and Criterion variable by completing the table below.

Research Title Predictor Variable Criterion Variable

1. Profile of Parents
Educational Attainment:
Influence on Children’s
Academic Performance.
2. Social media platforms
and Behavioral Change
among Gen Z.
3. Types of drawing
techniques and
Drawing Output of
grade 11
Animation Students.

A. Create a concept map of the types of variables and give an example

of each type.

B. Look for two examples each of experimental and non-experimental

research titles and identify the type of variable use.

15
 MODULE 3

This module was designed and written with you in mind. It is here to help
you master the different kinds of quantitative research. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the
textbook you are now using.

This module is divided into two lessons, namely:

Lesson 3.1 Kinds of Experimental Research
Lesson 3.2 Kinds of Non-Experimental Research

After going through this module, you are expected to:

a. Differentiate Experimental from Non-Experimental Research
b. Identify and describe types of Experimental Research.
c. Identify and describe types of Non-Experimental Research

Lesso
Types of Quantitative
n
Research
3

Research Design is important in identifying the approach to be used in

solving a particular problem. Research design is an overall strategy to
follow in a logical way to ensure that the research problem is addressed
correctly. Research design includes the description of the selection,
measurement, and analysis of the data.
Quantitative Research designs are generally grouped into experimental
and non-experimental.

16
 QUANTITATIVE
RESEARCH

Experimental Non-
Experimental

True Quasi
Experimental Experimental Descriptive

Pre
Experimenta
l Survey

Correlational

Comparative

LESSON 3.1 EXPERIMENTAL RESEARCH

It is used to identify “cause and effect relationships between variables.” It
is composed of the control group, the samples not exposed to
experimental treatment, and the experimental group exposed to the
treatment. It uses one or more dependent and independent variables
being tested to determine the effect on each other. The researcher is
allowed to do manipulation of the controlled variables. The subjects or
participants in the study are randomly or non-randomly selected.
Experimental research is commonly called scientific research.

KINDS OF EXPERIMENTAL RESEARCH

A. PRE-EXPERIMENTAL RESEARCH DESIGN

It is considered the simplest experimental design. In using this
design, the researcher studies a single group and does not make
any comparisons between this group and an equivalent treatment
group. The single group, pre-test-post-test design is one example of
a preexperimental research design wherein the group is measured
two times before and after the intervention. The Pre-Test and Post-
Test of the group are not being compared; instead, the Post-Test of
the treated group is compared to the Post-Test of the untreated
group.

17
B. TRUE-EXPERIMENTAL RESEARCH DESIGN
A true-experimental design should have the following criteria:
(a) An experimental variable is manipulated by the researcher,(b)the
researcher has control over the independent variables as well as the
treatment of the subjects,(c) one experimental and one control
group should be present, and; (d)the subjects or participants are
randomly assigned either to the control or experimental group.

Types of True-Experimental Research

1. Pre-Test-Post-Test Design
Experimental and Controlled groups are formed. The pre-test
is given on both groups for the independent variable. Only the
experimental group will be assigned the treatment. Both
groups will be given the Post-Test to measure the effect of the
independent variable on the dependent variable.

2. Post-Test Only Design

Experimental and Controlled groups are formed. Only the
experimental group will be given the treatment. Both groups
will be given the Post-Test to measure the effect of the
treatment. This type of experimental research is done if it is
impossible to provide a Pre-Test on the subjects or
participants.

3. Solomon Four Group Design

It is considered the most reliable experimental design since
four groups are randomly formed: two experimental groups
and two control groups. This method combines the first two
methods wherein only two groups will be pre-tested(one
experimental and one controlled group), then one pre-tested
group and one unpretested group get the treatment. All four
groups receive the Post-Test. The Post-Test result will show
the effects of the dependent variable compared to the
independent variable's effects on the dependent variable.

C. QUASI-EXPERIMENTAL RESEARCH
The criterion of quasi-experimental research is identical to
trueexperimental research. The only difference is that subjects are
not randomly selected.

Types of Quasi-Experimental Design

1. Non-Equivalent Control Group Design

Similar to Pre-Test-Post-Test design under True Experimental
Research, only that, the subjects are not randomly selected.

18
 2. Time Series Design
Multiple measures are done before and after the
experimental intervention. The researcher observes or
measures the subject periodically. Not only one Pre-test or
Post-test is given to the subjects. The researcher believes
that time threats affect the intervention it measures. Thus it
should be done in a time series.

LESSON 3.4 KINDS OF NON-EXPERIMENTAL RESEARCH

In a Non-Experimental Research Design, the researcher does not
manipulate nor control the setting or environment of the research. It is the
type of research that does not involve the manipulation of control or
independent variable. The researcher observes and collects data as the
phenomena occur naturally. This kind of research is usually used if the
research pertains to a non-causal relationship between variables.

Descriptive Research Design is an example of Non-Experimental

Research, which aims to observe and describe a certain situation or
phenomena as it occurs naturally.

Types of Descriptive Research Design

1. Survey Research
It is used when the researcher needs to provide a quantitative
description of a population's trends, attitudes, behavior, or
opinions.

For example, in the field of Business, the researcher wants to

know customers' preferences in choosing a smartphone.

2. Correlational Research
It is used to determine the magnitude and direction of
relationships among variables in a population.

Example: The researcher wants to determine if there is a

correlation between parent’s educational attainment to
student’s academic performance.

3. Comparative Research
It is used to compare and contrast representative samples
from two or more groups of subjects in relation

Example: Comparative study of Covid 19 patient survival rate

using Drug A and Drug B.

19
 I. Directions: Write E if the statement describes Experimental
Research or N if Non-Experimental Research.

1. It is used for research that describes the non-causal relationship

among variables.

2. The researcher does not control the research setting.

3. The researcher manipulates one or two variables in the research.

4. It is commonly called scientific research.

5. Descriptive research design is used in this type of research method.

6. It has a controlled and uncontrolled group.

7. Participants of the study are may be selected randomly or

nonrandom.

8. It is used to identify cause and effect relationships among variables.

9. It does not involve the manipulation of variables.

10. It is used to observe and describe phenomena as it occurs naturally.

II. Directions: Complete the following paragraph with the concepts

learned in this module.

A. Quantitative research are of two general kinds; (1)

______________________ and (2) ______________________.
Experimental Research uses two groups in conducting the
research, the (3) ____________ and the (4) ______________. (5)
____________ group is exposed to the treatment, while (6)
____________ group is not exposed to the treatment. In a Non-
Experimental research, the research observes participant on it’s
natural setting. (7) _________________ design is used in Non-
Experimental research.

Experimental Research has three types; (1) ______________________,

B. (2) ________________ and (3) ___________________. The (4)
________________ is the simplest type of Experimental Research. True
Experimental and Quasi Experimental research has similar process
20it’s participants. (5) ____________
and only differs on the selection of
selects the participants random while (6) ____________ selects it’s
participants non- random.
C.
Non-Experimental uses (1) ______________ design which
Research has
the purpose of observing, describing and documenting the
phenomena
as it happens and occur naturally. It has three kinds, (2) __________,
(3)
_____________ and (4)
__________________.

Directions: Study five (5) different quantitative research titles and

identify the type of quantitative research design to use.

Research Title Quantitative Research Design

MODULE 4

This module was designed and written with you in mind. It is here to help
you master writing your research title. The scope of this module permits it
to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are

21
arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you
are now using.

The module is divided into two lessons, namely:

Lesson 4.1 – Research in Daily Life.

Lesson 4.2 – Writing the Research Title

After going through this module, you are expected to:

1. Design research used in daily life

2. Describe characteristics and components of a research title
3. Write a research title

Lesso
n Research Title
4

Each day, we experience a different situation in which we tend to

ask questions, find an answer and eventually learn from it. We tend to
discover things, innovate and find ways to make a living much convenient
and easier.

By nature, human experiences lead to finding a solution to problems

faced. Whenever humans face challenges, through inquisitiveness and
the will not to stay in a difficult situation, people will find methods, design
techniques, or processes to be free on that state. With that, human design
researches will be useful in daily life.

This module will focus on designing research that is useful in daily life and
writing a research title.

LESSON 4.1 RESEARCH IN DAILY LIFE

Research is part of everyday life. Human tends to find the answer to

questions that pops into his mind. Unknowingly, as a student, you are
already researching by simply trying to solve a certain problem or finding
a way out to a difficulty faced. With the inquisitive mind and hunger to

22
contribute to finding solutions to every challenge or just to make
innovations, improve the way of life, and create changes in the
community, we do research.

IMPORTANCE OF RESEARCH

1. A Tool for Building Knowledge and for Facilitating Learning

Doing research equips a person with knowledge about the world and
skills to improve oneself. Through research, it can lead to new
discoveries, new technologies, a new system to improve quality of life. 2.
Means to Understand Various Issues and Increase Public Awareness
Through research, it helps in understanding various issues that
sometimes, we did not know that exist. It increases public
awareness of finding truth through continued study and a series of
processes to answer unresolved questions and issues.
3. An Aid to Business Success
Researching business helps in developing new products, secure
vantage points over competitors, improve services, creates product
innovations, and boosts profitability
4. Means to Find, Gauge, and Seize Opportunities
Research helps humans to nurture their potentials, achieve goals
and find opportunities in every challenge faced. This can be done in
various ways such as, developing a project, doing innovations,
finding solutions to a problem, promoting collaboration, and more.
5. Nourishment and Exercise for the Mind
Research help in developing critical thinking on human. It can do
stimulating mental activities that allow a person to become more
creative and logically active. Research is a mind exercise that
nourishes the brain that bridges to achieve the goal and remain a
productive being.
Write research that interests you and would benefit you and the
community you belong to.
Now that you already know that research is everywhere and is part
of your everyday life, it is time to find a topic for your research.
SOURCES OF RESEARCH TOPICS

1. Daily Life Experiences

2. Academic Readings
3. Personal Hobbies
4. Social Issues
5. Existing Theories
6. Previous studies

23
 7. Literature Review

How would you know if a topic is researchable?

1. A phenomenon exists which requires explanation

2. Solutions are available but not yet tested and not yet known.
3. No solutions are available to answer the gap or the problem
assessed.
4. Answers, solutions, or results are seemingly not tested or are
factually contradictory.
5. There are several possible and plausible explanations for the
existence of an undesirable condition.

LESSON 4.2 WRITING THE RESEARCH TITLE

The research title should summarize the main idea or ideas of your
paper. It should not be too long but should include important concepts
about your study. A good research title is very important in writing your
paper as it is the first thing people will look at or read in your paper
most of the time. So, it needs to be properly written, clear, and could
create interest.
How to write the title?

1. Ask yourself a few questions about your research

paper.
- What is the paper about, what design/techniques were used,
who/what is studied, what were the results?
2. Use your answers to list keywords 3. Build a sentence
using these keywords.
4. Delete all waste words and repetitive words; link the remaining
words
5. Delete non-essential information and reword

The research title may change as you go along with your study.
Write your final title once you are done with the whole research
process.

Characteristics of a Good Research Title

1. Describe the content of the paper

- It should summarize the main idea of the paper
- It should be a concise statement of the main topic
- Should include the major variable

24
 - Show relationship of the main variable of the study
- Includes the main task of the researcher
- Mention the participants of the study
- Must be 10 to 15 words only

2. Catch the reader’s attention and interest.

3. Distinguish the paper from others on a similar topic
4. Match search queries so people will find your paper (and cite it).

Write the word APPROVE if the statement is correct and REJECT if not.

1. Research title must include the major variable of the study.

2. Understanding social issues is one benefit of doing research.
3. Research title should be long to attract possible readers.
4. Research title must include the coverage date when the research
was conducted.
5. Research title must include the main task of the researcher.
6. According to studies, doing research can exercise the brain.
7. Listing keywords related to your study can help in writing the
research title.
8. Using 12 -15 words is good enough for a research title.
9. Everyday experiences could not be used as a source of a research
topic.
10. Research should be done by professionals and students only.

A. Directions: Write a research title of a topic that interests you by

following the guide below. Make sure that the topic is related to your
specialization/track.

1. Think of an issue or concern that interests you right now.

___________________________________________________________
___________________________________________________________
Example: (ABM) Online Business

2. Think of concepts related to your concern.

_____________________ ___________________
_____________________ ___________________
Example: prices, products, competition, supplies

25
 3. Select a concept that interest you most from concepts related to
your concerns.
___________________
Example: Prices and products

4. Write a temporary title for your problem.

____________________________________________________________________
Example: Type of Products: Effects on Online Business Stability

B. Directions: Choose a topic of interest or a question you want to

answer. Write a paragraph consisting of at least 5-7 sentences of
reasons why the topic interest you or why you wanted to answer that
certain question in your mind.
_________________________________________________________________________
_
_________________________________________________________________________
_
_________________________________________________________________________
_
_________________________________________________________________________
_
_________________________________________________________________________
_

C. Directions: Following the steps in writing a research title and

characteristics of good research, write a proposed research title for your
research topic.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

MODULE 5

This module was designed and written with you in mind. It is here to help
you master writing the background of the study, scope and delimitation,
and problem statement. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow

26
the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

Lesson 5.1 – Background of the Study

Lesson 5.2 – Statement of the Problem
Lesson 5.3 – Scope and Delimitation
Lesson 5.4 – Significance of the study

After going through this module, you are expected to:

1. Identify the content of the background of the study.
2. Write the background of the study
3. Write scope and delimitation of the proposed research
4. Differentiate general form specific problem
5. Write the statement of the problem of the proposed research
6. Write the significance of the study.

Lesso Background of the Study, Scope and

Delimitation, Statement of the
n 5 Problem and Significance of the Study

This lesson will focus on Chapter 1 of your research paper, as the title
goes, Problem and Its Background. Chapter 1 should consist of the
background of the study, Scope and Delimitation, Statement of the
Problem, and Significance of the study. Let us now find out how to write
each section of Chapter 1.

Lesson 5.1 BACKGROUND OF THE STUDY

The background of the study establishes the context of the
research. This section explains why this particular research topic is
important and essential to understanding the main aspects of the study.
The background forms the first section of research, justifies the need for
conducting the study, and summarizes what the study aims to achieve.
Preferably, this part is written once done conducted the literature review
and has conceptualized the research problem, according to Alleyne (The
background study includes a review of the area being researched, current
information surrounding the issue, and previous studies, and relevant
history on the issue. Ideally, the study should effectively set forth the
history and background information on your problem. Providing

27
background information in the Introduction of a research paper serves as
a bridge that links the reader to the topic of your study.

Here are some questions to consider while writing the background of

the study.

1. Are there concepts, terms, theories, or ideas unfamiliar to the

reader and, thus, require additional explanation?
2. Are there historical elements that need to be explored to add
needed context, highlight specific people, issues, or events, or
lay a foundation for understanding the emergence of a current
issue or event?
3. Is the research study unusual in some way that requires
additional explanation, such as, a) your study uses a method
never applied before to the research problem you are
investigating; b) your study investigates a very esoteric or
complex research problem; or c) your study relies upon analyzing
unique texts or documents, such as archival materials or primary
documents like diaries or personal letters, that do not represent
the established body of source literature on the topic.

LESSON 5.2 STATEMENT OF THE PROBLEM

Take a look at the picture, what do you

think is the problem presented on the
picture? Write three questions related
on problem posted. Formulate a
statement of the problem based on the
questions you have written.

A practical research problem is directly relevant to a specific problem

that broadly affects an organization, institution, social group, or society.
The problem statement should frame how you intend to address the
problem.

The statement of the problem is divided into two parts; the general
problem and the specific problem.

The first part, the General Problem, is stated in declarative form and
consists of several elements such as the main tasks, main variable,
28
 participants, setting, and coverage date. Some general problem includes
the intended output of the research or study. The Main Tasks satisfies
the question “what to do” with the major variables such as associate,
classify, enumerate, differentiate, and assess. etc. This part describes
the role of the researcher.

Example of a General problem:

The main problem of this research is to identify the effect of playing
video games on the critical thinking of Grade 11 ICT students of Tangos
National High School for the first semester of SY 2020-2021. The result
of this study will be used as a benchmark in the curriculum development
of the ICT course.
In this example: “to identify” is the main task, main variables are playing
video games and critical thinking, participants are the grade 11 ICT
students, the setting will be at Tangos National High School, and the
coverage date is the first semester of SY 2020-2021. The intended
output is “it will be used as a benchmark in curriculum development.”
Once done with the general problem, you may now write the specific
problem. The Specific Problem should be based on the General
problem and written in question form. These are questions that the
researcher seeks to answer in the research.
Example of Specific Problem:

Specifically, this study seeks to answer the following questions:

1. What are the effects of playing video games on the critical thinking of
Grade 11 ICT students at TNHS?
2. How does playing video games affects the critical thinking of Grade
11 ICT students at TNHS?
3. What are the advantage and disadvantages of playing video games
on the critical thinking of Grade 11 ICT students at TNHS?

There are two types of questions formulated in research, the researchable

and the non-researchable questions.
Non-Researchable questions are answerable by “yes” or “no.”
Examples:
Will critical thinking be affected by playing video games?
Should playing video games be prevented to school-age learners?

29
Researchable questions are questions of value, opinion, or policy raised
to gather data. It involves questions using what, where, why, when, who,
and how.
Examples:
How does playing video games affects the critical thinking of learners?
Why does playing video games should be prevented from school-age
learners?

LESSON 5.3 SCOPE and DELIMITATION

The study's variables determine the study's scope, while the sub variables
and their characteristics, attributes, or indicators serve as the
delimitation.
In writing the scope and delimitation, it is important that the researcher
already finalized the variables of the study.
The scope specifies the coverage of your studies, such as variables,
population or participant, and timeline. Delimitation cites factors of your
study that are not included or excluded or those you will not deal with in
your study.

Difference between Delimitation and Limitation of the Study

Delimitations are characteristics in the study that can be controlled
to determine the parameters or scope of the study. Researcher has
control over it. Example: The researcher indicates the methodology to use
stratified random sampling. This is the researcher's choice and decision.
Limitations are weaknesses related to decisions made in the study.
The researcher can’t totally control these. Example: The researcher is
going to use stratified random sampling technique as indicated in the
methodology of the research; however, while conducting the study, the
researcher learned that there are few possible participants of the study
and random sampling may be quite difficult to conduct, so the
researcher’s choice of sampling technique becomes a limitation of the
study.
Components of Scope and Delimitation
The following should be considered in writing the scope and
delimitation of the study
1. The topic of the Study. What are the variables to be
included and excluded?

2. Objectives or Problems to be Addressed. Why are you

doing this study?
30
 3. Time Frame. When are you going to conduct this study?

4. Locale of the Study. Where are you going to gather your

data?

5. Characteristics of the Respondents. Who will be your

respondents?

6. Method and Research Instruments. How are going to

collect the data?
LESSON 5.4 SIGNIFICANCE OF THE STUDY
The significance of the study indicates the importance of the study
conducted. It identifies the beneficiaries and the benefits the study can be
provided in solving a particular problem. Beneficiaries include students,
teachers, administrators, society, organizations, among others.

The sequence of the beneficiaries of the research should begin from the
most benefitted to the least benefitted. The benefits should be specifically
indicated and arranged according to significance.

A. Directions: Complete the table of the significance of the study

based on your proposed research. Write the beneficiaries and the
benefits they can achieve on the study.

Beneficiaries Benefits

B. Directions: Identify the elements of the general problem on the

given statements and write 3 specific problems based on the
general problem.

This study aims to assess the effects of online learning on the

academic performance of selected Grade 12 students of Tangos
National High School in the first semester of SY 2021-2022.
Main Task: ________________________________________

31
 Variables: __________________________________________
Participants: _______________________________________
Setting:
____________________________________________
Coverage Date:
_____________________________________ Specific
Problem:
a. ____________________________________________________
b. ____________________________________________________
c. ____________________________________________________

A. Directions: From your answer on What More A on the table of the

significance of the study. Write it now in paragraph form.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

B. Write the statement of the problem of your proposed research.

Make sure to include a general problem and a specific problem.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

C. Write the scope and delimitation of your proposed research.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

D. Write the background of the study of your proposed research.

_____________________________________________________________________
_____________________________________________________________________

32
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

MODULE 6

This module was designed and written with you in mind. It is here to
help you master writing the conceptual framework and definition of terms.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into two lessons, namely:

Lesson 6.1 – Conceptual Framework

Lesson 6.2 – Definition of Terms

After going through this module, you are expected to:

1. Describe conceptual framework

2. Differentiate
3. Write the conceptual framework of approved research
4. Write the definition of terms of approved research

Lesso
Conceptual Framework and
n
Definition of Terms
6

33
 A research framework illustrates the structure or blueprint of the
research plan and helps the researcher formulate relevant research
questions. This framework consists of the key concepts, showing their
relationship in a given study or research. It is used as a guide for
researchers to be more focused on the scope of their studies. A research
framework can be presented using diagrams, charts, or any visual
representation. It can also be presented narratively using paragraphs
stating the concepts and relationships of the study.
Definition of terms is also included in writing a research paper. It
helps to make technical and unfamiliar words or terms used in the
research simpler and to the readers' understanding.
Let us find out how conceptual framework and definition of terms
are being done in research.

LESSON 6.1 CONCEPTUAL FRAMEWORK

A conceptual framework is a specific exploration of an aspect of the
theoretical framework. In other words, the conceptual framework is used
to arrive at a hypothesis.
A conceptual framework is an analytical tool that is used to get a
comprehensive understanding of a phenomenon. It can be used in
different fields of work and is most commonly used to visually explain the
key concepts or variables and the relationships between them that need
to be studied.
According to Barrot (2017), the following are the guidelines and
strategies in developing a conceptual framework

• Identify the key concepts in your study by referring to your research

questions or objectives.
• Search for existing theories that incorporate the same concept and look
into their relationships with one another.
• Using the existing theories as a guide, plot your conceptual framework
using a concept map.
• In case that there are concepts not covered by the selected theories.
Incorporate them into your framework. However, make sure that you
incorporate this concept into your framework because it is necessary
for your paper.
• After completing the initial draft of your conceptual framework, write a
narrative explanation of each concept and how each of them relates to
one another. Again, there should be a basis for the relationship
between the concepts being incorporated.
• Refer once again to your research questions. Check if the conceptual
framework is aligned with them.
34
• Note that the process of creating a conceptual framework is
developmental. This means that it may still be refined or changed as
you read more literature and look into more theories.
• In some cases, the research hypothesis is presented at the end of the
conceptual framework.

Common Examples of Conceptual Framework

A. The Input-Process-Output Model

The Input-Process-Output Model (IPO) conceptual paradigm
indicates the inputs, required process, and output. This approach is seated
on the premise of acquiring essential information by converting inputs into
outputs through the required processing steps in obtaining the result. The
IPO Model is also a functional model usually used in action research where
intervention or solution is necessary to solve the identified problem.
The Input is usually the independent variable of the study.
Meanwhile, the intervention or solution consists of the instruments and
analyses used to acquire the result. Lastly, the Output is the findings or
outcome of the interventions to solve the identified problem.
Example:

The input is
the independent
variable, which
includes the
sociodemographic and
food safety profile of
the respondents. The
process includes the
tools and analyses in
gathering the data,
while the output is the
outcome based on the
results of the study.

B. Independent Variable - Dependent Variable Model (IV-DV)

Example:

35
 This conceptual framework shows the independent and dependent
variables of the study. It is presumed that the more hours a student
prepares for the exam, the higher the expected academic performance
would be.

LESSON 6.2 DEFINITION OF TERMS

Defining important terms is essential to ensure a common

understanding of key concepts and terminology between the researcher
and the readers. Clearly defining the terminology will enhance readers'
understanding of important terms used in the research.

Benefits of Definition of Terms

1. It is a useful place to include technical terms in the topic of the

research questions.
2. It can clarify the definition of the term, especially if it has a different
meaning. Define the term according to how it was used in the study.
3. It makes it easier to revisit or check the meaning of a term instead
of locating it through the paper.
4. Helps to ensure that the reader can understand the technical
terminologies and jargon while reading the paper.

Guidelines in Writing the Definition of Terms

1. Write a brief introductory statement. It shortly describes the content

of the definition of terms.
2. List/write the words/terms (which are technical) that would be
included (make sure that the variables and key terms found in the
title are included).
3. The terms should be arranged alphabetically.
4. It does not have to be lengthy, be direct to the point in providing the
definition of a term.
5. Acronym/initials should be defined clearly. Complete name should
be written first, followed by the acronym/initials in open-close
parenthesis, then the definition/meaning.
6. Do not overflow with technical terms (only those relevant and
significant to the study).
7. Keep the definition brief and basic. It will be elaborated in the body
of the paper.

36
 There are two ways in defining the terms, the conceptual and
operational definitions. The conceptual definition is the meaning of the
term based on how it is defined in the dictionary or encyclopedia. On the
other hand, Operational definition is the meaning of the term based on
how it was used in the study.

Example:
Conceptual Definition:
Face to face. It is when the people involved are being close together
and looking directly at each other.
Operational Definition:
Face to face. This refers to one of the modalities used in learning
delivery in which the teacher and students should be in
the same place or setting, such as the classroom.

Directions: Answer the following briefly

1. Why is conceptual framework an important part of writing research?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. How does conceptual definition differ from the operational definition

of a term?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Why does understanding the variables used in the research

important in creating the conceptual framework?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

37
A. Directions: Identify three terms use in your study and write their
conceptual and operational definition.
Term Conceptual Definition Operational Definition

B. Create a conceptual framework for your approved research proposal.

MODULE 7

This module was designed and written with you in mind. It is here to
help you master writing the review of related literature. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is focused on reviewing related literature, its importance, how

to write it, sources, and its types.

38
After going through this module, you are expected to:

1. Identify the different types of literature review

2. Describe the structure of a literature review
3. Explain the importance of the literature review.
4. Write the literature review of the approved proposed research.

Lesson
Review of Related Literature
7
Literature refers to a collection of published works of information
or materials on a particular area of research or topics such as books,
articles, or journals of academic value. A literature review is a process
that involves identifying, locating, and analyzing documents that contain
information related to a researcher’s topic. It is a compilation of studies
associated with a specific area of research. A literature review serves
several purposes, such as preventing duplication of previous study,
providing rationale for the research hypothesis, stating the importance of
your study, an opportunity to identify any gaps that may exist in the body
of literature, and helps define and limit your problem.

Review of related literature is a compilation of studies related to

a specific area of research. It evaluates, classifies, and summarizes all the
relevant previous studies conducted on a specified topic. It is designed to
justify your research by exposing the gaps of the previous studies. It
forms a "picture" for the reader, providing support and full comprehension
of the developments in the field of study. Literature review is used as
support, evidence, and further explanation for the study.
Purpose of a literature review

1. To discover the connection of your research to the existing body of

knowledge and real-life situations.
2. To identify more theories or concepts as the foundation of your
research study and learn from them.
3. To determine the relationship of your research with previous
research studies to prevent duplication and to acknowledge other
researchers.
4. To acquire knowledge on the accuracy and significance of your
research questions.
5. To acquaint yourself with the technical terminologies relevant to
your study.
39
 6. To determine possible gaps, conflicts, and open questions left from
other research, which might help you formulate and justify your
research ideas.
7. To clarify misconceptions on previous research and help refocus,
polish, and contribute to developing the body of knowledge.

Structure of Literature Review

1. Introduction
Presents the fundamental idea of the particular study of the
literature review.

2. Main Body
Consists of an organized discussion of sources. This is where
you summarize and synthesize your literature review and reflect on
how they related to your study.

3. Conclusions/Recommendations
Emphasized what you have learned from reviewing the
literature and where your study would lead to?

Types of Literature Review

1. Context review
Primarily focused on the content or contextual aspect of
research. It is a type of review in which the researcher relates their
study to a larger body of knowledge. It presents the current
research by merging it into a broader framework and determine its
contribution and impact to the specific field of study.

2. Historical review
Specialized type of literature review in which the researcher
organizes the related researches according to the period of time it
was conducted. It focuses on probing research in a specified field
throughout a chronological order, usually starting from the oldest
period of time to the most recent studies. This type of research aims
to gain knowledge on the advancement of technology and identify
developments on certain areas, which progress through time.

3. Integrative review
Common type of literature review in which the researcher
introduces and summarizes the recent knowledge of the study. It
emphasizes the agreements and disagreements of knowledge
among various previous research. It considers reviews, critiques,

40
 and synthesizes representative literature in an integrated way to
generate a new structure and viewpoint on the topic.

4. Methodological review
Specialized literature review in which the researcher gathers
and compares and contrasts other studies to the current research.
Summarizes and evaluates the strengths and gaps in
methodological aspects of various studies and illustrates the effects
of different methodologies on different outcomes. us of as you go

5. Self-study review
Researcher demonstrates their understanding of a specific
body of knowledge. It contains proof associated with clearly stated
research questions and uses standardized methods to determine
and evaluate relevant research.

6. Theoretical review
Researcher introduces several theories or concepts that are
focused on a specific topic. It is particularly on the theories and
concepts being highlighted in other research and compared to the
current study based on its framework, hypothesis, consistency, and
justification. It aids in establishing the theories that already existed,
the relationships of theories among various studies, the degree of
its investigation, and the development of new hypotheses.

The ability to locate and select published data on a topic is a fundamental

skill in the research process. It helps in formulating and refining a
research question and planning the study. Here are some points in
selecting relevant literature review:
1. Search for relevant or related materials to the problem or topic you
are studying. Knowing the right keywords can help in conducting a
successful search.
2. Evaluate and select resources. The material should be recent,
relevant, reliable, and comes from varied sources such as books,
articles, journals, or online information. Take notes and cite all your
sources.
3. Choose studies conducted by experts in the same field of knowledge
as your study. Keep track of your sources.
4. Identify themes and gaps. Make sure to understand the connections
and relationships between the sources you have read.
5. Know when to summarize, paraphrase, or directly quote a source.

41
Directions: Answer the following briefly

1. What is the importance of the review of related literature?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Cite three important considerations in writing the review of related

literature
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Why is it necessary to conduct or write the review of related

literature?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

A. List down a reference that you may use in the conduct of

your review of related literature
B. Write down your review of related literature

QUARTER II

42
 MODULE 1

This module was designed and written with you in mind. It is here to
help you master the different quantitative research designs and sampling
techniques. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

Lesson 1.1 – Quantitative Research Designs

Lesson 1.2 – Sampling Technique

After going through this module, you are expected to:

1. Identify and describe the different types of Quantitative

Research Design
2. Identify and describe the different types of Sampling
Techniques
3. Choose the best quantitative research design and sampling
technique appropriate for the approved proposed research

Lesso QUANTITATIVE RESEARCH

n DESIGNS AND SAMPLING
1 TECHNIQUES

Research Design is important in identifying the approach to be used in

solving a particular problem. Research design is an overall strategy to
follow in a logical way to ensure that the research problem is addressed
correctly. Research design includes the description of the selection,
measurements, and analysis of the data. Quantitative Research designs
are generally grouped into experimental and non-experimental.
The sampling Technique focuses on how subjects, respondents, or
participants of the study are selected. Subjects can be individuals or
groups to which the intervention or study is tested or applied. Sampling
should be aligned to the research design chosen.

43
LESSON 1.1 QUANTITATIVE RESEARCH DESIGNS
Research design is very important in identifying the appropriate method in
gathering information and solving the problem identified. According to
William Zikmaud, the research design is a master plan specifying the
methods and procedures for collection and analyzing the needed
information. What are the different quantitative research designs? Let us
find it out.

Quantitative Research design is grouped into two: Experimental and

NonExperimental.

A. Experimental Research Design

This type of research design deals primarily with cause-and-effect
relationships in studies that involve manipulation or control of the
independent variable (cause) and measurement of the dependent
variables (effects). Aside from dependent and independent
variables, experimental research also has extraneous variables or
intervening variables that are not part of the study but may
influence the research outcome (Cristobal & Cristobal, 2017).

Experimental Research designs are of three types; Pre experimental

design, True experimental design, and Quasi-experimental
design.

1. Pre experimental research design

It is focused on studying a single group that is given
the experimental intervention.

Design Groups Actions

One-shot case Single group One group experimental
study Single intervention
One-group Single group Pretest, experimental
pretest–posttest intervention, posttest
design
Static-group Two groups One group experimental
comparison intervention, both
groups posttest

2. True Experimental research design

It is used in scientific experiments where research
subjects are randomly assigned to experimental and control
groups

44
 Design Groups Actions
Pretest– Two Both groups pretest, one
posttest groups group experimental
control were intervention, both
group randomly groups posttest
design assigned
Solomon Four One group pretest,
fourgroup groups experimental
design were intervention, posttest
randomly One group pretest and
assigned posttest
One group experimental
intervention and posttest
One group posttest only
Posttest-only Two One group experimental
control- groups intervention, posttest,
group design were One group posttest only
randomly
assigned

3. Quasi-experimental research design

Identical to true experimental design, the only
difference is subjects are not randomly selected.

Design Groups Actions

Time-series Single group Measures were taken over
experiment time, experimental
intervention, measures taken
Multiple Two groups Measures of both groups
timeseries taken over time, one group
experiment experimental intervention,
measures of both groups
taken
Nonequivalent Two groups One group pretest,
control-group experimental intervention,
design posttest, one group pretest
and posttest only
Single-subject One Record multiple observations
individual to determine baseline and
then introduce the
experimental intervention and
record multiple observations

45
[Link] - EXPERIMENTAL RESEARCH DESIGN
It uses descriptive research design wherein the primary purpose is to
observe, describe and document the phenomena as it happens and
naturally. Descriptive research designs are of three types: Survey,
Correlational, and Comparative.

1. Survey Research
It is widely used in the field of social sciences. Surveys rely on
asking people standardized questions that can be analyzed
statistically. It allows researchers to collect data from large
samples and generalize to the larger population from which
the sample was drawn.

2. Correlational Research
It is used to determine the magnitude and direction of relationships
among variables in a population. It determines if the variable
increases or decreases as another variable increases or decreases.
This design seeks to establish an association between variables. It
does not seek cause and effect relationships.

3. Comparative Research
It is used to compare and contrast representative samples
from two or more groups of subjects in relation

Let us have a drill. Determine the quantitative research design to

use on the following research titles. Explain the choice of design.

1. Senior High School Students level of Academic performance on

Modular and Online class modalities.

Quantitative research design

_____________________________________ Explanation
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Correlates of Frequency of Tardiness and Level of Support of

Parents Among Selected Senior High School Students in Navotas
City.

Quantitative research design

_____________________________________ Explanation
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

46
LESSON 1.2 SAMPLING TECHNIQUE
Sampling is the systematic process of selecting the group to be
analyzed in the study. Once a good sample is obtained, the
generalizability and applicability of the results of the study become more
valid and reliable.
Look at the illustration; how does a population, target population, and
sample differ?

Example
In a study about difficulties encountered by TVL Senior High School
students in Navotas City on Blended Learning (Online and Modular Print),
the population will be all TVL SHS students at Navotas City.
If the study focuses on specific TVL strand-like Animation, the target
population will be TVL Animation SHS students enrolled at Navotas City.
The sample population will be TVL Animation SHS students enrolled at
Tangos National High School, where the study will be conducted.

KINDS of SAMPLING
Sampling can be categorized as probability or non-probability. In
probability sampling, all population members are given a chance of being
selected as the sample. While on non-probability sampling, members of
the entire population do not have an equal chance of being selected as a
sample.

47
 [Link] SAMPLING

1. Simple Random Sampling

numbers are written on a piece of paper,

Illustration from placed inside a
bowl. The researcher may
[Link] stics/ch01/1-
[Link] pick the desired
number of samples. In the
above picture, the researcher picked 4
paper inside the bowl and determine the
student number selected.
All members of the population is given equal chances to be selected
as a sample for the study. Some examples of simple random sampling
includes, using roulette and fishbowl technique

48
 Illustration from members of group C and F.
[Link]
rnler/statistics/ch01/1 -[Link]

4. Systematic Sampling

Obtained by selecting every kth individual from the population. The

first individual selected corresponds to a random number between 1
and k.
How to do it? All members of the population should be ordered
first. Example from one to twelve. System will be start with 2 nd
member, then sample every 3rd .

Illustration from
[Link] -[Link]

49
[Link]-PROBABILITY
SAMPLING

1. Convenience Sampling

Selecting a group of individuals who

are conveniently available.
Example: After you have determined
the size of the sample of your
population of Animation TVL SHS
students, the students who are
present at the moment of research
visit will be chosen as respondents.
Illustration from [Link]

2. Quota Sampling

The number of samples is decided by the

researcher and selection is also made out of
availability of the respondent.
The respondents are grouped into strata.
Example: There are 10
groups with 10 members each,
researcher needs 3 sample on
each group, and choose the
sample based on availability.

Illustration from
[Link]

3. Purposive Sampling
Involves handpicking of
subjects. The researcher uses
his/her judgement in selecting
the subject that he/she
believes will provide data they
need.
Example: The study
involves Covid19 survivors. The
researcher uses a list of Covid

50
 19 survivors and chooses the respondents and number of samples for
the study.

Illustration from[Link]

4. Snowball Sampling
One sample leads on to more of the
same kind of sample.
Example: The study involves World
War 2 veterans, from one veteran
interviewed, the veteran will refer
another veteran and so on, until
researcher reach the needed
number of respondents for the
study.

Illustration from [Link]

A. Directions: Determine the quantitative research design to use on the

following research titles. Explain the choice of design.

1. Use of Gardening tools and types of pesticides: effects on the

amount of harvest.

Quantitative research design

__________________________________________ Explanation
____________________________________________________________________
__
____________________________________________________________________
__
____________________________________________________________________
___

2. Common Health Practices among Filipinos in Preventing Spread of

Covid19

Quantitative research design

__________________________________________ Explanation

51
 _____________________________________________________________________
___
_____________________________________________________________________
___
_____________________________________________________________________
___

B. Directions: Read the following scenario and identify the best

sampling technique use.

1. Raine is researching the Japanese Occupation Survivor. Raine is

having difficulty getting a respondent. Fortunately, his friend
referred him to his grandfather, a survivor , and eventually
referred him to his other friends.

Sampling Technique:
_______________________________________________

2. Janice is researching diabetic patients. Janice handpicked her

sample from the list of the diabetic patient at Cardinal Hospital
who has characteristics of what she needs in her research.
Sampling Technique:
______________________________________________

3. The Department of Education (DepEd) will be conducting

Random Drug Testing in all SHS students in NCR. DepEd chose
the sample by selecting one school per division.
Sampling Technique:
______________________________________________

A. From the current research problem you have proposed, what kind of
research design and sampling technique is appropriate to use?
Explain your answer.

52
Research Problem Title Proposal:
_________________________________________________________________________
__
_________________________________________________________________________
__

Research Design:
_________________________________________________________________________
__

Explanation:
_________________________________________________________________________
__
_______________________________________________________________________
____
_______________________________________________________________________
____ Sampling Technique:
_________________________________________________________________________
__

Explanation:
_________________________________________________________________________
__
_________________________________________________________________________
__
_________________________________________________________________________
__

B. Write your Research Design and Sampling Technique for your

approved research proposal.

____________________________________________________________________
____
____________________________________________________________________
____
____________________________________________________________________
____
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_

53
 MODULE 2

This module was designed and written with you in mind. It is

here to help you master identify the right research instrument to use
in collecting data by identifying its validity and reliability. The scope of
this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into two lessons, namely:

Lesson 2.1 – Research Instruments

Lesson 2.2 – Validity and Reliability of Research Instruments

After going through this module, you are expected to:

1. Identify and describe the different research instruments

2. Differentiate Validity from Reliability
3. Identify ways of determining the validity and reliability of a
research instrument.

Lesson Research Instrument:

2 Validity and Reliability

Research Instruments are tools used to collect, measure and

analyze data for a specific research study or problem. A researcher
must identify the best research instrument to collect and analyze data
to answer a particular problem. Common research instruments used
are interviews, tests, questionnaires, and checklists.
This module will identify the best research instrument to use in your
proposed research problem and determine its validity and reliability.

54
LESSON 2.1 – RESEARCH INSTRUMENTS
Choosing the right research instrument in collecting and analyzing
data requires factors to consider. The research instrument should suit
the research design and study posted.
Characteristics of a Good Research Instrument

1. It must be concise. The research instrument should be concise yet

able to collect the needed data. The length of each question should
be less than 20 words.

2. Questions must be arranged from simplest to complex.

3. Questions must be in sequence based on the research problem

posted.

4. Must be valid and reliable.

5. Must be easily tabulated and interpreted.

6. Must be free of bias.

How to develop a research instrument?

Research instrument can be of the following:

1. Adopting an Instrument
Instrument already used from previous studies.

2. Modifying an Instrument
Instruments from previous studies that have been
changed/improve to suit the study better.

3. Researcher made Instrument

Researcher creates their instrument to be used in the study.

Types of Research Instruments

1. Interview – It is an interaction where the interviewer posts

verbal questions to receive a verbal response from an
interviewee. Interview can be done in a single person (focus
interview) or with a group of people (focus group interview –

55
 composed of five to ten person). Interview can be structured or
semi-structured.
a. Structure Interview – the researcher/interviewer, has a
specific set of questions being followed.
b. Unstructured Interview – the researcher/interviewer
does not follow a sequence of questions but instead
uses free-flowing, open-ended questions.

2. Observation – Data collection with the use of the senses. It is

used to gather information such as characteristics and
conditions of individuals, verbal and non-verbal
communications, and environmental conditions. Observation
can be participant, non-participant, naturalistic, or simulation.
a. Participant Observation – the researcher joins the
group being observed. There is an interaction between
the researcher and the participants of the study.
b. Non-participant Observation – the researcher does
not participate in the activities of the group being
studied or observed.
c. Naturalistic Observation – the researcher observes
the participant of the study in their natural setting and
as situation occurs naturally.
d. Simulation – the researcher recreates a situation,
environment, or system being observed.

3. Questionnaire – It is a list of questions about a particular topic,

with spaces for the response to each question.

4. Experiment – Scientific method of collecting data wherein

participants are subject to a treatment or condition then
evaluate the results to know the effect of the treatment to the
subject.

5. Content Analysis – using several oral or written forms of

communication to find answers to the problem. Analyzing
printed materials as well as photographs, films, drawings, and
the like.

Wordings of Questions

1. Questions should be in an affirmative form rather than negative.

56
 2. Avoid uncertain questions.
Examples are those with words like many, always, usually, or the
like.

3. Avoid double negatives questions.

Example: Don’t you disagree with the proposed grading system?

4. Avoid asking two questions in one.

Example: Will you join the competition and lead your team?

Types of Questions

1. Yes or No type – Questions answerable by “yes” or “no.”

Examples:
Did SHS students attend the webinar on time? ( ) Yes ( ) No
Did you receive the allowance given by the LGU? ( ) Yes ( ) No

2. Recognition Type – Possible responses are already provided.

Participants of the study simply choose among given possible
responses.
Examples:
Specialization in TVL Gadget/s Used in Online
Learning
____ Animation _____ Cellphone
____ Cookery _____ Laptop
____ Welding _____ Desktop
____ Automotive _____ Tablet

3. Completion Type – uses open-ended questions, where

participants supply answers to a given question.
Examples:
In order to adjust in the new mode of learning, I
___________. I choose ABM as specialization because
___________________.

4. Subjective Type – Participants of the study provide opinion on a

specific question or topic.
Examples:
What can you say about the preventive measures used by the
government in combating the spread of covid19?
What do you think is the best way to prevent flooding at Navotas
City?

5. Coding Type – participants are asked to rate pertinent data

needed on the research by using numbers Examples:
On a scale of (1) to (5), how will you rate the performance of the
Department of Health in handling the covid19 pandemic?

57
 How will you rate the manager's communication skills on a scale of
(1) to (5),?

Common Scales Used in Quantitative Research

1. Likert Scale – respondents are asked to rate or rank statements

Example: Likert Scale to measure attitude towards online learning
Items SA A DA SD
I am excited in attending my online class
I find it convenient to attend my online
class
Legend: SA – Strongly Agree A – Agree
DA – Disagree SD – Strongly Disagree

2. Semantic Differential – bipolar adjectives are rated by the

respondents Example: Description of the webinar speaker.
Competent 5 4 3 2 1 Incompetent
Engaging 5 4 3 2 1 Not engaging
Pleasant 5 4 3 2 1 Unpleasant

LESSON 2.2 VALIDITY AND RELIABILITY OF RESEARCH

INSTRUMENTS
How would you know if the chose research instrument is
correct? Will the content of the research instrument be enough to
gather all necessary data for the research?
Here comes the importance of checking the validity and reliability
of the research instrument used.
VALIDITY of an instrument is characterized by being able to
measure what it needs to measure. For example, A study on students'
attitudes towards online learning, an instrument focusing on how
students view online learning is more valid than an instrument
focusing on students' online learning difficulties.

Types of Validity

1. Face Validity – Also known as “logical validity.” It is done by

looking at the “appearance” of the instrument. Includes
question spacing, font style, margin, or any factors that may
distract the respondents in answering the instrument.

2. Content Validity – It is determined if the questions/content

of the instrument measure what it needs to measure. Does it

58
 elicit the needed information to answer the research
questions or problem? Experts assess instruments in the field
of study to suggest if the instrument is valid or not.

3. Construct Validity – It is determined if the instrument

answers the theoretical design of the study.

4. Concurrent Validity – Finding a correlation between a

standardized and a new test. If the result is similar, then
there is concurrent validity on the instrument use.

5. Predictive Validity - Determines if a test or an instrument

can predict future results of similar standardized or new
tests.

RELIABILITY refers to the consistency of results. An instrument is

reliable if it provides the same results to individuals who take the test
not only once.
Reliability can be established through the following:

1. Test-retest or Stability Test is determined by high correlation

or yielding the same results when the instrument is given twice
to the respondent.

2. Internal Consistency – Tests should be consistent or

correlated with one another. If a subject got a high score on the
first items, it is assumed that the subject will also get high
scores on similar items. Internal consistency can be measured
through the split-half coefficient or KuderRichardson formula.

A. Directions: Modified True or False. Write the word TRUE if the

statement is correct. If the statement is false, change the
underlined word to make it correct.

1. Questions in a research instrument should be less than 20 words.

59
2. Likert scale is used to rank or rate a statement using words such
as Excellent, Very Good, and Good.
3. In Participant Observation, the researcher has a direct interaction
with the participants of the study.
4. The researcher may ask participants to do a role play in a
naturalistic observation.
5. Questions in a research instrument should be arranged from most
complex to simplest.

B. Directions: Analyze each question and write GOOD if the

question was written correctly and BAD if not. Indicate the reason
why the question was poorly written.
1. Which do you prefer, rainy or sunny weather? Why?
________________________________________________________________
__
2. What can you suggest as the best precautionary measure in
preventing the spread of covid19?
________________________________________________________________
__
3. Aren’t students with low academic performance be not allowed
to choose an academic track for SHS?
________________________________________________________________
__

4. Does having many friends affect millennials' self-confidence?

________________________________________________________________
__

5. On a scale of 1 – 10, 10 being the highest, how will you rate

Andy’s skill in drawing?
_____________________________________________________________

C. Directions: Write two examples for each of the types of question.

Questions should be related to your proposed study.

1. Yes or No Type
a. ________________________________________________
b. ________________________________________________
2. Recognition Type
a. ________________________________________________
b. ________________________________________________

3. Completion Type
a. ________________________________________________
b. ________________________________________________
4. Coding Type

60
 a. _________________________________________________
b. _________________________________________________
5. Subjective Type
a. _________________________________________________
b. _________________________________________________

D. Directions: Read each question and answer comprehensively as

possible.

1. Differentiate instrument validity from reliability.

___________________________________________________________________
__
___________________________________________________________________
__

2. Why is it necessary for a research instrument to become valid and

reliable?
_____________________________________________________________________
_____________________________________________________________________

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

research instrument?
_____________________________________________________________________
_____________________________________________________________________

4. Choose three examples of research instruments and describe

each.
___________________________________________________________________
__
___________________________________________________________________
__

A. Directions: Plan your research instrument and how to establish

its validity and reliability.

a. Type of Research instrument to use ______________________

b. Type of questions to use in the research instrument
_________________________________________________________
c. Number of items to use in the research instrument
_________________________________________________________
d. How to validate the research instrument
_________________________________________________________

61
 e. How to establish reliability of research instrument
_________________________________________________________

B. Directions: Once done with planning your research instrument,

start constructing your research instrument for your proposed
study.

Title of the study:

___________________________________________________________________
_
___________________________________________________________________
_ Research Problem:
___________________________________________________________________
__
___________________________________________________________________
__
___________________________________________________________________
__
___________________________________________________________________
__
Research Instrument
_________________________________________________________________
____
_________________________________________________________________
____ Research Questions:
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
__

MODULE 3

This module was designed and written with you in mind. It is here to
help you master planning and presenting research methodology. The
scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into two lessons, namely:

62
Lesson 3.1 – Planning Data Collection
Lesson 3.2 – Planning Data Analysis
Lesson 3.3 – Presenting Research Methodology

After going through this module, you are expected to:

1. Identify the steps in planning data collection

2. Determine data analysis procedure
3. Describe contents of research methodology
4. Present the research methodology

Lesso
PLANNING and PRESENTING
n
RESEARCH METHODOLOGY
3

Planning data collection is an important step in doing research or a

study. Proper planning can help the researcher to save time, money,
effort, and energy. It can also provide confidence that the data needed
in the study will be gathered properly and correctly answered the
research questions.

LESSON 3.1 – PLANNING DATA COLLECTION

The following factors should be considered in the data collection.

1. People – Identify the characteristics of the participants of the

study. Secure all necessary approval of proper authorities in
conducting the study.
2. Finances – The amount of finances to be used in a study
depends on the kind of research conducted. Plan the amount
needed to produce the research instrument, gathering the data,
including travel expenses and honoraria, and extra expenses.
3. Schedule – Proper scheduling is one key to make sure that the
research will be done at the right time. Make a schedule on
when to start the conduct of the research, dissemination, and
retrieval of the research instrument. Create a timetable for each
part of the research process.

Planning the data gathering ensures a more efficient and organized

collection of data. In planning the data collection, the researcher must
63
consider the things to do BEFORE the collection of data, what to do
DURING the collection of data, and what to do AFTER the collection of
data.
Here are some examples of things to consider in what to do before,
during, and after collecting data.

A. Before a Data Collection

- Prepare the research instrument
- Identify authorities that need to ask for approval for the
conduct of the research. Write a request/permission letter
if necessary.
- Identify the number of participants of the study and their
availability.

B. During a Data Collection

- Explain the purpose of your research on the respondents
of the study
- Make sure that the respondents understand the
instructions on the research instrument.
- Administer the research instrument objectively.

C. After a Data Collection

- Identify the statistical treatment to use in analyzing data
gathered
- Consolidate data gathered according to your research
questions
- Summarize and analyze all data gathered.

LESSON 3.2 – PLANNING DATA ANALYSIS

Data Analysis is the process of systematically applying statistical

and/or logical techniques to describe and illustrate, condense and
recap, and evaluate data.

According to Shepard (2002), Improper statistical analyses distort

scientific findings, mislead casual readers, and negatively influence
the public perception of research. Indeed, data needs to be analyzed
correctly to provide relevant and correct results.

64
 Considerations in analyzing data

1. Having the necessary skills to analyze

2. Concurrently selecting data collection methods and appropriate
analysis
3. Drawing unbiased inference
4. Following acceptable norms for disciplines
5. Manner of presenting data
6. Reliability and Validity
7. Determining statistical significance
8. Data recording method

Steps in Quantitative Data Analysis

1. Preparing the data – preparing quantitative data can be done in

two ways: coding system or data tabulation.
a. Coding system – In analyzing data, the researcher must

Variable: Variable: Code

Sex SHS Track
Male Academic 1
Female TVL 2
Sports 3
Arts and Design 4
quantify or change the verbally expressed data into
numerical data. Examples:

By coding each item with a certain number in a data set, the researcher
will be able to add the points or values of the respondent's answers to a
particular interview question or questionnaire item.

b. Data Tabulation is a systematic and logical presentation of

numeric data in rows and columns to facilitate comparison
and statistical analysis. Examples:
Variables Data
Gender Male: 15 (42.86%)
Female: 20
(57.14%)

65
 SHS Track Academic 14
(40.00%)
TVL 15 (57.14%)
Sports 4 (11.43%)
Arts and Design 2 (5.71%)
2. Analyzing the Data- It is important to identify the statistical test
appropriate for your study in planning your data analysis.
Statistical Treatment is a logical way to analyze quantitative
data.

Statistics is a study focus on the collection, presentation,

analysis, and interpretation of numerical data. Statistics is used
in analyzing quantitative research data. The researcher must
decide which statistics are applicable to the study conducted
and whether to use Descriptive or Inferential statistics.

a. Descriptive Statistics
-It provides a summary of the ordered or sequenced data from
the research sample. It is used in tabulating and describing
the collected data.
- It uses frequency distribution, the measure of central
tendencies (mean, median, mode), and standard deviation,
proportion, and percent in analyzing data
Example:
Question: What is the chosen track of Grade 10-Emerald at TNHS
Track Code Frequency Percent
Distribution Distribution
Academic 1 14 40.00%
TVL 2 15 57.14%
Sports 3 4 11.43%
Arts and 4 2 5.71%
Design

b. Inferential Statistics
- It is used in finding predictions; testing hypotheses; and finding
interpretations, generalizations, and conclusions.
- It uses Parametric Test (T-test, Z-test, F-test, Pearson
productmoment coefficient of correlation, Simple linear
regression analysis, Multiple regression analysis) or Non-
parametric Test (Chi-square test, Spearman’s Rank order
correlation coefficient) in analyzing data

66
LESSON 3.3 – PRESENTING RESEARCH METHODOLOGY

The following are the contents of the research methodology and

should be written in paragraph format.

Research Design
Research Population and Sample
Sampling Procedure
Research Instruments
Validity and Reliability of Instruments Research Intervention (if
applicable)
Data Collection Procedure
Data Analysis

I. Directions: Choose the statistical tool to use in the following

problem statements and write your justification for choosing
the tool.

1. What is the demographic profile of SHS students in terms

of
(a) age, (b) track (c) grade 10 average
Statistical Tool: ___________________________________
Justification: ______________________________________

2. What is the level of performance of SHS students in their

summative examination?
Statistical tool: ___________________________________
Justification: _____________________________________

3. How significantly different is the performance of Grp 1

compared to that of Grp 2?
Statistical tool: __________________________________
Justification: ____________________________________

II. Directions: Identify if the description is to be done BEFORE,

DURING, or AFTER in planning for data collection. Write the
word BEFORE, DURING, or AFTER.

______ 1. Make sure that the respondents understand the

instructions on the research instrument.

______ 2. Prepare the research instrument

67
 ______ 3. Identify the statistical treatment to use in
analyzing data gathered.
______ 4. Administer the research instrument objectively.
______ 5. Identify the number of participants of the study and
their availability.

I. Directions: Plan your data Gathering Procedure

List the steps that you are going to follow in gathering data on
your proposed research. Enumerate and describe the
procedure before, during, and after the data gathering.

Before
__________________________________________________________________
__
__________________________________________________________________
__
__________________________________________________________________
__
__________________________________________________________________
__

During
__________________________________________________________________
__
__________________________________________________________________
__
__________________________________________________________________
__
__________________________________________________________________
__

After
__________________________________________________________________
__
____________________________________________________________________
____________________________________________________________________
__________________________________________________________________
__

68
II. Directions: Reflection: Explain this quote and relate in doing
research,
“Proper planning with action will lead to Success.”
______________________________________________________________
__
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________________
__

MODULE 4

This module will help you understand the concepts and underlying
principles of collecting data using appropriate instruments in practical
research 2. Likewise, you will independently and accurately collect
data using a suitable instrument.
The module is focused on:
• Collects data using appropriate instrument
1. Determine the different steps in making research
instrument, 2. Constructs an instrument and establishes its
validity and reliability
3. Collects data using appropriate research instruments.

Lesso
Collects Data Using
n
Appropriate Instrument
4
In contrast to qualitative data, quantitative data is everything
about figures and numbers. Researchers often rely on quantitative
data when they intend to quantify attributes, attitudes, behaviors, and

69
other defined variables with a motive to either back or oppose the
hypothesis of a specific phenomenon by contextualizing the data
obtained via surveying or interviewing the study sample.
As a researcher, you do have the option to opt either for data
collection online or use traditional data collection methods via
appropriate research. However, you will need computational,
statistical, and mathematical tools to derive results from the collected
quantitative data.

RESEARCH INSTRUMENTATION
A research instrument is a measuring device. In conducting a
study, a research instrument may be used to gather data of the study.
Recall that a research variable is an object, event, idea, feeling, time,
period, or any other type of category which can be measured. Hence,
an instrument is used to measure a specific variable. If your variable
refers to the duration of time, then your instrument is a clock. And if
your variable refers to a person's height, then your instrument is a
measuring tape. This concept is similar to more abstract variables
such as personality, preference, and perception. If your variables refer
to these types of variables, then your instrument is a questionnaire to
measure them. Steps in Making a Research Instrument There are
times that there is no available instrument to measure your variable.
Thus, you need to make your own.
Here are the steps in making a research instrument.
1. To gather indicators from the related literature or experts.
Remember that each item of an instrument must be based on a
valid source. Formulating questions only depending on personal
experience will give you items that may not be applicable to
your respondents since personal experience is not absolute.
2. To make instrument items from the indicators, you gathered.
Formulate your items in question form or statement form
depending on the format of your instrument. Relate your items
to your expected respondents. Though your research paper
must be written in the third person, it is suggested to write your
instrument in the first person, especially if you ask for their
preference or perception.
3. To decide on the type of responses you want. This material will
only discuss closed-ended items since this type is suggested for
quantitative research. These types of items have limited
responses that are predetermined.
4. To write the instructions for your instrument above the items. It
is suggested to include the purpose of the instrument.

70
Here are the number of common data-collecting instruments are used
in construction research:

• Questionnaires are a tool designed for collecting quantitative

data and are widely used in construction research as it is a good
instrument for collecting standardized data and making
generalizations. Questionnaires can provide quick responses, but
adequate care must be taken when developing questionnaires to
ensure you don’t influence the response you receive. The design
of your questionnaire should reflect your research aims and
objectives.
• Interviews - are a tool mainly for collecting qualitative data and
are popular as a data-collection tool because of their flexibility.
• Observations - is a systematic data-collecting technique that
involves watching individuals in their natural environment or a
naturally occurring situation.
• Laboratory experiments are conducted under highly controlled
conditions (not necessarily a laboratory), where accurate
measurements are possible. The researcher decides where the
experiment will take place, at what time, with which
participants, in what circumstances, and using a standardized
procedure.
• Quasi-experiment - is an empirical interventional study used
to estimate the causal impact of an intervention on a target
population without random assignment. With random
assignment, study participants have the same chance of being
assigned to the intervention group or the comparison group.
• Scales of Measurement – it has specific properties that
determine the various use of statistical analysis.

Directions: Match Column A to B.

COLUMN A COLUMN B
____ 1. Laboratory experiment A. is an empirical intervention
study used to estimate the
causal impact on target
population without random
assignment.
71
 ____ 2. Questionnaires B. it has specific properties that
determine the various use of
statistical analysis.
_____3. Quasi-experiment C. is an experiment conducted
under highly controlled
conditions.
____ 4. Observation D. reflect your research
aims and objectives.
____5. Scales of Measurement E. is a systematic data-
collecting
technique that involves
watching
individuals in their
natural environment or in a
naturally occurring
situation.

Activity:

1. Securing Permission for Data Collection

a. Each group will write a letter of request for data gathering
addressed to the Senior High Practical Research Teacher.
b. The teacher will sign the request letter once their chapter 3 and
their research instrument are approved.
2. The group will perform any of the four probabilistic sampling
procedures to identify their respondents.
3. Once the SHS Practical Research Teacher signed their request
letter to gather data, the group needs to seek permission from
the students and their respective teachers that might be
affected by their data gathering procedure.
4. The students will collect data concerning the procedures stated
in their chapter 3. The students will be given five school days to
gather all the data they need for their research.

MODULE 5

There is a wide variety of premium or free graphing

software tools in our high-tech era that allow you to create
amazing graphs and charts in minutes. They are
interested in visual-appealing and easy to understand. Let

72
 us see how well you can interpret the data collection with
the use of tabular and graphical forms. You must imagine
and see on how the given object looks like in a 3D form.
This module focused on:
• Presents and interprets data in tabular or graphical forms
1. Determine the difference between the tabular and
graphical presentation of data collection.
2. Interpret data collection used tabular and or graphical
forms

Lesso
Tabular and Graphical
n
Presentation of Data Collection
5
Descriptive statistics involves arranging, summarizing, and
presenting a set of data in such a way that useful information is
produced.
It uses graphical techniques and numerical descriptive measures (such
as averages) to summarize and present the data. The graphical and
tabular methods presented here apply to both entire populations and
samples drawn from populations.

A. Tabular Presentation of Data- Tables presents clear and

organized data. A table must be clear and simple but complete. A
good table should include the following parts. Table number and title –
these are placed above the table. The title is usually written right after
the table number. Caption subhead – this refers to columns and rows.
Body –it contains all the data under each subhead. Source- it indicates
if the data is secondary and should be acknowledged.
Example: The following table shows the result of the summative
test of the Grade 12 students in Tangos National High School SY
2018-2019
Pass Percentage of Grade 12 SY 2018-2019

Number of Pass Percentage

Students

Amorsolo 40 34 85.00

73
 Nakpil 29 24 82.76

Luna 28 17 60.71

Hidalgo 32 28 87.50

Francisco 30 23 76.67

C. Graphical Method of Presenting the Data A graph or chart

portrays the visual presentation of data using symbols such as
lines, dots, bars, or slices. It depicts the trend of a certain set of
measurements or shows a comparison between two or more
sets of data or quantities.

1. Line graph A line graph is a graphical presentation of data that

shows a continuous change or trend. It may show an ascending or
descending trend.

Example: How sales vary within one year.

2. Bar Graph - A bar graph uses bars to compare categories of data. It

may be drawn vertically or horizontally. A vertical bar graph is best
to use when comparing means or percentages between distinct
categories. The categories are measured independently and
compared with one another.

Below, you can see an example of a bar graph which is the most widespread
visual for presenting statistical data.

74
Directions: Study the data collection below and interpret the used graphical
or tabular form. Use the appropriate technical tools and materials in doing
this activity. Do it on a separate sheet. (10 pts.)
1. Let say; we have student’s placement in the different area of
specialization. For Accounting, we have a frequency of 73 and a
relative frequency of 28.9%, in Finance we have 52 and 20.6%, in
Management, we have 36 and 14.2%, in Marketing we have 62 and
25.3%, and others we have 28 and 11.1%. How can you present the
data in the following forms:
a. Tabular form
b. Graphical form

1. In the following sheet, list all the names of your family members.
Tell everyone in the family members to rank the four fruits:
Watermelon, banana, pineapple, mango according to their order
preference (1)Most preferred, & (4) least preferred.

Family members Water Banana Mango Pineapple

melon

75
 2. Complete the table below showing the frequency of each rating

3. Construct a dot plot of the fruits that receive a rating of 1. Which

fruit would be rated the group favorite based on this graph?

___________________________________________________________
Watermelon Banana Mango Pineapple

4. Construct a dot plot of the fruits that receive a rating of 1. Which

fruit would be rated the group's least favorite based on this graph?

___________________________________________________________
Watermelon Banana Mango Pineapple

5. Find the sum of the scores of the rankings. Which fruit would
represent the class favorite based on the sum of the scores?

Which fruit would represent the least favorite based on the sum of the
scores?
6. Find the percentage of each type of fruit.
Which fruit would be the favorite if the percentage is used, to make
the decision.
76
 Which fruit would be the least favorite if the percentage is
used, to make your decisions.
7. Draw a bar graph of the percentage distribution per fruit.
Which fruit do you think would represent the favorite of your family,
and use the bar graphs

MODULE 6

This module will help you understand the concepts and underlying
principles of collecting data using appropriate instruments in practical
research 2. Likewise, you will independently and accurately, collecting
data using the appropriate instrument.

The module is focused on:

• Uses statistical techniques to analyze data – study of differences and

relationships limited for bivariate analysis

After going through this module, you are expected to:

1. identify the different techniques to be used in presenting the
data
2. perform the statistical treatment to analyze and interpret the
data they gathered

Lesso
Use Statistical Techniques to
n
Analyze Data
6
Statistics is a science that involves data collection, data
interpretation, and finally, data validation. Statistical data analysis is a
procedure of performing various statistical operations. It is a kind of
quantitative research that seeks to quantify the data and typically
applies some form of statistical analysis. Quantitative data involves
descriptive data, such as survey data and observational data.
Bivariate analysis is a statistical method that helps you study
relationships (correlation) between data sets. Many businesses,
77
 marketing, and social science questions and problems could be solved
using bivariate data sets.

The 5 methods for performing statistical analysis

1. Mean. The first method that is used to perform the statistical

analysis is mean, which is more commonly referred to as the
average.

When this method is used, it allows for determining the overall trend
of a data set and the ability to obtain a fast and concise view of the
data. Users of this method also benefit from simplistic and quick
calculation.
The statistical mean is coming up with the central point of the data
that is being processed. The result is referred to as the mean of the
data provided. In real life, people typically use mean in regards to
research, academics, and sports. Think of how many times a player’s
batting average is discussed in baseball; that is their mean.

How to find the mean

To find the mean of your data, you would first add the numbers
together and then divide the sum by how many numbers are within
the dataset or list. For example, to find the mean of 6, 18, and 24, you
would first add them together.

6+18+24=48

Then, divide by how many numbers are in the list (3).

48/3=16

The mean is 16.

2. Standard deviation is a method of statistical analysis that measures the

spread of data around the mean.
When you are dealing with a high standard deviation, this points
to data that is spread widely from the mean. Similarly, a low
deviation shows that most data is in line with the mean and can
also be called the expected value of a set.

How to find the standard deviation

The formula to calculate the standard deviation is:

78
σ2 = Σ(x −
μ)2/n In this
formula:
• The symbol for standard deviation is σ
• Σ stands for the sum of the data
• x stands for the value of the dataset
• μ stands for the mean of the data
• σ2 stands for the variance
• n stands for the number of data points in the population

To find the standard deviation:

1. Find the mean of the numbers within the data set

2. For each number within the data set, subtract the mean and
square the result (which is this part of the formula (x − μ)2).
3. Find the mean of those squared differences
4. Take the square root of the final answer

If you used the same three numbers in our mean example, 6, 18, and
24, the standard deviation, or σ, would be 7.48

3. Regression. When it comes to statistics, regression is the

relationship between a dependent variable (the data you’re
looking to measure) and an independent variable (the data used
to predict the dependent variable).

Regression formula
The regression formula that is used to see how data could look in the
future is:
Y = a + b(x)
In this formula:
• A refers to the y-intercept, the value of y when x = 0
• X is the dependent variable
• Y is the independent variable
• B refers to the slope, or rise over run

4. Hypothesis testing. In statistical analysis, hypothesis testing,

also known as “T Testing”, is a key to testing the two sets of
random variables within the data set.

As an example, you may assume that the longer it takes to develop a

product, the more successful it will be, resulting in higher sales than
ever before. Before implementing longer work hours to develop a
product, hypothesis testing ensures there is an actual connection
between the two.

79
Hypothesis testing formula

A statistical hypothesis test results need to be interpreted to make a

specific claim, which is referred to as the p-value.

Let us say what you are looking to determine has a 50% chance of being
correct.

The formula for this hypothesis test is:

H0: P = 0.5

H1: P ≠ 0.5

5. Sample size determination. When it comes to analyzing data for

statistical analysis, sometimes the dataset is simply too large,
making it difficult to collect accurate data for each element of
the dataset. When this is the case, most go the route of
analyzing a sample size, or smaller size, of data, which is called
sample size determination.

Finding a sample size

Unlike the other four statistical analysis methods, there is no hard-and-

fast formula to find the sample size.

However, there are some general tips to keep in mind when determining
a sample size:

1. When considering a smaller sample size, conduct a census

2. Use a sample size from a study that is similar to your own. For
this, you may want to consider taking a look at academic
databases to search for a similar study
3. If you are conducting a generic study, there may be a table that
already exists that you can use to your advantage
4. Use a sample size calculator
5. Just because there is not one specific formula does not mean you
will not be able to find a formula that works. There are many you
could use, and it depends on what you know or do not know about
the purposed sample. Some that you may consider using are
Slovin’s formula and Cochran’s formula

80
Activity 1 Read the following statement carefully. Write T if it is CORRECT
and F if it is INCORRECT.

_____1. In determining sample size, considering a smaller sample size,

conduct a census.
____ 2. In statistical analysis, hypothesis testing is also known as “N
Testing.” which are key to testing the two sets of random
variables within the data set.
_____3. When it comes to statistics, regression is the relationship
between two dependent variables.
_____4. When dealing with a high standard deviation, this points to
data that is spread widely from the mean.
_____5. To find the mean of your data, you would first add the
numbers together and then divide the sum by how
many are within the dataset or list.

MODULE 7

This module will help you understand how to draw conclusions and
formulates recommendations in practical research 2. Likewise, you will
independently and accurately conclude and develop
recommendations.

81
The module is focused on:

✓ Draws conclusions from research findings .

After going through this module, you are expected to:
1. define the reading skill 'drawing conclusions.'
2. explain the 5 steps needed to draw conclusions
3. practice and apply drawing conclusions with familiar text

Lesso Draw Conclusion from

n Research
7 Findings

Drawing valid conclusions involve carefully collecting and

reviewing evidence and making judgments that will withstand
scrutiny. As a writer, you are presenting your conclusions for others to
review, so you must be convincing based on the evidence you present
in your paper. Drawing conclusions is using implied or inferred
information to make meaning out of what is not clearly stated. Writers
give readers hints or clues that help them read between the lines
since not everything is explicitly stated or spelled out all the time.

When writing your conclusion, you can consider the steps below to
help you get started:
1. Restate your research topic. Your first step when writing your
conclusion should be to restate your research topic. Typically, one
sentence can be enough to restate the topic clearly, and you will want
to explain why your topic is important. This part of your conclusion
should be clear and concise and state only the most important
information. Here is an example: "The increase in water pollution since
2010 has contributed to the decrease in aquatic wildlife as well as the
increase in unsafe drinking water.
2. Restate the thesis. You can do this by revising the original
thesis that you presented in the introduction of your paper. The thesis
82
statement in your conclusion should be worded differently than what
you wrote in your introduction. This element can also be effectively
written in one sentence. Here is an example: "Clean water is
imperative to maintaining ecological balance and protecting the
public's health."
3. Summarize the main points. Reading through your paper a
second time is helpful to pick out only the most relevant facts and
arguments. You should not need to include any more information than
the main arguments or facts that you presented in your paper. The
purpose of summarizing the key points is to remind the reader of the
importance of the research topic. Here's an example to help illustrate
how to do this: "With the increase in sugar farming, more and more
pollutants are entering our freshwater supplies. This increase in
pollution has contributed to massive decreases in marine life, fish die-
off, increased respiratory illness in neighborhood populations and has
contributed to the shortage of clean drinking water."
4. State the significance of the results. After discussing the
main points of your argument, you can present the significance of
these points. For instance, after stating the main points you made in
your argument, you might discuss how the impacts of your topic affect
a specific outcome. Likewise, you might present the results of studies
or other findings that can help add emphasis to how you present the
significance of your information. Here is an example: "Ecologists and
marine biologists are continuing to measure the water quality, and
researchers are continuing to find ways to combat the pollution run-off
from commercial farms. In the future, the EPA hopes this research will
lead to a decrease in the pollutant concentration in our freshwater
systems."
5. Conclude your thoughts. As you finish your conclusion, you
might create a call to action or pose an idea that gets your readers
thinking further about your argument. You might also use this
sentence to address any questions that were left unanswered in the
body paragraphs of your paper. Here is an example: "If we cannot
combat the ill effects that commercial farming has on our clean water,
our freshwater ecosystems and drinking water supplies will surely
diminish. More research and innovation are needed to maintain our
clean water while still supporting the agricultural needs of our
economy."
Tips for writing your conclusion Here are some helpful tips to keep in
mind when you write your research paper conclusion:
●Keep your thesis, main points, and summarizing facts clear and
concise.
●Avoid beginning your conclusion with statements like "in conclusion"
or "in summary", as these basic statements can come across as
redundant.

83
●If you get overwhelmed, try sticking to a basic summarizing format
for your conclusion.
●Synthesize your information by providing questions and answers,
results, suggestions, or resolutions to your arguments.
●Include only the most relevant points and arguments you presented
in your paper.
●Avoid repeating information that you have already discussed .

What Conclusion Can You Make?

In the previous lesson, you learned about data presented in tabular or
graphical form. Now, this time, how can you finalize your result.

Directions: Answer each question and explain your answer.

1. The horse reared up on its hind legs, pawing the air and neighing loudly.
What conclusion can you draw from the sentence above? A. The horse was
white. B. The horse was excited. C. The horse was sleepy. D. The horse was
calm
________________________________________________________________________________
__
________________________________________________________________________________
__
________________________________________________________________________________
__

2. As his mother honked the horn outside, Tom ran down the stairs, buttoning
his shirt. What conclusion can you draw from the sentence above? A. Tom
liked to run.
B. Tom was hungry. C. Tom was hurrying. D. It was raining
________________________________________________________________________________
__
_____________________________________________________________________________
_____
_____________________________________________________________________________
_____ 3. The line of voters at the voting place grew larger, but no one wanted
to leave, although the wait would be very long. What conclusion can you
draw from the sentence above? A. The voters were interested in the
election. B. The election workers were gone. C. There was going to be a riot.
D. The voters were being paid.
_____________________________________________________________________________
_____
________________________________________________________________________________
__

84
_____________________________________________________________________________
_____ 4. As she sat on the front porch, Lulu wiped the sweat from her face
and took another drink of water. What conclusion can you draw from the
sentence above? A. It was cold. B. Lulu lives in Mt. Province. C. A storm was
coming. D. It was hot.
_____________________________________________________________________________
_____
________________________________________________________________________________
__
________________________________________________________________________________

Writing conclusions in your research paper can be important to

remind your readers of your argument's strength and impact.
Concluding statements in your paper can also help to refocus the
reader's attention to the most important points and supporting
evidence of your arguments or position that you presented in your
research. Conclusions can also serve as a basis for continuing
research, creating new ideas to resolve an issue you highlighted in
your paper, or offering new approaches to a topic.
Directions: Let say you are going to write your conclusion in your
research.
What are the 5 steps in writing the conclusion? Arrange the steps from
1 to 5. Use another sheet of paper. (10 points)

85
MODULE 8

86
This module will help you understand the concepts on how to draw
conclusions and formulates recommendations in practical research 2.
Likewise, you will independently and accurately formulate
recommendations.
The module is focused on:

✓ Formulates recommendations
After going through this module, you are expected to:
1. explain the different steps in formulating recommendations,
2. make recommendations from conclusions.

Lesso
n Formulates Recommendations
8

Recommendations typically play a vital portion in a research

study. Formulating recommendations is easy, provided the findings
and conclusions are fully explained and completed. Recommendations
are based on the findings of the study. They should not be based on
your beliefs or biases. They should not be too broad to lose their
relevance to the exact topic of your research study. The
recommendations that you introduce in your research paper are
essential to your plans to move your field of study forward.
Recommendations are added suggestions that you want people to
follow when performing future studies. These are based on what you
have found in doing at some point in the future.

As you write these recommendations, you will have to look at

what you have gotten out of your paper while also thinking about any
possible ideas you might have for later research studies. This can help
produce a strong paper that will inspire people to think differently

87
about whatever you have written and could especially inspire new
research to come about over time.
What Can Be Done?
When writing your recommendations, you can talk about the
steps that should be followed in future studies. These include
measures that are needed to implement particular policies or actions
that you want to follow. Any resources that would be required in the
process should be explained as well. You must be specific when
talking about what you might be interested in doing in the future to
make any potential studies stand out and work in your favor.
Explain the Benefits
You can always mention the benefits of further studies in your
field. Talk about how future studies could be used to correct problems
with the current research you have completed. You can also explain a
need to fill in certain gaps that you might not be able to get covered
right now for any reason. You can always use a timeline to help
readers understand when potential developments could come about
over time. How
Feasible Is a Study?
Next, you should talk about how feasible certain points in your
study might be. This includes understanding whether certain ideas
should be explored in further detail later on. This works well if you are
trying to talk about certain points that might be worthwhile. You could
even talk about potential new developments in your field and whether
your study is relevant to them or if additional developments have
been incorporated into your work. What Is Additional Research
Needed?
There are oftentimes when added research would be required to
make it easier for a study to go forward. Your research plans could
include an analysis of the methods of study that could work in the
future and what points about a topic could be reviewed in such
studies. The recommendations that are incorporated into your paper
can certainly be important to your work. Be certain when writing your
paper that you have clear recommendations that are easy to follow
and can be utilized right, and are not overly complicated or tough to
use in some way.

Characteristics of Recommendations
Relevance to the study. It should be related to your study.
Logical Reasoning. It should be well thought with valid reasons.
Feasibility and attainability. It is practical, workable, and achievable.
Purposes of Recommendations

88
1. Policy recommendations. Example: Teachers should be encouraged
to conduct research work and collaborate with other teachers in the
preparation of modules, guides, and other instructional materials.
2. Recommendations for Future Research directions. Example: More
research on the effects of playing computer games must be conducted
in the future.
3. Recommendations to some problems discovered in the research
study. Example: Hire more qualified teachers in the subject of Science
and Technology.
4. Recommendations for improvement or change.
5. There may also be recommendations for the continuance of the good
practice.
How to write recommendations:
1. Brief – write concisely; any reason for a recommendation should only
be given if necessary.
2. Clear – do not be ambiguous as to how the suggestion should be
implemented.
3. Precise – vague recommendations usually result from insufficient
research or analysis.

How to Formulate Recommendation from Conclusion

Directions: Study the finding and conclusions, write the
recommendations based on the findings and conclusions. Use the
appropriate technical tools and materials in doing this activity. Do it on
a separate sheet. (10 pts.)
1. Conclusion: "Clean water is imperative to maintaining ecological balance
and protecting the public's health. The increase in water pollution since 2010
has contributed to the decrease in aquatic wildlife and the increase in unsafe
drinking water. With the growth of sugar farming, more and more pollutants
are entering our freshwater supplies. This increase in pollution has
contributed to massive decreases in marine life, fish die-off, increased
respiratory illness in neighborhood populations, and the shortage of clean
drinking water.
Recommendations:
________________________________________________________________________________
__
________________________________________________________________________________
__

89
________________________________________________________________________________
__
________________________________________________________________________________
__
_____________________________________________________________________________
_
________________________________________________________________
________________________________________________________________
2. Conclusion: Ecologists and marine biologists are continuing to
measure the water quality, and researchers are continuing to find
ways to combat the pollution runoff from commercial farms. The EPA
hopes this research will lead to a decrease in the pollutant
concentration in our freshwater systems in the future. If we cannot
combat the ill effects that commercial farming has on our clean water,
our freshwater ecosystems and drinking water supplies will surely
diminish. More research and innovation are needed to maintain our
clean water while still supporting the agricultural needs of our
economy."
Recommendations:
_________________________________________________________________________
__
_________________________________________________________________________
__
_______________________________________________________________________
____
_______________________________________________________________________
____
_______________________________________________________________________
____
_________________________________________________________________________
__
_________________________________________________________________________
__

90
 FORMULATES RECOMMENDATIONS
Directions: Choose your answer that can be found inside the box that
is appropriate to the suggestions needed in formulating
recommendations. Write only the number of the egg. Use a separate
sheet of paper. (10 points)

1. Talk about how future studies could be used to correct problems

with the current research you have completed.
2. Talk about potential new developments in your field and whether
your study is relevant to them or if additional developments have been
incorporated into your work.
3. Your research plans could include an analysis of the study methods
that could work in the future and what points about a topic could be
reviewed in such studies.
4. These include steps needed to implement specific policies or actions
that you want to follow.

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Directions: Read each statement carefully. Choose and write only the
letter of the correct answer.
Quarter I
1. Joseph wants to know the magnitude and direction of the
relationship between variables in his research. What type of
design should he use?
A. Correlational design C. Survey design
B. Comparative design D. Time series design
2. Carla wants to know the effects of changing the temperature of
the water on the growth of tilapia. What type of Experimental
Research should she use?
A. True Experimental Research C. Quasi-Experimental Research
B. Pre-Experimental Research D. Either A or C
3. Which of the following is NOT good characteristic of research title?
A. Describes the content of the study.
B. Catch the reader’s attention and interest.
C. Distinguish the paper from others on a similar topic.
D. Consists of long and ambiguous words to impress readers.
4. Which of the following definitions allows the researchers to
describe in a specific way what they mean when they use a
certain term?
A. Conceptual C. Operational
B. Reliable D. Validity
5. Joy is writing the boundaries of the study with respect to the major
variable of the study including the coverage of her research.
Which part of the research paper is she writing?
A. Scope and Delimitation C. Statement of the
Problem
B. Significance of the Study D. Introduction
6. What type of data preparation technique is shown on the table
below?
Variable: TVL Strand Code
Hairdressing 1
Bread and Pastry 2
Animation 3
A. Data Tabulation
B. Statistical Description
C. Coding system
D. Combination of A and C
7. Which component of Research Methodology describes whether the
researcher will use observation, survey, experiment, or interview
in collecting data?

92
 A. Sampling Technique
B. Research Instrument
C. Research Design
D. Data Collection Procedure
8. Isaac needs to find the demographic profile of the respondents in
terms of religion. Which statistical tool should he use?
A. Frequency
B. Percentage
C. Ratio and Proportion
D. Measure of Central Tendencies
9. Which component of Research Methodology describes the process
of selecting the respondents/participants of the study?
A. Sampling Technique C. Research Instrument B.
Research Design D. Data Collection Procedure
10. How does validity differ from reliability?
A. Validity is the consistency of results, while reliability is the
ability of an instrument to measure what it intends to measure.
B. Validity is the ability of an instrument to measure what it
intends to measure, while reliability is the consistency of
results.
C. Validity measures the extent of the number of questions given
in a research instrument, while reliability is the accuracy of
questions given.
D. Validity is relay on the result of the given instrument.

Quarter II

11. “Doesn’t SHS students be not given choice of college course

related to their SHS specialization?”. Why does the question to be
considered poorly written?
A. Double negative C. Double barreled
B. Ambiguous words D. Too long
12. Why does “Will you join the election and run as president?”
considered a poorly constructed question?
A. It has a double negative. C. It has an
ambiguous word.
B. It is double-barreled. D. It is not clear.
13. Anne wants to study how people feel after watching the newest
animated movie. She asks each person coming out of the theater
to fill out a form, rating the different emotions on a scale of 1 to
3. What type of data collection instrument did Anne use?
A. Observation C. Survey
B. Interview D. Focus group discussion
14. How does Quasi-experimental research differ from True
experimental research?

93
 A. It differs in the manner of participants selection.
B. It differs on the number of required participants in
research.
C. It differs in the procedure to follow in conducting the
research.
D. Both A and B
15. Joseph wants to know the magnitude and direction of the
relationship between variables in his research. What type of
design should he use?
A. Correlational design C. Survey design
B. Comparative design D. Time series design
16. Joy arranged the population into 10 groups with 30 members
each and randomly picked the fourth group. Joy used all the
members of group 4 as her sample. What type of sampling
technique was used?
A. Simple Random Sampling C. Stratified Sampling
B. Cluster Sampling D. Systematic Sampling
17. Raine wants to research his classmate's opinions in choosing a
smartphone. What type of research design should she use?
A. Correlational design C. Survey design
B. Comparative design D. Time series design
18. In a research title: Utilization of social media on the language
proficiency of Grade 12 students at Navotas City, which is the
extraneous variable?
A. Language Proficiency C. Students Behavior B.
Grade 12 students D. Utilization of Social Media 19.
Which variable category does SHS track and strands belong? A.
Ordinal – Polychotomous C. Nominal – Polychotomous
B. Ordinal – Dichotomous D. Nominal – Dichotomous
20. In a research title: Utilization of social media on the language
proficiency of Grade 12 students at Navotas City, which is the
independent variable?
A. Language Proficiency C. Students Behavior
B. Grade 12 students D. Utilization of Social
Media

94
References
Agacite, M. V. (n.d.). Chapter 1 Lesson 1 Characteristics, Strengths, Weaknesses, Kinds of
Qu antitative Research [White paper]. [Link]. Retrieved September 2,
2021, from [Link]
Chapter_1_Lesson_1_Characteristics_Stren
gths_Weaknesses_Kinds_of_Quantitative_Research
EN. (2018, May 27). Experimental Research Design [White paper]. [Link]. Retrieved
Sep tember 2, 2021, from [Link]
Chapter 10 Experimental Research. (n.d.). [Link]. Retrieved
September 2, 2021, from [Link]
research-methods/ch apter/chapter-10-experimental-research/
Sacramento State. (2020, August 24). Research Methods Simplified. [Link].
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res
Published_Study-Material-Examples [PowerPoint slides]. (n.d.). [Link]. Retrieved
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[Link]
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[Link]
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Responsible Conduct in Data Management – Data Analysis
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Chapter 1 Lesson 1 Characteristics, Strengths, Weaknesses, Kinds of Quantitative
Research.
(2020, November 27). Retrieved from [Link]:
[Link]
_Strengths_Weaknesses_Kinds_of_Quantitative_Research Section 1.4: Other
Effective Sampling Methods. (2020, November 27). Retrieved from Chapter
1:
[Link]
Baraceros, Esther L. (2016) Practical Research 2. Rex Publishing
Cristobal A.P. and Cristobal MC (2017). Practical Research for Senior High School. C&E
Publishing Inc.
Glen, Stephanie. “Target population: Definition, examples” From [Link].
[Link]
Leavy, Patricia. (2017) Quantitative, Qualitative, Mixed Methods, arts-Based, and
Community-Based Participatory Research Approaches. The Guilford Press New
York, London

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For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: [Link]@[Link]