Practical Research 2 Grade 12- Week 4

2nd Quarter – Module 4:

Understanding Data and Ways to Systematically Collect Data

Lesson 7 Presents Written Research Methodology

What’s In
Write true if the statement is correct and write false if the statement is incorrect.
_________1. The purpose of analyzing data is to obtain usable and useful information.
_________2. The analysis, irrespective of whether the data is qualitative or quantitative, may only describe and summarize the
data.
_________3. Data analysis includes techniques like looking for patterns, themes, statistics, identifying key events, and making
visual representations.
_________4. Interpretation is the process of attaching meaning to the data.
_________5. Data analysis is the process of bringing order, structure, and meaning to the mass of collected data.

What’s New
Enumerated on the first column are the components of your research methodology; the second column is the key item
used in the component and the last column is the reason for the key item. Complete the table of your research methodology by
writing the necessary information for each component. The first component sets an example.

Part of the Research Methodology Key Item Reason for the Key Item
Research Design Quasi-Experimental Because it shares similarities with the traditional experimental design or
randomized controlled trial, but it specifically lacks the element of random
assignment to treatment or control.
Research Design
Instrument
Research Locale
Population and Sample
Data Collection Procedure
Data Analysis Procedure
Statistical Treatment

What is it
The research methodology section of any academic research paper allows you to convince your readers that your
research is useful and will contribute to your field of study. An effective research methodology is grounded in your overall approach
– whether qualitative or quantitative – and adequately describes the methods you used. This gives an idea of the information
required in writing.
This includes explaining the type of research technique you will adopt in the study, how you will get the data for the study
whom or where you will get the data from, and how you will analyze the data you will
The following are the components of the section on research methods:
1. Research Design. This section describes the specific research approach you will use in the study. This can be ethnography,
case study, historical, phenomenological, and the like. The research design is independent of the purpose of the study and
the set of specific research questions you have formulated.

Quantitative research designs for cases where statistical conclusions to collect actionable insights are essential. Numbers
provide a better perspective to make critical business decisions. Quantitative research design methods are necessary for
the growth of any organization. Insights drawn from hard numerical data and analysis prove to be highly effective when
making decisions related to the future of the business.
Descriptive research design: In a descriptive design, a researcher is solely interested in describing the situation or case
under their research study. It is a theory-based design method which is created by gathering, analyzing, and presenting
collected data. This allows a researcher to provide insights into the why and how of research. Descriptive design helps
others better understand the need for the research. If the problem statement is not clear, you can conduct exploratory
research.
Experimental research design: Experimental research design establishes a relationship between the cause and effect of a
situation. It is a causal design where one observes the impact caused by the independent variable on the dependent
variable. For example, one monitors the influence of an independent variable such as a price on a dependent variable such
as customer satisfaction or brand loyalty. It is a highly practical research design method as it contributes to solving a
problem at hand. The independent variables are manipulated to monitor the change it has on the dependent variable. It is
often used in social sciences to observe human behavior by analyzing two groups. Researchers can have participants
change their actions and study how the people around them react to gain a better understanding of social psychology.
Correlational research design: Correlational research is a non- experimental research design technique that helps
researchers establish a relationship between two closely connected variables. This type of research requires two different
groups. There is no assumption while evaluating a relationship between two different variables, and statistical analysis
techniques calculate the relationship between them.
A quasi-experimental research design is a research design in which a treatment or stimulus is administered to only one of
two groups whose members were randomly assigned – are considered the gold standard in assessing causal hypotheses.
True experiments require researchers to exert a great deal of control over all aspects of the design, which in turn allows
strong statements to be made about causal relationships. In many situations, especially those involving human subjects, it
is simply not possible for researchers to exert the level of control necessary for a true experiment. For example, it may be

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 unethical to expose subjects to a stimulus that the researcher knows may cause harm. Also, researchers are often
interested in processes that are too complex or lengthy to be administered in an experimental setting.
2. Research Locale. This section describes the setting or location of your study. The specific description of the setting is very
important in qualitative research since the setting or context may have an effect or impact on the behavior of the respondents.
3. Sample or the Respondent. This section describes the respondents of the study. The description may include the
demographic profile of the respondents such as age, educational background, occupation and other information that may be
relevant in understanding the (behavior of the) respondents.5
4. Research Instrument. This section outlines the instruments you will use in the study such as interview questions, interview
protocols, observation, guide, survey form, focus group discussion questions, and others.
5. Data Collection Procedure. This section describes the steps you will undergo to collect data from your study. In some types
of researches particularly ethnographic and case studies, the specific date (and sometimes, exact time) of doing the steps
(i.e., observing the participant) are important. The instruments used to record data eg., pen and paper, audio, and /or video
recorder) may also be mentioned.
6. Data Analysis Procedure. This section describes how you will analyze the data you will gather.
7. Also, surveys and questionnaires are more often used in qualitative research; they may also design to apply to qualitative
data.
Ruel A. Avilla, Practical Research. Diwa Learning System, 2016

What’s More

Activity 1. You complete me!

The research methodology discusses the steps and procedures that you will use in conducting your research. The
following are the components or sections in the research methodology. Choose the letter of the most appropriate term/ words to
describe the sections in the research methodology.

Components Words/ Phrases

_______1.Research Design A. Setting or location of the study
_______2.Research Locale B. Specific Steps of the study
_______3. Sample or Respondents C. Research Approach
_______4. Research Instrument D. Interview questions and survey forms
______5. Data Gathering Procedure E. Organizing data
______6. Data Analysis Procedure F. Statistical tools
______7. Statistical Treatment G. Demographic Profile

Activity 2. Stay Focused!

Identify what is being defined or described. Choose the letter only.
A. Research Design B. Research Locale C. Sample or Respondents
D. Research Instrument E. Data Collection Procedure F. Data Analysis Procedure

1. This term refers to a specified area and/or subject that is being studied in a research project.
2. This section describes how research is designed in terms of the techniques used for data collection, sampling strategy,
and data analysis for a quantitative method. Before going into the strategies of data collection and analysis, a set of
hypotheses were developed.
3. This component describes the respondent of the study. The description may include the profile of the respondent such
as age, educational background occupation, and other information.
4. This section includes the sampling method used to collect the number of respondents needed to provide information
which is then analyzed after collection.
5. This component can include interviews, tests, surveys, or checklists.
6. This section is a process of collecting, transforming, cleaning, and modeling data to discover the required information.
The results so obtained are communicated, suggesting conclusions, and supporting decision-making.

Activity 3: You can Write!

You have now reached the end of the tasks for this lesson on the research methodology chapter. You can now apply the
ideas from this lesson in drafting or revising your research study. A guide is given to help you with the content of your output. You
may use the pattern/template below in doing this methodology section.
Introduction
Research Design
Research Locale
Sample or Respondents
Research Instrument
Data Gathering Procedure
Data Analysis Procedure
Statistical Treatment

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 Lesson 8 Research Design Principles and Ethical Standards in Conducting A Study
You have already learned all about conducting research, now is your time to consider doing the research, the past lessons
will help you a lot in crafting every detail of your research study, but before that please take your time to study this particular lesson
about principles and ethical standards in Conducting a research study.
When you look at these five basic ethical principles, it may appear obvious that your research study should include these.
However, there are many instances where it is not possible or desirable to obtain informed consent from research participants.
Similarly, there may be instances where you seek permission from participants not to protect their anonymity. More often than not,
such choices should reflect the research strategy that you adopt to guide your dissertation

What’s In
Look for the meaning of the following. Think and understand their meanings.
1.Ethics
2. Morality
3. Honesty
4. Integrity
5. Confidentiality

Discussion
In doing research, how can we say that we have done the right thing? Can we strike a balance between what is right and
what is moral? Are things we have done widely accepted by the community? Ethics is anchored on the moral standards that we
follow. Morality is a set of “unwritten” rules that guides us on the things that we should or should not do to attain harmony and
orderliness in any undertaking.
Ethics is important in research because it keeps the researcher from committing errors while seeking knowledge and truth.
It promotes essential values that help researchers working on a topic to have a common understanding of how things should go
about. Since research may involve experts coming from different fields of expertise, ethics bind them together by considering the
important values such as accountability, cooperation, coordination, mutual respect, and fairness among others.
Research studies and scientific research are being conducted to provide results that will help with social, professional, and
scientific evolution. Gathering data and information and analyzing them is the only way for a researcher to conclude. The process
of conducting a research study starts by focusing on tested hunches and ideas. With the collection of all the necessary information,
the results can come fast. Either positive or negative.
Conducting a research study has certain very, important steps that need to be taken for the research to be successful.
Here are the 8 most important steps that you are going to take to conduct your research study:

Step 1: Identifying the Subject

There is always a problem, subject, and issue or thematic that is being analyzed in a research study. Do you have a clear view of what
yours is? Unless you have identified the subject of your research study, you cannot move on to the next step.
Step 2: Find the literature
What is the current information on the topic? Surely some research has already been conducted at some point. That research gave
results, maybe answers to some of the questions. You need to find that research and those results. You need the current literature to
create your own.
Step 3: Clarify the Subject
Once the literature has been reviewed and the details of the initial Subject have been identified it is time to clarify the subject. What is the
scope of the study? If it is too big then it has to be broken down into categories and studied separately. Many factors can affect a subject
and many variables. All of that needs to be taken into account.
Step 4: Definition of Terms and Concepts
Every subject has terms and Concepts. Either scientific, cultural, or social. These words and phrases are going to be used in the study
constantly. You need to know exactly what they mean and how you should use them. Research studies are not simple papers. The words
you use will affect the outcome of the paper itself and the way that people will understand the results and your ideas. So always define
the terms and concepts before you start using them.
Step 5: Who is your audience?
Your research study always has to do with an audience. Either directly or indirectly. It is your responsibility to define that audience. In the
beginning, it can be rather confusing. Separating those that are immediately affected by the results of your study, from those that are not
so connected with your results can help you clarify your audience and of course, focus on the most important parts of the research study.
After all, working with a very large audience is not going to give you the results that you are looking for. The bigger the audience, the
harder it will be for the study to be conducted.
Step 6: Instrumentation Plan
Consider this to be the roadmap for your entire study. It will specify some of the most important parts of the study like the participants, the
main literature focus, the how, when, and where the data is going to be collected and of course analyzed. Everything you will do will be
based on this particular plan. You can choose when you are going to create it of course. However, the sooner you do it the better the
process of the research study and the faster the results.
Step 7: Collecting the Data
After you have gathered the literature, found your audience, and collected the original data of the subject, you will conduct your own
‘’experiments’’ to make sure that your results are the right ones. Those ‘’experiments’’ will give you data of their own. Collecting that data
and analyzing it is a very important part of the process. You need to make sure that all that data will be safely stored and properly
analyzed. This will happen after the completion of the instrumentation plan and during the start if the sturdy.
One important thing that you need to note here is where you are going to get the data. Questionnaires and observation are always good
places to start.
Step 8: Analyzing the Data
Finally is the analysis of the data itself. That will be the last step that will give you the results and help you bind your research together.
Take your time with it. Double or even triple check your analysis. Compare it over and over again. If a mistake is made here you will have
to start over with the analysis. That can take a long time and it is certainly not something that you will want to do. This is the last step to
make sure that you will do it correctly.

By following these 8 steps, you will find that conducting a research study can be a lot easier than you think. But certainly
not easy. Take your time to familiarize yourself with these steps. Do not rush into anything. Proper research studies require time
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to bring accurate and proper results. Always remember that these studies can affect your future as a scientist or research either
positively or negatively. The more attention you pay to them, while you conduct them, the more useful they will be for you and the
future of your career!

PRINCIPLES OF RESEARCH ETHICS

PRINCIPLE ONE - Minimizing the risk of harm

Research should not harm participants. Where there is the possibility that participants could be harmed or put in a position
of discomfort, there must be strong justifications for this. Such scenarios will also require (a) additional planning to illustrate how
participant harm (or discomfort) will be reduced, (b) informed consent, and (c) detailed debriefing.
There are several types of harm that participants can be subjected to. These include:
 Physical harm to participants. * Psychological distress and discomfort.
 Social disadvantage. * Harm to participants? financial status.
 An invasion of participants? privacy and anonymity.

Typically, it does not harm that we need to think about since a researcher does not intentionally go out to cause harm. Rather,
it is the risk of harm that you should try to minimize. To minimize the risk of harm you should think about:
 Obtaining informed consent from participants.
 Protecting the anonymity and confidentiality of participants.
 Avoiding deceptive practices when designing your research.
 Providing participants with the right to withdraw from your research at any time.

PRINCIPLE TWO - Obtaining informed consent

One of the foundations of research ethics is the idea of informed consent. Simply put, informed consent means that
participants should understand that (a) they are taking part in research and (b) what the research requires of them. Such
information may include the purpose of the research, the methods being used, the possible outcomes of the research, as well as
associated demands, discomforts, inconveniences, and risks that the participants may face. Whilst is it not possible to know exactly
what information a potential participant would (or would not) want to know, you should aim not to leave out any material
information; that is, information that you feel would influence whether consent would (or would not) be granted.
Another component of informed consent is the principle that participants should be volunteers, taking part without having
been coerced and deceived. Where informed consent cannot be obtained from participants, you must explain why this is the case. You should also
be aware that there are instances informed consent is not necessarily needed or needs to be relaxed. These include
certain educational, organizational, and naturalistic research settings. We discuss these in more detail under the section: Avoiding deceptive
practices.

PRINCIPLE THREE - Protecting anonymity and confidentiality

Protecting the anonymity and confidentiality of research participants is another practical component of research ethics.
After all, participants will typically only be willing to volunteer information, especially information of a private or sensitive nature, if
the researcher agrees to hold such information in confidence. Whilst it is possible that research participants may be hurt in some
way if the data collection methods used are somehow insensitive, there is perhaps a greater danger that harm can be caused once
data has been collected. This occurs when data is not treated confidentially, whether in terms of the storage of data, its analysis, or
during the publication process (i.e., when submitting your dissertation to be marked). However, this does not mean that all data
collected from research participants need to be kept confidential or anonymous. It may be possible to disclose the identity and
views of individuals at various stages of the research process (from data collection through to publication of your dissertation).
Nonetheless, permissions should be sought before such confidential information is disclosed.
An alternative is to remove identifiers (e.g., vernacular terms, names, geographical cues, etc.) or provide proxies when
writing up. However, such stripping of identifiable information may not always be possible to anticipate at the outset of your
dissertation when thinking about issues of research ethics. This is not only a consideration for dissertations following a qualitative
research design but also a quantitative research design.
For example:
Imagine that your thesis used a quantitative research design and a survey as your main research method. In the process of analyzing
your data, it is possible that when examining relationships between variables (i.e., questions in your survey), a person's identity and
responses could be inferred. For instance, imagine that you were comparing responses amongst employees within an organization based
on specific age groups. There may only be a small group (or just one employee) within a particular age group (e.g., over 70 years old),
which could enable others to identify the responses of this individual (or small group of employees). Therefore, you need to consider
ways of overcoming such problems, such as (a) aggregating data in tables and (b) setting rules that ensure a minimum number of units
are present before data/information can be presented.
A further alternative is to seek permission for access to data and analysis to be restricted to the published material,
perhaps only allowing it to be viewed by those individuals marking your work. If the work is later published, adjustments would then
need to be made to protect the confidentiality of participants.
There is also a wide range of potential legal protections that may affect what research you can and cannot perform, how
you must treat the data of research participants, and so forth. In other words, you don't simply have a duty to protect the data you
collect from participants; you may also have (in some cases) a legal responsibility to do so. Since this varies from country-to-
country, you should ask your dissertation supervisor or Ethics Committee for advice (or a legal professional).

PRINCIPLE FOUR - Avoiding deceptive practices

At first sight, deceptive practices fly in the face of informed consent. After all, how can participants know (a) that they are
taking part in research and (b) what the research requires of them if they are being deceived? This is part of what makes the use of

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deceptive practices controversial. For this reason, in most circumstances, research should avoid any kind of deceptive practice.
However, this is not always the case.

Deception is sometimes a necessary component of covert research, which can be justified in some cases. Covert
research reflects research where (a) the identity of the observer and/or (b) the purpose of the research is not known to participants.
Cases, where you may choose to engage in covert research, may include instances where:
 It is not feasible to let everyone in a particular research setting know what you are doing.
 Overt observation or knowledge of the purpose of the research may alter the particular phenomenon that is being studied.

Let's take each of these in turn:

It is not feasible to let everyone in a particular research setting know what you are doing

By feasibility, we are not talking about the cost of doing research. Instead, we mean that it is not practically possible to let
everyone in a particular research setting know what you are doing. This is most likely to be the case where research
involves observation, rather than direct contact with participants, especially in a public or online setting. There are several obvious
instances where this may be the case:
 Observing what users are doing in an Internet chat room.
 Observing individuals going about their business (e.g., shopping, going to work, etc.).

Clearly, in these cases, where individuals are coming and going, it may simply be impossible to let everyone known what you
are doing. You may not be intentionally trying to engage in deceptive practices, but participants are not giving you their informed
consent.
Overt observation or knowledge of the purpose of the research may alter the particular phenomenon that is being studied
where observations or participants’ knowledge of the true purpose of the research has the potential to alter the particular
phenomenon that you are interested in, this is a major concern in terms of the quality of your findings.
Therefore, when you think about whether to engage in covert research and possibly deceptive practices, you should think
about the extent to which this could be beneficial in your dissertation, not research in general; that is, everything from the research
paradigm that guides your dissertation through to the data analysis techniques you choose affect issues of research ethics in your
dissertation. Imagine some of the following scenarios where covert research may be considered justifiable:
 Scenario A
You are conducting a piece of research looking at prejudice. Whilst participants are given a questionnaire to complete that measures their
prejudice, it is not obvious from the questions that this is the case. Furthermore, participants are not told that the research is
about prejudice because it is felt that this could alter their responses. After all, few people would be happy if other people thought they
were prejudice. As a result, if participants knew that this is the purpose of the study, they may well provide responses that they think will
make them appear less prejudice.
 Scenario B
You are interested in understanding the organizational culture of a single firm. You feel that observation would be an appropriate research
method in such a naturalistic setting. However, you feel that if employees knew that you were monitoring them, they may behave
differently. Therefore, you may have received permission to go undercover or provide a story to explain why you are there, which is not
the truth.
Whilst such covert research and deceptive practices, especially where used intentionally, can be viewed as controversial, it can be
argued that they have a place in research.

PRINCIPLE FIVE - Providing the right to withdraw

Except for those instances of covert observation where is not feasible to let every one that is being observed know what
you are doing, research participants should always have the right to withdraw from the research process. Furthermore, participants
should have the right to withdraw at any stage in the research process. When a participant chooses to withdraw from the research
process, they should not be pressured or coerced in any way to try and stop them from withdrawing.
If your supervisor and/or Ethics Committee expect you to complete an Ethics Consent Form, you will likely have to let
participants know that they have the right to withdraw at any time.
Now that you have read these basic principles of research ethics, you may want to understand how the research
strategy you have chosen affects your approach to research. You will need to understand the impact of your research strategy on
your approach to research ethics when writing up the Research Ethics section of your Research Strategy chapter (usually Chapter
Three: Research Strategy).

ISSUES TO BE CONSIDERED FOR DATA COLLECTION/ NORMS IN RESEARCH

There are several reasons why it is important to adhere to ethical norms in research.

First, norms promote the aims of the research, such as knowledge, truth, and avoidance of error. For example, prohibitions
against fabricating, falsifying, or misrepresenting research data promote the truth and avoid the error.

Second, since research often involves a great deal of cooperation and coordination among many different people in different
disciplines and institutions, ethical standards promote the values that are essential to collaborative work, such as trust,
accountability, mutual respect, and fairness. For example, many ethical norms in research, such as guidelines for authorship,
copyright and patenting policies, data sharing policies, and confidentiality rules in peer review, are designed to protect
intellectual property interests while encouraging collaboration. Most researchers want to receive credit for their contributions
and do not want to have their ideas stolen or disclosed prematurely.

Third, many of the ethical norms help to ensure that researchers can be held accountable to the public.

Fourth, ethical norms in research also help to build public support for research. People more likely to fund a
research project if they can trust the quality and integrity of research.
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Finally, many of the norms of research promote a variety of other important moral and social values, such as social
responsibility, human rights, animal welfare, compliance with the law, and health and safety.

Ethical lapses in research can significantly harm human and animal subjects, students, and the public. For example, a
researcher who fabricates data in a clinical trial may harm or even kill patients, and a researcher who fails to abide by regulations
and guidelines relating to radiation or biological safety may jeopardize his health and safety or the health and safety of staff and
students. Given the importance of ethics for the conduct of research, it should come as no surprise that many different professional
associations, government agencies, and universities have adopted specific codes, rules, and policies relating to research ethics.

The following is a rough and general summary of some ethical behavior to be observed in conducting research.

1. Honesty: Strive for honesty in all scientific communications. Honestly report data, results, methods and procedures, and publication
status. Do not fabricate, falsify, or misrepresent data. Do not deceive colleagues, granting agencies, or the public.
2. Objectivity: Strive to avoid bias in experimental design, data analysis, data interpretation, peer review, personnel decisions, grant writing,
expert testimony, and other aspects of research where objectivity is expected or required. Avoid or minimize bias or self-deception.
Disclose personal or financial interests that may affect research.
3. Integrity: Keep your promises and agreements; act with sincerity; strive for consistency of thought and action.
4. Carefulness: Avoid careless errors and negligence; carefully and critically examine your work and the work of your peers. Keep good
records of research activities, such as data collection, research design, and correspondence with agencies or journals.
5. Openness: Share data, results, ideas, tools, resources. Be open to criticism and new ideas.
6. Respect for Intellectual Property: Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished data,
methods, or results without permission. Give credit where credit is due. Give proper acknowledgment or credit for all contributions to
research. Never plagiarize.
7. Confidentiality: Protect confidential communications, such as papers or grants submitted for publication, personnel records, trade or
military secrets, and patient records.
8. Responsible Publication: Publish to advance research and scholarship, not to advance just your career. Avoid wasteful and duplicative
publication.
9. Responsible Mentoring: Help to educate, mentor, and advise students. Promote their welfare and allow them to make their own decisions.
10. Respect for Colleagues: Respect your colleagues and treat them fairly.
11. Social Responsibility: Strive to promote social good and prevent or mitigate social harms through research, public education, and
advocacy.
12. Non-Discrimination: Avoid discrimination against colleagues or students based on sex, race, ethnicity, or other factors that are not related
to their scientific competence and integrity.
13. Competence: Maintain and improve your professional competence and expertise through lifelong education and learning; take steps to
promote competence in science as a whole.
14. Legality: Know and obey relevant laws and institutional and governmental policies.

15. Animal Care: Show proper respect and care for animals when using them in research. Do not conduct unnecessary or poorly designed
animal experiments.

What is it
Write the correct term being discussed in the following statements.
1. _______________ Strive for truthfulness and integrity in all scientific communications. Genuine report data, results,
methods and procedures, and publication status.
2. ________________ Avoid bias in experimental design, data analysis, data interpretation, peer review, personnel
decisions, grant writing, expert testimony, and other aspects of research where objectivity is expected or required. Avoid
or minimize bias or self-deception. Disclose personal or financial interests that may affect research.
3. ________________Keep your promises and agreements; act with authenticity; strive for consistency of thought and
action.
4. ____________Avoid careless errors and negligence; prudently and critically examine your work and the work of your
peers. Keep good records of research activities, such as data collection, research design, and correspondence with
agencies or journals.
5. ____________Share data, results, ideas, tools, resources by being open to criticism and new ideas.

6. _____________ Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished data,
methods, or results without permission. Give credit where credit is due. Give proper acknowledgment or credit for all
contributions to research. Never plagiarize.
7. __________________Protect private communications, such as papers or grants submitted for publication, personnel
records, trade or military secrets, and patient records.
8. ___________________ Publish in order to advance research and scholarship, not to advance just your own career. Avoid
wasteful and duplicative publication.
9. ___________________ Help to educate, mentor, and advise students. Promote their welfare and allow them to make their
own decisions.
10. ____________________ Respect your colleagues and treat them fairly.

What I have Learned

Identify the terms being described. Choose your answer from the box below.
1. _______________ is a type of research that depends on the collection and analysis of numerical data.
2. _______________ is a type of quantitative research that seeks to describe the present status of an identified variable.
3. The _______________ is a part or proportion of the whole.
4. The _______________ is used to calculate the sample size (n) given the population size (N) and a margin of error (e).
5. In _______________, the questionnaire is the main instrument for collecting data in survey research.
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6. ____________ of collecting data involves presentation of oral-verbal stimuli and reply in terms of oral-verbal responses.
7. The _______________ is the simultaneous analysis of two variables (attributes).
8. _______________ can be sent to a large number of people and saves the researcher time and money.
9. _______________ is the process of gathering and measuring information on variables of interest, in an established systematic
fashion that enables one to answer stated research questions, test hypotheses, and evaluate outcomes.
10. In phases and operations of intervention research we consider the following; Problem Analysis and Project Planning;
Information gathering and synthesis; Design; Early development and pilot testing; _______________ and Dissemination.
11. _______________ are conducted to document and analyzed the behaviors and social phenomenon as they occur in a natural
context, and may be useful in identifying, for example, discrepancies between what people say (such as an interview) and
what they do.
12. The _______________ section of any academic research paper allows you to convince your readers that your research is
useful and will contribute to your field of study.
13. _______________ is a part of the thesis that uses many common formats of listing down the citations such as APA
(American Psychological Association) and the MLA Thesis Writing Format.
14. _______________ based on the findings, ONLY the researcher should offer endorsements – for betterment, improvement,
modifications, future researchers and alike, it happens in many occasions the researcher offer approbation which normally
away from the context of the study – this is too ‘ambitious’ to try to offer something not being studied by the researcher.
15. _______________ pertains to the list of documents (reports, data analysis, tables, or other related artifacts) that have been
referred or cited in the discussion of the report.

bibliography/references triangulation sample paper- pencil questionnaires

Slovin’s formula observations descriptive research interview method
data collection evaluation & advanced quantitative research design bivariate analysis
development
appendices recommendations research methodology questionnaire method

Assessment
Write the letter of your answer on the space before the number.
_______1. A group of researchers wants to find out the tobacco habits of teenagers. They intend it to be a survey and to use a
questionnaire as a data-gathering tool. Which research design should they use?
a. descriptive b. causal-comparative c. correlational d. experimental
_______2. Which research design should be employed if the research is about the differences on competencies due to
demographic profile?
a. descriptive b. causal-comparative c. correlational d. experimental
_______3. In a school with 500 teachers, the HR team decides on conducting team building activities. It is more likely that they
would prefer picking chits out of a bowl. In this case, each of the 500 employees has an equal opportunity of being
selected. What sampling technique is described in this situation?
a. random sampling b. systematic sampling c. accidental sampling d. purposive sampling
_______4. A researcher intends to collect a systematic sample of 500 people in a population of 5000. Each element of the
population will be numbered from 1-5000 and every 10th individual will be chosen to be a part of the sample (Total
population/ Sample Size = 5000/500 = 10). Which sampling technique is being illustrated by the situation?
a. random sampling b. systematic sampling c. accidental sampling d. purposive sampling
_______5. If you are using the questionnaire as your data gathering instrument, which method of data collection are you using
which?
a. observation method b. registration method c. questionnaire method d. interview method
_______6. You will use a data collection method that involves the presentation of oral-verbal stimuli and reply in terms of oral-
verbal responses. If you are the researcher, what method are you using?
a. observation method b. registration method c. questionnaire method d. interview method
_______7. Which combination of data does the research question “Is there a significant relationship between age and fitness
level?” show?
a. numerical, numerical b. categorical, categorical c. numerical, categorical d. none of the above
_______8. This kind of validity deals with data that can be measured and validated at the same time.
a. concurrent validity b. content validity c. construct validity d. criterion related validity
_______9. Which type of validity refers to whether the test corresponds with its theoretical construct?
a. concurrent validity b. content validity c. construct validity d. criterion related validity
_______10. This phase identifies potential markets for intervention
a. design b. dissemination c. information gathering d. problem analysis and project planning
_______11. Which section describes the respondents of the study?
a. sample or respondents c. research instrument
a. data collection d. research locale
_______12. Which of the following is included in the methodology of the study?
a. the chosen research method
b. theoretical concepts used in the study
c. explanations of methods and concepts
d. all of the above
_______13. Which of the following must be told to the research participants when obtaining written informed consent?
a. the aim and hypothesis c. nature and purpose
b. the method and pay rate d. method and outcome
_______14. What is an ethical consideration?
a. making sure your research does not cause harm or offense

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 b. when people are of different colors
c. making sure your research causes harm or offense
d. when you are polite to people
_______15. It represents principles prescribing a behavioral code that explains what is good and right or bad and wrong.
a. research c. data analysis
b. ethics d. none of the above

‘Patience is a virtue’…. CSO/SDN