Lesso Characteristics, Strengths,

UNIT 1 n1 Weaknesses, and Kinds

of
Quantitative Research
Lesson 1.1 Characteristics of Quantitative Research
Nature of Inquiry and OBJECTIVES

Research The students are expected to:

1. describe the characteristics of quantitative research
2. identify the characteristics of quantitative research
described in statements
A. CONTENT STANDARDS 3. complete the Star Diagram in summarizing the
characteristics of quantitative research
The learner demonstrates understanding of:
LET’S FEED YOUR MIND. READ THIS!

a. the characteristics, strengths, weaknesses, and

Quantitative Research is an objective, systematic, empirical investigation
kinds of quantitative research
of the observable phenomena through the use of computational techniques. It
b. the importance of quantitative research across fields highlights numerical analysis of data hoping that the numbers yield unbiased
c. the nature of variables results that can be generalized to some larger population and explain particular
observation. Simple quantitative research is concerned with numbers and its
relationship with events.

B. PERFORMANCE STANDARDS Characteristics of Quantitative Research

1. Objective. Quantitative research seeks accurate measurement and
The learner is able to decide on suitable quantitative research in
analysis of target concepts. It is not based on mere intuitions and guesses. Data
different areas of interest are gathered before proposing a conclusion or solution to a problem.
2. Clearly defined Research Questions. In quantitative research, the
researchers know in advance what they are looking for. The research questions
are well defined for which objective answers are sought. All aspects of the study
C. LEARNING COMPETENCIES are carefully designed before data are gathered.
The learner: 3. Structured Research Instruments. Data are normally gathered
using structured research tools such as questionnaires to collect measurable
a. describes characteristics, strengths, weaknesses, characteristics of the population such as age, socio-economic status, number of
children etc.
and kinds of quantitative research
4. Numerical Data. Data are in the form of numbers and statistics, often
b. illustrates the importance of quantitative research organized and presented using tables, charts, graphs and figures that consolidate
across fields. large numbers of data to show trends, relationships or differences among
c. differentiates kinds of variables and their uses variables.

Page | 1
 5. Large Sample sizes. To arrive at more reliable data
analysis, a normal population distribution is preferred. This requires a
large number of

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population size, depending on how the characteristics of population vary. Random
sampling is recommended in determining the sample size to avoid researchers’ YOUR BRAIN NEEDS EXERCISES. DO THIS!
bias in interpreting the results.
6. Replication. Reliable quantitative research can be repeated to verify On the space provided before the number, identify the characteristics of
and confirm the correctness of the results in another setting. quantitative research being described in each of the following statement. Write
7. Future Outcomes. By using complex mathematical calculations and your answer on the space provided before the number.
with the aid of computers, if-then scenarios may be formulated thus predicting
1. In presenting the results in quantitative
future results.
research, researchers commonly use
Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp
1-2). Cubao, Quezon City: Lorimar Publishing Inc. numbers and statistics.

2. Normally, the researcher uses structured

research tools such as questionnaires to
IS YOUR BRAIN FULL? LET’S CHECK! collect measurable characteristics of the
population.
Describe each of the characteristics of quantitative research on the space
3. In quantitative research, the researcher can
provided below.
predict future results through complex
1. Objective. - mathematical calculations and with the aid of
computers.

4. The researcher must not make the

2. Clearly defined Research Questions. - interpretation of the data with mere intuitions
and guesses.

5. Quantitative research requires a large

3. Structured Research Instruments. - number of population size, depending on
how the characteristics of population vary.

6. Conclusions and problem solution are

4. Numerical Data. - proposed by the researcher after gathering
data.

7. Reliable quantitative research can be

5. Large Sample sizes. - repeated to verify and confirm the
correctness of the results in another setting.

8. The research questions are well defined and

6. Replication. . - stated in advance for which objective
answers are sought.

9. All aspects of the study are carefully

7. Future Outcomes - designed before data are gathered.

10. The researcher used pencil and paper test

to determine the attributes of the
respondents of the study.
 CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Name: Date:
Section: Score:
Summarize the characteristics of quantitative research by completing the
On the space provided before the number, identify the characteristics of
Star Diagram below.
quantitative research being described in each of the following scenario. Choose
Characteristics of Quantitative Research
the letter of your answer from the choices inside the box.

a) Objective. e) Large Sample sizes.

b) Clearly defined Research Questions. f) Replication.
c) Structured Research Instruments. g) Future Outcomes.
d) Numerical Data.

1. Cita presents the findings of her study by using frequency,

percentage, and graphs.
2. Divina makes sure that all of the questions to the data
needed in her study are included in her study.
3. Even the result of the study is not the same with his
expectations; Mario did not manipulate any data on his
research.
4. In order to gather data from the respondents, Ace distributed
questionnaires to the participants of his study.
5. The researcher selected 315 students from the 1500
students in Grade 7
6. Gene interpreted the data based from the findings collected.

7. Maria made sure that she has collected the necessary data
before making conclusion.
8. To determine if there is the same result in Makati City, Martin
repeated the study conducted on the effect of smoking to
pregnant women in Pasig City.
9. Mina proposed conclusions and solution to problem only
after collecting and analyzing the data.
10. Diane used the entire target population as participants of her
study.

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

Parent’s Signature: _ Date: _
BY YOUR TEACHER… OOOPS NO PRESSURE!
Page | 3
Lesson 1. 2 Strengths and Weaknesses of Quantitative Research  Information are difficult to gather using structured research instruments
specifically sensitive issues like pre-marital sex, domestic violence,
OBJECTIVES among others.
The students are expected to:  If not done seriously and correctly, data from questionnaires may be
incomplete and inaccurate. Researchers must look on respondents who
1. explain the strengths and weaknesses of quantitative are just guessing in answering the instrument.
Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp
research 2-3). Cubao, Quezon City: Lorimar Publishing Inc.
2. classify situations in conducting study whether it is
strength or weakness of quantitative research
3. complete the T-chart in summarizing the strengths
and weaknesses of quantitative research IS YOUR BRAIN FULL? LET’S CHECK!
What are the strengths of the quantitative research? Cite and explain briefly.
LET’S FEED YOUR MIND. READ THIS!
Conducting of quantitative research has both advantages
and disadvantages to the researcher.
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r Page | 6
results or to explain variations
 YOUR collecting data. of huge amount of
6. Possibility to replicate vital characteristics of
BRAIN reliable research paper. data.
NEEDS 7. The 10. Use of numerical data on
ex making analysis and interpretation.
EXERCI LET’S TEST YOUR BRAIN! REMEMBE
p
SES. e BY YOUR TEACHER… OOOPS
DO
CAN YOU REMEMBER IT ALL? LET’S ns LOOK BACK.
es Name:
THIS!
in Date:
re
Identify whether ac Summarize the strengths Score:
the following statement is a hi the following situations in
and weaknesses of quantitative
strength or weakness of a n
research by completing the T Chart conducting the quantitative
quantitative research. g
Write YES if you consider o below. research is a strength or weakness.
the item as strength and ut Write S if you consider it strength,
NO if you consider it as a p and W if it is weakness.
weakness. e The Strengths and
1. Using of questionnaire o Weaknesses of 1. The inability of the depress
in collecting data. pl Quantitative Research using questionnaires.
2. Gathering e
informati a 2. Jelo gathers data from larg
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structure d
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sensitive in study at her own expense.
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3. Capacity of th 5. Tricia patterned her study i
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to share and u
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elaborate
further tio expense.
information. n
4. Objective in making n 7. Jake needs to use number
conclusions and ai
correlation of the variables
solution to problem. re
5. Using of large number s.
8. Manny is required to produ
of respondents on
information about child abu
8. Analysing data using techniques in
numbers and statistics. facilitating analyses
9. Page
Michelle 7 statistica
shall|use
[Link] use of statistical and comprehension
 amount of vital characteristics of data of her Survey Research. It is used to and their stress-coping levels
Parent’s Signature:
gather information from groups measured. This is an ex post facto
10. Maxine utilizes questionnaires in collecting data in her study.
of people by selecting and design because pre-existing
Lesson 1.3 Kinds of phenomenon. This design attempts to studying samples chosen from characteristic (weight) was used to
Quantitative Research find general attributes of the presently [Link] may be done in form the groups.
existing situation and determine the various ways like face-to-face,
OBJECTIVES frequency with which it occurs. phone, mail, and online. A Experimental Research. This
Descriptive research is used if, for survey research may be cross- research utilizes scientific method
The students are
example the research wants to know sectional if the information is to test cause- and-effect
expected to:
how many hours senior high school collected from a sample in just relationships under conditions
1. explain each of
the kinds of spend in social media, the number of single point of time just like the controlled by the researcher. In this
quantitative malnourished students who failed in child-rearing practices of single case an effort is made to determine
research the achievement test, and how healthy parents, and population and impose control over all other
2. classify the is the food served during the recess in practices of unmarried couples. variables except one. An
statements on the public school. A survey research is independent variable is
kinds of considered longitudinal if the manipulated to determine the
quantitative Correlational Research. It is a researcher collects information effects on the dependent variables.
research whether systematic investigation of the nature of on the same subjects over a For instance, a teacher would like
it is true or false relationship, or associations between period of time, sometimes to know if a new teaching strategy
3. complete the among variables without necessarily lasting many years in order to is effective or not so he/she
Flower Diagram investigating into causal reasons study the changes through the teaches one section using the new
in summarizing underlying them. It is also concerned years. Longitudinal survey is strategy and teaches another
the learning on with the extent of relationships that utilized, for example, to comparable section without the new
the kinds of exists between or among the variables. determine the growth of rice strategy, then an achievement test
quantitative For example, if pre-board examination yield in the country and the rate was given to the two sections. The
research results can be used to predict of promotion of doctorate manipulated independent variable
performance in the Licensure degree holders five years after is the new teaching strategy which
Examination for Teachers (LET), then earning the degree. is being tested if it has an effect on
LET’S FEED the higher the pre-board grade, the the dependent variable which is the
YOUR MIND. most likely be the score in the LET. Causal Comparative achievement of the students. Notice
Correlational research is employed if Research. It is also known as that the sections are comparable
READ THIS! you like to know, for example, if the ex post facto (after the fact) with one another meaning all other
following factors are related to each research. This kind of research variables are controlled by the
The kind of research is other: sex and mathematical ability, derives conclusion from teacher.
dependent on the researcher’s aim marriage and cancer recovery, observations and manifestation
Source: Faltado, R.E., Bombita, M.B., & Boholano H. B.
in conducting the study and the occupation and life span. that already occurred in the (2017). Practical Research 2 (Quantitative Research for
SHS) (pp 3-4). Cubao, Quezon City: Lorimar Publishing Inc.
extent to which the findings will be past and now compared to
used. The following are the various Evaluation Research. It aims to some dependent variables. It
kinds of quantitative research that a assess the effects and impacts or discusses why and how a
researcher may employ. outcomes of practices, policies and phenomenon occurs. For
programs. Assessing of nursing care in example, a researcher is
Kinds of Quantitative Research a hospital and determining the impact interested in how weight
of new treatment procedure for patients influences stress coping level
Descriptive Research. This are examples of evaluation research. of adults. Here, the subjects
design is concerned with describing would be separated into
the nature, characteristics and different group (underweight, Page | 8
components of the population or a normal weight, over weight)
 programs.
IS YOUR BRAIN FULL? LET’S CHECK! 4. Evaluation research is concerned with describing the nature,
characteristics and components of the population or a
Answer the following questions briefly and comprehensively using your own phenomenon.
words. 5. Correlational research is concerned with the extent of relationships
that exists between or among the variables.
What is descriptive research? 6. Survey research is used to gather information from groups of
people by selecting and studying samples chosen from population.
7. Experimental research manipulates an independent variable to
determine the effects on the dependent variables.
8. Descriptive research systematically investigates the nature of
What is correlational research? relationship, or associations between among variables without
necessarily investigating into causal reasons underlying them.
9. Experimental research design used pre-existing characteristic to
form groups.
What is evaluation research? 10. Descriptive research design utilizes scientific method to test cause-
and-effect relationships under conditions controlled by the
researcher.

What is survey research? When can we consider that a survey research is cross
sectional? Longitudinal survey? CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Summarize the kinds of quantitative research by accomplishing the

flower diagram below.

What is causal comparative research? The Kinds of Quantitative Research

What is experimental research?

YOUR BRAIN NEEDS EXERCISES. DO THIS!

True or False. Write True if the statement is correct, and False if it is

incorrect.
1. Experimental research attempts to find general attributes of the
presently existing situation and determine the frequency with which
it occurs.
2. Survey research derives conclusion from observations and
manifestation that already occurred in the past and now compared
to some dependent variables.
3. Causal comparative research design is concerned in assessing the
effects and impacts or outcomes of practices, policies and
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

Lesso
BY YOUR TEACHER… OOOPS NO PRESSURE!
The Importance of Quantitative
Name: Date:

n2
Section: Score:

Identify the kind of quantitative being described in each of the following Parent’s Signature: Date:

scenario. Choose the letter of your answer from the choices inside the box.
a) descriptive d) survey
b) correlational e) causal comparative
c) evaluation f) experimental

1. The researcher aims to determine the degree of the relationship of

height to the job applicants’ self esteem.

2. The researcher aims to determine the impact of K-12 curriculum to

the employment readiness of senior high school graduates.

3. The researcher aims to know how frequent do the teenagers smoke

in a week

4. The researcher wants to determine how gender affects leadership

performances of SK chairmen of Pasig City. He selects groups of
participants of different gender and compares its leadership
performance.

5. The researcher wants to determine the academic achievement of

the children in rural areas of Pasig City.

6. The researcher wants to determine the effect of ICT if implemented

in the students’ participation in the classroom. He compares the
students’ participation of two groups (one group with ICT, one group
without ICT).

7. The researcher wants to determine the waste management of the

employees in SM Megamall.

8. The researcher wants to investigate how time schedule affect the

academic achievement of students in Mathematics. He selects 3
groups of students taking the Mathematics in different time.

9. The researcher wants to investigate the relationship of socio

economic status and academic performance of the STEM students.

10. The researcher aims to enhance students’ class participation by

employing positive discipline
 Research Across Fields
OBJECTIVES

The students are expected to:

1. illustrate the importance of quantitative research in different
areas of discipline
2. classify research topics to what discipline it contributes
3. complete the Field Matrix in summarizing the learning on the
importance of research across fields

LET’S FEED YOUR MIND. READ THIS!

The Importance of Quantitative Research

In the area of Accounting, Business and Management (ABM),

researchers can help design a new product or service figuring out what is
needed and ensure that the development of a product is highly targeted
towards demand. Businessmen can also utilize research results to guarantees
sufficient distribution of their products and also utilize research results to
guarantee sufficient distribution of their products and decide where you need to
increase their product distribution. Conducting researches can also help a
business determine whether now is the proper time to open another branch or
whether it needs to apply for a new loan. It may also help a small business
decide if a procedure or strategy should be changed to meet the requirements
the customer base.
In the field of Science, Technology, Engineering, and
Mathematics (STEM), medical practitioners, for example, conduct researches
to obtain information about disease trends and risks factors, results of various
health interventions, patterns of care and health care cost and use. The
different approaches to research provide complementary insights. Researchers
help in determining the effectiveness and even side effect of drugs and
therapies in different populations and various. It is also necessary in evaluating
experiences in clinical practice in order to develop mechanisms for best
practices and to ensure high-quality patient care. Researches in this field
ultimately aim for man’s longevity. As for engineers, architects, and other
builders, research helps in providing designs which are creative, conveniently
beautiful and at the same time give more convenience and efficiency as they
utilize modern technology to adapt the ever changing society. New materials
and procedures may be developed so as to further strengthen the structural
materials that can withstand various calamities and disasters.
 In the discipline of Humanities and Social sciences, research aims to
provide solutions to the social problems directly felt by people. Researchers in this YOUR BRAIN NEEDS EXERCISES. DO THIS!
field deal more on societal behaviors and social issues such as stress, worker
The following are research topics. Identify the field where such research
ethics, organizational commitment, leadership style and child labor, teenage
topics can make contribution. Write ABM if it contributes to Accounting, Business
pregnancy, human trafficking, to drug addiction and other forms of criminality.
and Management, STEM if you consider it helpful in the field of Science,
Social science researches lead to the understanding of social interactions that
Technology, Engineering and Mathematics, and HUMSS if it contributes to
may lead to the formulation of new theories and practices that can contribute to
Humanities, and Social Sciences.
societal development and welfare.
As a whole, research can help us understand and assess the things and 1. adultery
occurrences around us. It provides us the rationale and justifications for one’s 2. building designs which are more convenient and
decisions and actions. It gives us the opportunity to discover various means of efficient
identifying problems, find ways of dealing with life’s challenges and to come up 3. Cyber bullying
with innovative materials and mechanism that can improve the quality of life.
4. decision to increase product distribution
Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 4-6). Cubao, Quezon 5. depression
City: Lorimar Publishing Inc.

6. development of structural materials that can

withstand various calamities and disasters.
IS YOUR BRAIN FULL? LET’S CHECK!
7. effectiveness and side effect of certain drugs
Answer the following questions briefly and comprehensively using your 8. procedure or strategy to meet the requirements of the
own words. customers
9. risks factors of certain disease
What are the benefits does research provide in the area of Accounting, Business 10. sufficient distribution of products
and Management (ABM)?

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Summarize the importance of quantitative research across fields by

How does research become beneficial in the field of Science, Technology,
accomplishing the Chart matrix below.
Engineering, and Mathematics (STEM)?

The Importance of Quantitative Research across Fields

In the field In the field In the field

How does research help people in the field of Humanities and Social Sciences of ABM of STEM of
HUMSS
(HUMSS)?

How does research help the people in the field of Technical Vocational
Livelihood?
 Lesson 3
LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!
The Nature of Variables
Name: Date:
Lesson 3.1 Variables and Its Types
Section: Score:
OBJECTIVES
Illustrate on the box below the importance of Quantitative The students are expected to:
Research across fields by making an info graphics. 1. discuss the variable and its types
2. categorize the variables according to its type
3. complete the Square Matrix in summarizing the learning on
variables of quantitative research

LET’S FEED YOUR MIND. READ THIS!

A variable is a central concept in research. It is measurable characteristic

that changes in value. It may vary from one group to another group, one person to
another or even with the same person over time.
A variable is anything that may assume varied numerical or categorical
values. For instance, sex is a variable, it may be male or female but it would not
be applicable as a variable if the setting is an exclusive school for girls. Socio
economic status is a variable; it may range from zero to billion pesos. Educational
attainment of parents is another variable, it may be from did not attend school to
post-doctorate degree.

Types of Variables

The two types of variables are continuous and discrete variables.

Continuous variable. A variable that can take infinite number on the

value that can occur within a population. Its values can be divided into fractions.
Examples of this type of variables include age, height, and temperature.
Discrete variable. Known as categorical or classificatory variable, on the
other hand, is any variable that has limited number of distinct values and which
cannot be divided into fractions such as sex, blood group, and number of children.

Types of Continuous Variables

Continuous variables can either be interval variable or ratio variable.

Interval variable is a measurement where the difference between two
Parent’s Signature: Date: values does have meaning such as temperature, age, exam result, grades and
etc.
Ratio variable possesses the properties of interval variable and has a weight and distance.
clear definition of zero indication that there is none of that variable such as height,
Types of Discrete Variables
Discrete variables can either be nominal variable or ordinal variable.
YOUR BRAIN NEEDS EXERCISES. DO THIS!
Nominal variable is a variable with no quantitative value. It has two or
more categories but does not imply ordering of cases like eye color, business
type, religion, sex (dichotomous). On the space before the number, write I if the variable is Interval, N if
Ordinal variable is a variable that has two or more categories which can nominal, R if Ratio and O if ordinal.
be ranked like educational attainment using coding; elementary = 1 , high school =
2, college undergraduate = 3, college graduate = 4 and graduate studies = 5 1. Body temperature in Celsius
2. Citizenship
Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp
6-7). Cubao, Quezon City: Lorimar Publishing Inc.
3. Cups of rice consumed in a day
4. Distance travel in an hour
5. Emotion
6. Fast food chain
IS YOUR BRAIN FULL? LET’S CHECK!
7. Strand taken
8. Grade in Physical Education
Answer the following questions briefly and comprehensively using your own
9. Score in short quiz
words.
What is variable?
CAN YOU 10.
REMEMBER
Year level IT ALL? LET’S LOOK BACK.

Summarize the types of variables by accomplishing the Square Matrix

below.

The Types of Variables

What are the two types of variables? Discuss each.

Interval Variable Nominal Variable

What are the types of continuous variables? Discuss each.

Ratio Variable Ordinal Variable

What are the types of discrete variables? Discuss each.

Name: Date:
Section: Score:

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED Given the choices below, classify what type of variable are the following.
Write the letter of your answer on the space provided.
BY YOUR TEACHER… OOOPS NO PRESSURE!
 A. Interval
Lesson 3.2 Dependent and Independent Variables
B. Nominal
C. Ratio OBJECTIVES
D. Ordinal

The students are expected to:

1. Age as of January 2019
1. discuss the dependent and independent variables
2. Brand of shampoo 2. locate the dependent and independent on research topics
3. complete the Venn Diagram showing the similarities and
3. College Course differences of dependent and independent variable
4. Gender

5. Hair color LET’S FEED YOUR MIND. READ THIS!

6. Internet Usage in a day
Dependent and Independent Variables
7. Music Genre
Dependent variable also called as outcome variable; it is a result or
8. Number of Years in Service effect of the changes brought about by another variable
9. Occupation Independent variable. The cause variable or the responsible for the
conditions that act on something else to bring about changes
10. Periodical test score

In a certain study, a group of students was subjected to aroma therapy

using essential oils while reading, and another group with normal conditions, then
after a month both groups took a reading comprehension test. In this case, the
Parent’s Signature: Date:
reading comprehension test score is the dependent variable and exposure to
aroma therapy is the independent variable. This is because the test score is
dependent on whether or not the student was exposed to aroma therapy. The
independent variable exposure to aroma therapy is independent variable because
it is something that brought about the change.
Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp
7-8). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK!

Answer the following questions briefly and comprehensively using your own
words.

What is dependent variable?

 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY
What is independent variable? YOUR TEACHER… OOOPS NO PRESSURE!

Name: Date:
Section: Score:
Supply the information needed below.
YOUR BRAIN NEEDS EXERCISES. DO THIS!

Classify the each of the underlined variables whether it is Independent Research Topic Independent Variable Dependent Variable
or Dependent of the following research topics. Write your answer on the space 1. The relationship of Parents’
provided.
Educational Background to the

1. Developing critical thinking with the use of logical thinking Academic Performance of the
Independent: Elementary Students
Dependent: 2. The influence of texting in
2. Effectiveness of Exposing Classical Music on Consumer’s Behavior.
decreasing the students’
Independent:
Dependent: grammatical competence
3. Impact of ICT on Student Achievement in Accounting 3. The impact of Koreanovelas on
Independent: the Filipino value system
Dependent:
4. The relationship of corrupt
4. Increasing Reading Interest through Paired Reading.
practices and the resignation of
Independent:
Dependent: the employees
5. The collaborative learning in increasing communicative competence 5. The use of Eco Brick Project in
Independent: Waste Management Performance
Dependent:
of HUMSS students

CAN YOU REMEMBER IT ALL? LET’S LOOK 6. Time spent studying and its
effects the test scores of TVL
Using the Venn diagram, show the similarities and differences of students
dependent and independent Variable 7. Relationship between disposable
Independent Dependent income and location amongst
young adults
8. Salary and job satisfaction among
Greenwoods residents
9. Number of hours invest in the
gym to the body built of the male
employees
10. The skin color and the self-
esteem of the Facebook users
Parent’s Signature: Date:
 SUMMARY SHOW US WHAT YOU’VE GOT!
Quantitative research has seven characteristics which include: (1) objective - ANSWER THIS UNIT TEST.
impartial, unbiased and neutral type of research; (2) Clearly defined questions – definite
questions like what, which, how much, and the like are asked and collected); (3) structured
research instruments – this type of research surveys, questionnaires, software in collecting
data from participants; (4) numerical data – this uses numbers and statistical treatment Name: Date:
which produce unbiased results; (5) large sample size –to represents the population (6)
replication - high reliability of the study to determine stability and consistency; and (7) future Section: Score:
outcomes - new concepts and further studies can be formulated by using calculations. Modified True or False. Write TRUE if the statement is correct but if it is false,
Quantitative type of research is beneficial to researchers in some ways. Since it is change the underlined word or group of words to make the whole statement true.
numerical, the researcher maintains its objectiveness in interpreting data. With the use of (1 point each)
statistical techniques, data become easy to analyse and interpret even it requires large
sample size. Additionally, it is replicable, thus, ensures high reliability of results. However, 1. Dependent variable is a variable in
quantitative research can be burden somehow to its researcher specifically on the number of
research that causes a change especially
sample which requires the researcher to become financially and physically capable to handle
expenses in reaching out participants and reproducing instrument. Moreover, the fact that on other variables.
quantitative research uses structured instruments, the participants are limited in expressing 2. Continuous variables can either be nominal
further information specially to sensitive topics, and are most likely to make fun guessing the variable or ordinal variable.
answers. 3. Nominal variable is any variable that has
limited number of distinct values and which
There are 6 kinds of quantitative research the researcher may utilize. (1) Descriptive
cannot be divided into fractions.
Research which focuses on describing the nature, characteristics and components of the
population or a phenomenon. (2) Correlational Research is a systematic investigation of the 4. Researchers in the field of Science,
nature of relationship, or associations between among variables without having investigation into Technology, Engineering and Mathematics
causal reasons underlying them. (3) Evaluation Research is used to assess the effects and (STEM) deal more on societal behaviors
impacts or outcomes of practices, policies and programs. (4) Survey Research where researcher and social issues.
gathers information from groups of people by selecting and studying samples chosen from 5. In the area of Humanities and Social
population done in various ways like face-to-face, phone, mail, and online. A survey research may Sciences, researchers can help design a
be cross-sectional and longitudinal survey. (5) Causal Comparative Research (also known as ex new product or service figuring out what is
post facto/after the fact research) derives conclusion from observations and manifestation that
already occurred in the past and now compared to some dependent variables. It discusses why and
needed and ensure that the development
how a phenomenon occurs. (6) Experimental Research utilizes scientific method to test cause- of a product is highly targeted towards
and-effect relationships under conditions controlled by the researcher. demand.
6. Correlational Research is also known as ex
Quantitative research is beneficial across fields. It can help people understand and post facto (after the fact) research.
assess the things and occurrences around them. It provides them the rationale and justifications for
7. Evaluation Research aims to assess the
decisions and actions they may do. It leads the people to discover various means of identifying
problems, finding ways of dealing with challenges and coming up with innovative materials and effects and impacts or outcomes of
mechanism that can improve the quality of lives. practices, policies and programs.
8. In descriptive research, the researcher
A variable is measurable characteristic that changes in value. It may vary from one manipulates the independent variables to
group to another group, one person to another or even with the same person over time. The determine its effects on the dependent
two types of variables are continuous (a variable that can take infinite number on the value
variables.
that can occur within a population) and discrete variables (categorical or classificatory
variable, any variable that has limited number of distinct values).Continuous variables can 9. Data are normally gathered using
either be interval variable (a measurement where the difference between two values does structured research tools such as
have meaning) or ratio variable (has a clear definition of zero indication that there is none questionnaires to collect measurable
of that variable). On the other hand, discrete variables can either be nominal variable (does characteristics of the population
not imply ordering of cases) or ordinal variable (can be ranked). 10. Information are difficult to gather using
In research, variables can be dependent variable (also called as outcome structured research instruments specifically
variable; it is a result or effect of the changes brought about by another variable) and sensitive issues like pre-marital sex,
independent variable (the cause variable or the responsible for the conditions that act on domestic violence, among others.
something else to bring about changes).
Classification. Classify the following variables whether it is Interval, Nominal,
Ratio or Ordinal. Write your answer on the space provided before the number. (1 11. Civil status
point each) 12. Milktea flavor
 13. Mobile data consumed in a day 23. Neri did not based his study on guess work
24. Roger wants to ensure the correctness and verify the
14. Room temperature in Fahrenheit findings of different but reliable already conducted study.
25. Roel used survey forms in collecting data for his study.
15. year level in college For 26 -30 Kinds of Quantitative Research

A. Descriptive Research D. Survey Research

Identification. Each of the underlined word/phrase is variable. Indicate whether it is B. Correlational Research E. Causal Comparative
dependent or independent. Write DV if you consider it dependent variable, and IV if you C. Evaluation/Assessment F. Experimental
consider it independent variable Research
16. Effects of k-12 curriculum on professional
growth of academic track students 26. Eric assesses the food sanitation in a fast food chain.
17. Gender and leadership performance of 27. Mr. Cruz is interested in determining how age influences
school administrators in Makati City maturity level of call center agents. He separated
18. How does parents’ employment status participants into different age group (25 and below, 26-40,
influence the academic performance of 41 and above) and their maturity levels measured.
elementary students 28. Ms. Guzman would like to know if music therapy is effective
19. The effect of climate on classroom or not in the academic performance of high school students
attendance of Home Economics students
so she teaches one section using music therapy and
20. Time spent playing online games of the teaches another comparable section without music.
high school students and its effect on the 29. Ms. Lorenzo wants to know how many fresh education
their academic performance graduates failed the Licensure Examination for Teachers.
30. Tomy would like to know if family background and life span
are related to each other.

For 31 -35 Strengths and Weaknesses of Quantitative Research

A. Strength
B. Weakness
Multiple Choice. Given the choices in the box, identify the word/phrase being
described on each of the statement/situation below. Write your answer on the
space provided before the number.
31. You have to look on respondents who are unserious in
For 21 -25 Characteristics of Quantitative Research answering the questionnaire
32. You have to use questionnaire in gathering data about
domestic violence.
A. Objective. E. Large Sample sizes. 33. You have to use numerical data in analysing and interpreting
B. Clearly defined Research F. Replication. data.
Questions. G. Future Outcomes. 34. You have to use large number of participants in conducting
C. Structured Research the study.
Instruments 35. You have to spend more money and time in reaching out
D. Numerical Data. respondents and reproducing questionnaires.

21. In order to arrive at more reliable data analysis, Maine used

standardized number of participants to represent the
population.
22. Mario presented his data in the form statistics
Sketch. Make a sketch showing the importance of quantitative research across fields. (5 points)
 UNIT 2
Identifying the
Inquiry and
Stating the
Problem
A. CONTENT STANDARDS

The learner demonstrates understanding of:

a. the range of research topics in the area of inquiry

b. the value of research in the area of interest
c. the specificity and feasibility of the problem posed.

B. PERFORMANCE STANDARDS

The learner is able to formulate clearly statement of research problem

Parent’s Signature: _ Date: _

C. LEARNING COMPETENCIES
The learner:

a. designs a research useful in daily life.

b. writes a research title
c. describes background of the research
d. states research questions
e. indicates scope and delimitation of research
f. cites benefits and beneficiaries of research
g. presents written statement of the problem.
Lesso Research Useful in Daily Life
5. It should be of researcher’s interest and researcher must be with the topic
6. It should be a modest one for a beginner to be carried on within a limited period
of time.

n OBJECTIVES
1 7. It should be clear, not ambiguous.
8. It should be specific, not general.
9. It should consider the training and personal qualifications of the researcher.
10. It should consider the availability of data involved in the study and the
The students are expected to: methods and techniques to be employed in gathering them.
1. discuss the research topic /problems 11. It should consider the availability of effective instruments for gathering the
2. classify statements about writing research topic whether it data and their treatment.
is true or false 12. It should consider the financial capacity of the researcher to support the
3. make a concept map summarizing their learning on project.
research topic 13. It should consider the time factor involved in the undertaking

LET’S FEED YOUR MIND. READ THIS!

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp
14-15). Cubao, Quezon City: Lorimar Publishing Inc.

A research topic or problem is an intellectual stimulus calling for an

answer in the form of scientific inquiry. Topics or problems are general questions IS YOUR BRAIN FULL? LET’S CHECK!
about relations among variables, or characteristics of the phenomenon which a
researcher needs to undertake. (Birion [Link], 2005, p.7 in Faltado, Bombita &
Based on the concept you have read above, answer the following
Boholano , 2017)
questions briefly using your own words.
Sources of Research Topics or Problems
What is Research Topic?
1. Prevailing theories and philosophy
2. Observations, intuitions or a combination of both
3. Different subjects taken and from them identify a problem that interest a
student-researcher most Where can we get research topics?
4. Fields of interest or specialization or event from related studies
5. Existing problems in the classroom/school/campus/university which one may
want to solve are good sources of research problems
6. Existing needs of the community
What are the characteristics of the research topic?
7. Repetition or extension of investigations already conducted or may be an
offshoot of studies underway (Angeles, 1996, p 86)
8. Related studies and literatures
9. Advice of authorities or experts from funding agencies
10. Offshoots of friendly conversations
11. Incidental from interesting topics of professors during the course What are the requirements for someone to do a certain research topic?
meeting/session.

Selecting Research Topic

1. It should be new or different from what has already been written about.
2. It must be original What are the other important factors to consider in selecting research topics?
3. It should be significant to the field of study or discipline
4. It must necessarily arouse intellectual curiosity
 YOUR BRAIN NEEDS EXERCISES. DO THIS!
LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!
True or False. Write True if the statement is correct, and False if
incorrect. Name: Date:
Section: Score:
1. Authorities may advice research topics
2. Financial capacity of the researcher to support the project must
also be considered Classify the following research topics whether it is Good or Bad. Write
3. Research problems can be developed from friendly your answer on the space provided before the number.
conversations
4. Research problems should be ambiguous 1. Factors that Cause Tardiness of Students
5. Research topic must be general in Rizal High School in their Academic
6. Research topic must be of research adviser’s interest. Performance
7. Research topic should be the same with what has already been
written about. 2. How to make bracelet from beads
8. Researcher may extend the research already conducted.
9. Researcher should consider the availability of data involved in 3. How to start a small business
the study and the methods and techniques to be employed in gathering them in
selecting the topic.. 4. Filipino customs
10. Time factor must be considered in choosing the research topic.
5. My Significant Experience Last Summer

6. Organ transplant
CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.
7. The Academic Achievement of Students
On the space provided below, make a concept map summarizing what in Public Elementary Schools
you have learned from a research topic.
8. The effects of marijuana in one’s health

9. The Parliamentary Form of Government

10. The Psychic Phenomena

Parent’s Signature: _ Date: _

Lesson The Research Title
IS YOUR BRAIN FULL? LET’S CHECK!

2 OBJECTIVES Based on the concept you have read above, answer

questions briefly using your own words.
the following

The students are expected to:

What are the components of the research title?
1. discuss the guidelines in writing research title
2. write correct research title
3. complete a graphic organizer summarizing the learning on
research title
What is the required length of the research title?

LET’S FEED YOUR MIND. READ THIS!

What are the words to be avoided in formulating research title?

Selected Guidelines in the Formulation of a Research Title

1. The Title must contain the ff. elements:
a. the subject matter or research problem
b. the setting or locale of the study How does the researcher write the title if it contains more than one line?
c. the respondents or participants involved in the study
d. the time or period when the study was conducted.
2. The title must be broad enough to include all aspects of the study but
should be brief and concise as possible. What to capitalize in writing the research title?
3. The use of terms as “Analysis of “, “A study of”, “An Investigation of” and
the like should be avoided.
4. If the title contains more than one line, it should be written in inverted
pyramid.
5. When typed or encoded in the title page, all words in the title should be in
capital letters. YOUR BRAIN NEEDS EXERCISES. DO THIS!
6. If possible, the title should not be longer that 15 substantive words.
7. Avoid a long, detailed title that gives too much information.
8. To shorten the title, delete the terms assessment or evaluation if these Write the correct form of the following research title.
are already emphasized in the text.
Given the following elements, write a good research title. 1.

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp
17-18). Cubao, Quezon City: Lorimar Publishing Inc.
Research problem : An Investigation on the Level of the Acceptability of
Worksheets for Film-Clippings
Locale : University of Rizal, Antipolo City
Respondents : Teachers of English
Time : S.Y. 2019-2020
 Main Idea
2.
Research problem : Evaluation Study on the Leadership Practices
Locale : Pasig City Four Important Details:
Respondents : Supervisors of Mc Donald’s, Jollibee, Greenwich and
1.
Chowking
Time : Year 2019

2.

3.
Research problem : Assessment on the Impact of Tertiary Education on the
Quality of Life 3.
Locale : Pasig Catholic College, Pasig City
Respondents : 20 student assistants living below the Poverty threshold
Time : School Year 2019-2020

4.

CAN YOU REMEMBER IT ALL? LET’S LOOK One sentence summary:

Summarize your learning on writing research title by accomplishing the

following graphic organizer.

Title:
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE! 4.
Research problem : An Analysis on the Impact of Playing Mobile Legends on
Name: Date: Students’ Study Habits
Section: Score: Locale : Mabini High School, Bulacan
Respondents : 451 students from Grade 7, Grade 8, Grade 9, and Grade
10
Write the correct form of the following research title. (2 points each)
Time : School Year 2015-2016
1.
Research problem : An Assessment on the Effectiveness of Literacy Program
Locale : Barangay Caniogan, Pasig City
Respondents : Street Children
Time : Year 2015

5.
Research problem : An Investigation on the Medicinal Effects of Guava Leaves
Locale : Province of Rizal
Respondents : Residents of Rizal Province
Time : Year 2016
2.
Research problem : Investigation on the Stress Management Skills of
Overseas Filipino Workers
Locale : Hongkong
Respondents : 250 OFW in the Hongkong
Time : Year 2019

Parent’s Signature: _ Date: _

3.
Research problem : Teaching Practices of Bachelor of Secondary Education
Major in Filipino
Locale : University of Philippines, Diliman
Respondents : 300 Education Students
Time : School Year 2015-2016
Lesson The Background of the Research
IS YOUR BRAIN FULL? LET’S CHECK!

Based on the concept you have read above, answer the following questions

3 briefly using your own words.

OBJECTIVES What is the content of the Background of Research/Introduction?

The students are expected to:

4. discuss the content of the background of research (introduction)
5. classify ideas on writing research background whether it must be
included or not What are the questions to be answered in writing the introduction?
6. make a concept map summarizing their learning on background of
research

LET’S FEED YOUR MIND. READ THIS!

For a good background/introduction, what can you specify?

Background of Research
This part of the research includes information which would focus
attention on the importance and validity of the problem. It is the general orientation
of the problem area. A brief rationale to justify the problem must be provided. This What must be discussed in the background/introduction?
is the present state of knowledge regarding the problem. Answer these questions:
what facets of the problem (phenomenon) are known and what need further
investigation? What approaches have been used previously in research of the
problem?
For a good background, the researcher can state the antecedents of the

reasons why this topic is proposed relative to previous studies. 18-19). Cubao, Quezon City: Lorimar Publishing Inc.

The background includes:

1. discussion of the problem in general and specific situations as
observed and experienced by the researcher (macro to micro approach)
2. concepts and ideas related to the problem including clarification of
important terminologies; and
3. discussion of the existing or present conditions and what is aimed to
be in the future or the gap to be filled – in by the research.

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp
 YOUR BRAIN NEEDS EXERCISES. DO THIS!

Decide whether the following ideas are to be included in the background of

the study or not. On the space before the number, write IN if you consider it
included, and write OUT if it is excluded.

1. Approaches previously used in research of the problem

2. Clarification of the important terms

3. Coverage of the study
4. Description of the instrument to use in the study
5. Discussion of general and specific problem
6. History of the problem
7. Present condition of the problem
 8. Recommendation to other researchers
LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
9. The process of how data shall be gathered
BY10.
YOUR TEACHER… OOOPS
The solution/answer to the NO PRESSURE!
problem Name: Date:
Section: Score:
A researcher conducts his study on determining the perception of Junior
CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. High School student-leaders of the prevailing school organizational climate of
Rizal High School as well as the administrators’’ leadership style during the school
Summarize your learning on this lesson by developing a concept map on writing year 2018-2019.
the background of the study below. Decide whether the researcher has done a good introduction as he has
done the following actions. On the space provided before the number, write
Title: AGREE if you consider the action correct, and DISAGREE if you consider the
action inappropriate.
1. He briefly stated the findings of his study.
2. He clearly gives detail on the step by step process of
conducting his study
3. He discussed of his reason of conducting the study in
the Rizal High School
4. He discussed the need of finding solution to his problem

5. He explained the statistical treatment he is going to use

in his study
6. He expressed the parameters that prevent him from
pursuing further studies due to time and budgetary
constraints.
7. He mentioned the beneficiaries of his study

8. He provided suggestions in his introduction for the other

researchers
9. He stated some research studies conducted in relation
to school climate and leadership style
10. The researcher clarifies the terms “school climate” and
“leadership style”

Parent’s Signature: Date:

Lesson Research Questions

4
1.1.4computer attended? education seminar/training

Student-respondents
sex
OBJECTIVES monthly family income
accessibility to computer; and
The students are expected to: performance in English and Mathematics?
2. What is the extent of the Computer Education Program implementation as perceived by the teacher-responden
1. discuss how research questions are formulated
objectives and content of instruction;
2. critique the sample statement of the problem
teaching competencies;
3. make a concept map summarizing the learning on writing
learning competencies;
the statement of the problem What is the extent of the Computer Education Program implementation as perceived by the student-respondents
objectives and content of instruction;
LET’S FEED YOUR MIND. READ THIS! teaching competencies;
learning competencies

Research Questions / Statement of the Problem

There are two problems to be stated: (1) the major (general or main)
problem, and (2) the minor (specific) problems or sub-problems. The general
Sources:
problem consists of the general purpose of the study which is usually patterned Ariola, M. M. (2006). Principles and Methods of Research (p 135) Sampaloc, Manila: Rex Bookstore, Inc.
Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 19-20).
from the research title. The general problem is then broken down to specific Cubao, Quezon City: Lorimar Publishing Inc.
problems or sub-problems in order to be researchable units. Usually, the general
problem starts with the phrase: “This study” while the sub-problems start with:
“Specifically, this study”.

The following are the guidelines in using the sub-problems of the study
1. It is arranged in a logical order from factual to analytical order following IS YOUR BRAIN FULL? LET’S CHECK!
the flow in the research paradigm.
Based on the concept you have read above, answer the following
2. It should be specifically, correctly, and grammatically worded in the
questions briefly using your own words.
language of research.
3. It should not duplicate or overlap the other sub-problems (mutually
exclusive dimensions). What are the two problems to be stated in the Statement of the Problem? Discuss
4. It is not answerable by yes or no. each.
5. Each specific problem has a corresponding statistical tool.

Example:
This study attempted to evaluate the status and extent of
implementation of the Computer Education Program in the Division of
Rizal SY 2015-2016 as perceived by teacher and student respondents.
Specifically this sought answers to the following questions:
What are the guidelines in writing the subproblems?
1. What is the profile of the respondents in terms of:
1.1 Teacher-respondents
1.1.1 sex
1.1.2 field of specialization
1.1.3 length of service; and
 CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

On the space provided below, make a graphic presentation summarizing

what you have learned from the formulation of research questions.
YOUR BRAIN NEEDS EXERCISES. DO THIS!

Check the column that speaks of the quality of the given quantitative
research questions. Accomplish the last column too.

This study aims to determine the integration of Information and

Communication Technology (ICT) in teaching Mathematics to Grade 7 learners in
Rizal High School
Specifically, this study seeks to answer the following questions:
1. Has the integration of ICT helped in teaching Mathematics to
Grade 4 students?
2. How old are the respondents?
3. How many are older?
4. Do they belong to the rich family?
5. How many are male and female among the respondents?
6. How good are the Grade 7 students in Mathematics before
integrating the ICT?
7. Do the students perform better when the ICT was integrated in
teaching Mathematics?

Guidelines Good Bad Reason/Comment

1. logical order

2. language of research.

3. not duplicating or
overlapping to the other
sub-problems

4. not answerable by yes or

no.

5. corresponding statistical
tool.
LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: Date:
Lesson 5 Scope and Delimitation of Research
Section: Score: OBJECTIVES
Classify the following research questions whether it is Good or Bad.
The students are expected to:
Write your answer on the space provided before the number. 1. discuss the scope and delimitation of research
2. classify statements whether to include or exclude from scope
and delimitation
Research Title: Effect of Music Therapy on the Academic Performance of
3. make a concept map summarizing the learning on scope and
Students in Mathematics delimitation

1. What is the profile of the respondents in terms of LET’S FEED YOUR MIND. READ THIS!
1.1 Age; and
Scope and Delimitation of Study
1.2 Gender? The scope describes the coverage of the study. It specifies what is
2 Is Music Education effective as a therapy in covered in terms of concept, number of subjects or the population included in the
study, as well as the timeline when the study was conducted.
learning?
Delimit by citing factors or variables that are not to be included and the
3 What is the performance of the respondents in boundary in terms of time frame, number of subjects, participants or respondents
the who are excluded. Specify that which you will not deal within the study.
3.1 Pre-test; and This section discusses the parameters of the research in paragraph. It
answers the basic questions:
3.2 Post- test? 1. What – the topic of investigation and the variables included
4 Do the students perform better when Music 2. Where – the venue or the setting of the research
Education as a therapy is applied? 3. When – the time frame by which the study was conducted
4. Why – the general objectives of the research
5 Is there a significant difference in the pre and post
5. Who – the subject of the study, the population and sampling
test results of the two groups of respondents? 6. How – the methodology of the research which may include the
6 Are the students good in Math? research design, methodology and the research instrument
7 Is there a significant difference between the post
It may also discuss why certain variables were not included in the research.
test results of the two groups of respondents? Example:
8 Based on the result of the study, what music
instructional strategy may be proposed in learning The main purpose of the study is to provide information regarding metro-

Math? sexuality and how being a metrosexual affects the lifestyle of the student. The

9 What difficulties they encounter during the study considers the student’s personal information such as their name (optional),

summer class in Mathematics? gender, age, and section.

10 What are the factors that cause students low The researchers limited the study to 80 males and female secondary education

performance in Mathematics? students enrolled in the second semester of school year 2015-2016 of
Technological Institute of the Philippines. Each of the respondents was given a
Parent’s Signature: Date:
questionnaire to answer. The students selected came from four different sections YOUR BRAIN NEEDS EXERCISES. DO THIS!
to prevent bias and get objective perceptions.
Decide whether the following ideas are to be included in the Scope and
Delimitation of the Study. On the space before the number, write INSERT if you
Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp
21-22). Cubao, Quezon City: Lorimar Publishing Inc. consider it included, and write OMIT if it must be excluded.
1. A brief statement about previously conducted study
related to the present study
IS YOUR BRAIN FULL? LET’S CHECK! 2. The definition of the topic
3. The findings of the study
Based on the concept you have read above, answer the following 4. The formulated hypothesis of the researcher
questions briefly using your own words. 5. The main purpose of conducting the study
6. The method of selecting the participants
What does the “scope” mean in the Scope and Delimitation of Study? What does it
7. The participants of the study
specify?
8. The place where the study is conducted
9. The topic and the variables included in the study
10. Time frame by which the study was conducted

What does the “delimit” mean in the Scope and Delimitation of Study? What does
it specify?
CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.
Summarize your learning on writing Scope and Delimitation by
accomplishing the following graphic organizer.

How does the researcher discuss the parameters in the Scope and Delimitation?
Title:

Main Idea

Four Important Details:

What are the basic questions to answer in writing the Scope and Delimitation?
1.

2.

3.

4.
What other information you may include in the Scope and Delimitation?

One sentence summary:

 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

Name:
BY YOUR TEACHER… OOOPS NO PRESSURE!

Date:
Lesson Benefits and Beneficiaries of

Section: Score: 6 Research

OBJECTIVES
As the researcher conducts his study on determining the perception of Junior
Parent’s Signature: Date:
High School student-leaders of the prevailing school organizational climate of Rizal
High School as well as the administrators’’ leadership style during the school year
2018-2019, decide whether he has done a good the Scope and Delimitation of Study
as he does the following actions. On the space provided before the number, write
AGREE if you consider the action correct, and DISAGREE if you consider the action
inappropriate.

1. He explained the need to measure the school climate with its

corresponding leadership style as exhibited by school
administrators.

2. He defined terms used in the study operationally for clearer

understanding of the study.

3. He discussed the significant relationship between the prevailing

leadership stlyes of administrators and perceived school climate

4. He gave the details on the focus of his study which include

identifying of leadership styles, the kind of school climate exists,
and relationship between those variables

5. He included the beneficiaries of the study including students,

teachers, school administrators, and Department of Education.

6. He included the fact that Rizal High School has more than
11,000 students with more than 500 teaching and non-teaching
staff.

7. He mentioned that he used Multifactor Leadership Questinnaire

(MLQ-5x short) bought from [Link] to measure the
leadership style

8. He stated that he used descriptive of the prevailing condition of

school climate as well as the leadership styles of administrators

9. He stated that the study was limited only to Junior High School
Student Leaders who were enrolled in Rizal High School-Pasig
City for School Year 2018-2019

10. He stated the program he may be proposed to improve the

organization climate of Rizal High School
 The students are expected to: the administrators or policy-makers who make the decisions or implement
1. discuss the significance of the study programs, the subject themselves, future researchers and those who are directly
2. classify statements whether to include or exclude from
or indirectly affected by the problem. One may also look into any contribution of
significance of the study
3. make a graphic presentation summarizing the learning on the study to the field of specialization or discipline, any advancement or new
significance of the study knowledge that the study contributes to the science or the state-of-the-art. In this
portion of the study one may also state the specific sectors who will benefit from
the study. This part also justifies the rationale of the undertaking.
LET’S FEED YOUR MIND. READ THIS!

Tips in Writing the Significance of the Study

Significance of the Study
1. Refer to the statement of the problem.
In this part of the research, the researcher defines who will benefit out
Your problem statement can guide you in identifying the specific
of the findings of the study. He/ She describes how the problem will be solved
contribution of your study. You can do this by observing a one-to-one
and specifically pinpoints who will benefit from such findings or results. Usually
correspondence between the statement of the problem and the
the beneficiaries of the study are those experts concerned about the problem,
significance of the study.

2. Write from general to specific. educating their teenagers, protecting and diverting them from indulging premarital sex.
Write the significance of the study by looking into the general contribution This study, too, will make the parents aware that education about the use of contraceptives
of your study, such as its importance to society as a whole, then to will start also at home.
individuals which may include yourself a researcher. This study will also benefit the teachers on the steps to take for they could be informed
Example: how important education is to the development if children to manhood/womanhood. This
The study must be conducted to find out the major causes of teenage enables them to guide and identify the major causes of teenage pregnancy especially in
pregnancy and the extend of the effect of teenage pregnancy on the development Maramag, Bukidnon.
of students and out-of-school youth in Maramag, Bukidnon. The result of this This study will also benefit school administrators; it will provide them information on the
study is beneficial to student and out-of-school youth, to the parents, teachers, to importance of knowing the major factors behind early pregnancy and possible effects on
the community, school administrators, researchers, and other interested educational development of teenagers. It is one way that administrators will intensify sex
individuals because this can give empirical data as bases for suggestions on education in their school; improve the knowledge of their teachers through seminars so
minimizing teenage pregnancy in the community. that they can deal well with students to avoid pregnancy at an early age.
The study will benefit students who are still a school because it will give them
information about the causes of teenage pregnancy and its possible effects on
their studies. This paper will guide them to focus first their attention on their
studies.
The study will also benfit the out-of-school youth in the sense that they are
make aware of the causes of teenage pregnancy and are helped to avoid the
same to increase their chances to participate in the Alternative Learning System
(ALS) or increase their chances to go back to the formal school.
This study will also benefit the parents to enable them realize their role in
 The researcher hopes that the result of this study would also be a great help to
future researchers\s and to all people who are interested to know more about
teenage pregnancy-their causes and the possible effects on their educational
development.

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research
for SHS) (pp 23-24). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK!

Based on the concept you have read above, answer the
following questions briefly using your own words.

In significance of the study, what does the researcher focus on?

Who are the beneficiaries to be included in the significance of the study?

Aside from the people involve, what are the other possible beneficiaries to
be included?

YOUR BRAIN NEEDS EXERCISES. DO THIS!

Decide whether the following ideas are to be included in the

significance of the study or not. On the space before the number, write IN
if you consider it included, and write OUT if it is excluded.

1. any contribution of the study to the field of specialization or

discipline
 2. experts concerned about the problem LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

BY YOUR TEACHER… OOOPS NO PRESSURE

3. future researchers !
Name: Date:
4. parents who supports the researchers
Section: Score:
5. people who are directly or indirectly affected by the
As the researcher conducts his study on determining the perception of Junior High
problem.
School student-leaders of the prevailing school organizational climate of Rizal High School as well
6. the administrators or policy-makers who make the as the administrators’’ leadership style during the school year 2018-2019, decide whether he has
decisions or implement programs done a good the Significance of the Study as he did the following actions. On the space
7. the research advisers provided before the number, write AGREE if you consider the action correct, and DISAGREE if
8. the specific sectors who will benefit from the study you consider the action inappropriate.

9. the statistician who expertly treats the data gathered

1. He specified that the significant results of the study could motivate
10. the subject of the study
other prospective researchers to focus on the school climate as
well as leadership styles that exist in their respective school
and/or organizations for further improvement/enhancement.
2. He added that the students and student-leaders should undergo a
CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. transformational leadership training program in order to contribute
to school improvement.
3. He indicated that the student’s perception should be given priority
as they may give helpful feedback on their school climate and
leadership towards school improvement.
4. He mentioned that Department of Education could gain helpful
Summarize your learning on this lesson by developing a concept map on
insight from the research study by looking into school’s
writing the significance of the study below. organizational climate enabling the agency to acquire useful data
legalizing policies and rules for better school function.
Title: 5. He mentioned that the teacher’s leadership skills should be
assessed so teachers may re-examine and practice the best
leadership style in their respective classrooms.
6. He pointed out that school administrators should engage in a
transformational leadership training to further develop their skills
and styles in leadership as they perform their duties for students
and student-leaders.
7. He revealed that the Department of Education should launch a
Transformational Leadership Training Program not only for the
teachers but also to students to achive positive climate towards
school improvement.
8. He specified that the result of the study will benefit students
because findings of the study are useful to improve both school
climate and leadership styles of not only leaders but also
members of the organization
9. He stated that educational administrators would examine their
school climate and leadership styles which could help them foster
the needs of the organization, to re-evaluate their leadership
styles and to promote harmonious professional and working
relationship among its members and clientele.
10. He stated that teachers will benefit from the improvement plan on
school climate as well as leadership style of administrators made
based from the results of the study.

Parent’s Signature: Date: _

 SUMMARY SHOW US WHAT YOU’VE GOT!
ANSWER THIS UNIT TEST.
The research topic is a problem that needs to be solved using scientific inquiry.
These can be formulated from prevailing theories and philosophy, observations, intuitions or
a combination of both, different subjects taken, fields of interest or specialization or event
from related studies, and/or existing problems in the classroom/school/campus/university. Name: Date:
Research problems can also be from existing needs of the community, repetition or
Section: Score:
extension of investigations already conducted or may be an offshoot of studies underway,
related studies and literatures, advice of authorities or experts from funding agencies,
offshoots of friendly conversations, and interesting topics of professors during the course Modified True or False. Write TRUE if the statement is correct but if it is false,
meeting/session. change the underlined word or group of words to make the whole statement true.
In selecting the research topic, the researcher has to make sure that he is going to (1 point each)
choose new or different from what has already been written about. It must be original,
significant to the field of study or discipline, and necessarily arouse intellectual curiosity. It
has to be of his interest, clear and specific. It should be a modest one for a beginner. The
researcher has to consider his training and personal qualifications. The availability of data
involved in the study and the methods and techniques to be employed in gathering them, the
availability of effective instruments for gathering the data and their treatment, the financial
capacity to support the project and time factor involved in the undertaking should also be
considered.
In formulating the research title, the researcher must include the subject matter or
research problem, the setting, respondents, and the time or period when the study shall be
conducted. It should be brief and concise as possible. The use of terms as “Analysis of “, “A
study of”, “An Investigation of” and the like should be avoided. If the title contains more than
one line, it should be written in inverted pyramid. All words in the title should be in capital
letters when typed or encoded in the title page
The Background of Research includes information which would focus attention on
the importance and validity of the problem. It includes: (1) discussion of the problem in
general and specific situations as observed and experienced by the researcher (macro to
micro approach); (2) concepts and ideas related to the problem including clarification of
important terminologies; and (3) discussion of the existing or present conditions and what is
aimed to be in the future or the gap to be filled – in by the research.
The statement of the problem contains (1) the major (general or main) problem,
and (2) the minor (specific) problems or sub-problems. The general problem consists of the
general purpose of the study which is usually patterned from the research title. The general
problem is then broken down to specific problems or sub-problems in order to be
researchable units. Sub-problems have to be: arranged in a logical order; specifically,
correctly, and grammatically worded in the language of research; not duplicate or overlap the
other sub-problems (mutually exclusive dimensions); not answerable by yes or no; and with
corresponding statistical tool.
The scope and delimitation of the study discusses the parameters of the research
in paragraph including: the topic of investigation and the variables included; the venue or the
setting of the research; the time frame by which the study was conducted; the general
objectives of the research; the subject of the study, the population and sampling; and the
methodology of the research which may include the research design, methodology and the
research instrument. Reasons for not including certain variables must be discussed as well.
The Significance of the Study specifies who will benefit out of the findings of the study.
Beneficiaries of the study include those experts concerned about the problem, the
administrators or policy-makers, the subject themselves, future researchers and those who
are directly or indirectly affected by the problem.
1. The research topic consists of the general purpose of
 the study which is usually patterned from the research
title.
2. Beneficiaries of the study include those experts
concerned about the problem, the administrators or
policy-makers, the subject themselves, future
researchers and those who are directly or indirectly
affected by the problem.

3. The scope describes the coverage of the study.

4. Scope is done by citing factors or variables that are not

to be included and the boundary in terms of time frame,
number of subjects, participants or respondents who are
excluded.

5. The general problem is then broken down to specific

problems or sub-problems in order to be researchable
units.

6. The research objective specifies who will benefit out of

the findings of the study.

7. For a good background, the researcher can state the

antecedents of the reasons why this topic is proposed
relative to previous studies.

8. The research topic contains (1) the major (general or

main) problem, and (2) the minor (specific) problems or
sub-problems.

9. The scope and delimitation of the study discusses the

parameters of the research in paragraph
 24. the coverage and/or factors or variables that are included in the
study.
10. The Significance of the Study includes information
which would focus attention on the importance and 25. The general purpose of the study which is usually patterned from the
validity of the problem. research titleS
Classification. Classify the following research topics whether it is Good or Bad. Write
your answer on the space provided before the number.

11. Philippine Government TITLE WRITING. Given the following elements, write a good research title.

12. Exploring the solar system 26.

research : Concepts and experiences in Cyber bullying of students
13. Effect of Online games to students’ study problem
habits locale : Rizal High School, Pasig City
14. Making a program script respondents : Grade 7 students from sections of EBEC, STE, SPA, and
SPS
15. Developing a time machine time : S.Y. 2019

MULTIPLE CHOICE. Th e following are research contents. Decided to what

section of the research p aper each should be included. Choose your answer from
the choices below.
A. Introduction
B. Statement of the Problem
C. Scope and Delimitation
D. Significance of the Study 27.
research : Devotional Practices and the Meanings of such practices to
16. All questions to be categorically stated, and answered. problem people
locale : Quiapo, Manila
17. Any advancement or new knowledge that the study gives contribution respondents : Black Nazarene Devotees
18. Beneficiaries of the study who are those experts concerned about the time : 2019
problem

19. Description how the problem will be solved and specifically pinpoints
who will benefit from such findings or results.

20. Discussion of the problem in general and specific situations as

observed and experienced by the researcher 28.
research : Cultural Practices using Herbal Plants
21. Information which would focus attention on the importance and problem
validity of the problem.
locale : Nine Barangays in Tanauan, Leyte
22. Reasons why certain variables were not included in the research. respondents : Residents of 9 barangays
time : 2019
23. Specific problems or sub-problems arranged in a logical order from
factual to analytical order following the flow in the research paradigm
 UNIT 3
29.
research : Influence of social media like facebook on writing skills
problem
locale : Bataan Peninsula State University

Learning from Others

respondents : Grade 10 students
time : 2019

and Reviewing the

Literature
30.
A. CONTENT STANDARDS
research problem : Speaking anxiety of students in English Language
locale : Bataan Peninsula State University The learner demonstrates understanding of:
respondents : Grade 10 students
time : 2019 a. the criteria in selecting, citing, and synthesizing related
literature;
b. the ethical standards in writing related literature;
c. the formulation of conceptual framework;
d. the research hypotheses (if applicable); and
e. the definition of terms as used in the study

B. PERFORMANCE STANDARDS

The learner is able to:

a. select, cite and synthesize judiciously related literature and use

sources according to ethical standards
b. formulate clearly conceptual framework, research hypotheses (if
Parent’s Signature: Date:
applicable), and define terms used in the study
c. present objectively written review of related literature and
conceptual framework

C. LEARNING COMPETENCIES/OBJECTIVES

The learner:

a. selects relevant literature

b. cites related literature using standard style (APA, MLA, Chicago
Manual of Style)
c. synthesizes information from relevant literature
d. writes coherent review of literature
e. follows ethical standard in writing related literature
f. illustrates and explain conceptual framework
g. lists research hypotheses (if appropriate)
h. defines terms used in the study
Lesso Selecting Relevant 


To connect the past researches, thesis or dissertation to your current
research study.
To know the connectedness of your paper to the current situation of the
Literature
nOBJECTIVES
1 country and of the world.

Types of Literature Reviews

At the end of the lesson, the learners are expected to:
1. select relevant literature, You are aware that there are two types of literature review:
2. discuss the steps on how to evaluate the articles, and TRADITIONAL and SYSTEMATIC. In qualitative, you have used traditional
3. cite the purposes of writing a literature review. literature while here in quantitative you will use the systematic literature.

LET’S FEED YOUR MIND. READ THIS!

Systematic Review under Quantitative research begins with research question (major and sub-questions) that ai
A literature review is a major part of Traditional Review
any research Itunder
paper is also called it“a research
Qualitative
because question-driven methodology”
begins with research question, but these are open-ended and subjective questions.
encapsulates the parallel ideas from books, magazines, scholarly papers, and any
other sources to your research topic. In such, a coherent review of the summary,
description, synthesis and evaluation can be written as a basis of the study.
As stated by USCLibraries (2019), a literature review may consist of
simply a summary of key sources, but in the social sciences, a literature review
usually has an organizational pattern and combines both summary and synthesis,
often within specific conceptual categories.

A literature review can include the following:

 Give a new interpretation of old material or combine new with old How to Evaluate Articles
interpretations,
 Trace the intellectual progression of the field, including major debates, Once you have found the articles, books or information, you need to
 Depending on the situation, evaluate the sources and advise the reader examine the materials. To help you in choosing the right reference, see these
on the most pertinent or relevant research, or guidelines:
 Usually in the conclusion of a literature review, identify where gaps exist
1. Examine the title – A good title should be specific and contains the major
in how a problem has been researched to date.
variables of the study.
2. Screening for inclusion – This includes the applicability of the studies
Purpose of a literature review
previously identified and selecting or excluding them.
Aside from giving support to the topic, these are the purposes of 3. Extracting data – This involves gathering applicable information from
literature review according to Baraceros (2016): each primary studies included in the review.
4. Analyzing and synthesizing data – This last step requires the authors to
 To know the different concepts, ideas, theories that are related to your organize, compare, collate, summarize, aggregate or interpret the
study and learn from them through connecting them with your own information previously extracted in order to suggest a new contribution to
research paper. the body of knowledge.
 To have more basis in proving that your research topic is correct and
relevant.
 To learn more terms, especially the unfamiliar ones, that are related to IMPORTANT!
your study.
In doing these guidelines, you must be selective in choosing the right context.
With this, you do not have to write or copy everything, you should only
choose the
words, terms or phrases that is highly relevant and helpful to your topic. Never to
omit important ones. OUR BRAIN NEEDS EXERCISES. DO THIS!

Note Taking Technique

Choose the correct references needed for the given title. Draw a line from the title
Notes Frame and Layout to the chosen reference/s.
Category / Classification / Heading / Sub-Headings
Source information (Bibliographic reference) and location Improving the Academic Achievement of Rizal High
Notes Own thoughts / Comments School Students Through the Use of Learning
Commons

Source: Prieto, [Link]., 2017 Canadian Learning Commons Network (n.d) Canadian Learning
Commons Network. Retrieved from: [Link]
Characteristics of Materials Cited

Samo, as cited in Prieto (2017), enumerated the different characteristics of the

literature and studies to be acknowledged in the present studies: YourDictionary (2009) LoveToKnowCorp. Retrieved from
1. Materials must relevant to the research topic.

2. Materials must be as objective and unbiased as possible.

3. Materials must be as recent as possible, up to 10 years Rawal,

back. J. (December 2014). Libraries of the Future: Learning Commons. A Case Study of a State University in California. Humbol

IS YOUR BRAIN FULL? LET’S CHECK!

Cicchetti, R. (February 2015). Transitioning a High School Library to a Learning Commons: Avoiding the Tragedy of the Commons. Boston, Mas
To check your understanding, give the objectives of writing a literature
review in a research study and explain.

Loertscher D.V. & Koechlin C. (March/April, 2004) Climbing to Excellence: Defining Characteristics of Successful Learning Co
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Name: Date:

Section: Score:

Read and analyze the references below. Write GO if the reference is suited on the
Write the steps on how to evaluate and write a literature review. article and write STOP if it’s not. (2 pts each)

TITLE: Organizational Climate of Rizal High School and Leadership Style of

its Administrators as perceived by the Students, S.Y. 2017-2018: Basis for
Transformational Leadership Training Program

References to choose from:

1. Organizational Climate of the School and Teacher Performance

Improvement in the 21st Century
February 2018 by John Rafafy Batlolona
[Link]
nal_Climate_of_the_School_and_Teacher_Performance_Improve
ment_in_the_21st_Century

2. Measuring School Climate, School Climate and Outcomes, Issues

Trends and Controversies
March 2009 by WAYNE K. HOY
[Link]
[Link]

3. Workplace Climate
Regents of the University of Minnesota
[Link]
January 2019

4. The Role of Organizational Climate and Culture in the School

Improvement Process: A Review of the Knowledge Base
14 September, 2015
[Link]

5. Determination of High Schools Organizational Climate

Procedia - Social and Behavioral Sciences
Volume 46, 2002, Pages 2947-2950
Gunes Ceyda and Peker Sevinc
[Link]

Parent’s Signature: Date: _

Lesso Citing Related Literature Using Standard Styles (exception: capital for every capitalized

n2 Writing the copyright

date
proper noun)
Written after the author’s
name
Written after
publisher’s name
the

OBJECTIVES
When your quote is longer than 40 words,

At the end of the lesson, the learners are expected to:  Start the quote on a new line
1. cite related literatures using standard style,  Indent the entire quote by 5 spaces (1/2 of an inch if you use the ruler in
2. identify different citation style guide, and Microsoft Word)
3. give the importance of acknowledging the author/s.  Don’t use quotation marks
 Double-space the quote (just like the rest of the paper)
 Use brackets enclosing ellipses [ ] to represent omitted text
LET’S FEED YOUR MIND. READ THIS!
 If your quote contains a quote, use double quotation marks “ “ around the
shorter quote
In taking down notes for your review of related literature, you should also
include where you get those details so that you can acknowledge the creator. Referencing Sources
There are different format in citing sources for the research paper. Here are some Remember that to write a literature review successfully, you must
of the most common citation styles: carefully search the sources. You have to do this systematically and ethically.
Though you will have lots of references to find and combine, you should still use
 APA (American Psychological Association). APA is an author/date- your own words and explanations. And if you will use other people’s exact words,
based style. This means emphasis is placed on the author and the date never forget to cite them. Citing the authors and publishers are important for these
of a piece of work to uniquely identify it. (Author, date) Author (Date) reasons:
1. Adds authority to your work by supporting it with previous researches.
 MLA (Modern Language Association). MLA is most often applied by 2. Demonstrates reading and understanding of relevant literature
the arts and humanities particularly in the USA. It is probably the most 3. Enables the reader to track down the original sources to check its quality
used of all citation styles. (Author page), Author (page) 4. Ensures that you write in an ethical manner by giving credit to the original
authors. (Prieto, [Link]., 2017)
 AMA (American Medical Association) or Vancouver. The Vancouver
system is mainly used in medical and scientific papers. WEBSITES
Source Format for APA Reference Style
Examples: Website with Lastname, F. M. (Date published). Title of the page.
author Retrieved from URL
 APA – (Author, Year) or Author (Year)
 MLA – (Author page) Kraizer, S. G. (2005). Safe child. Retrieved from
 AMA/Vancouver – numbering with either square [ ] or curved brackets ( ) [Link]
can be used as long as it is consistent
Website with Organization name. (Date published). Title of page.
corporate author Retrieved from URL
Aspect APA System MLA System
Writing the Author’s Last name(,) first name and Last name(,) First name Substance Abuse and Mental Health Services
name middle name initials(.) and middle name Administration (SAMSHA). (February 15, 2008). Stop
(optional) underage drinking. Retrieved from
[Link]
Writing the title of the Italicized title with only the Underlined or italicized
reading material beginning word capitalized title with all content words
 Website with Title of the page. (Date published). Retrieved from URL academic motivation. Journal of Educational Research,
unknown author 95(1), 24-35.
Penn State Myths. (2006). Retrieved from
[Link] ARTICLES FOUND on the OPEN WEB
Source Format for APA Reference Style
BOOKS
Source Format for APA Reference Style With Lastname, F. M. (Year). Title of article. Title of Journal, volume if
one available (issue if available), pages if available. Doi: OR Retrieved
Book by a Lastname, F. M. (Year). Title of book: Subtitle of book. Publication author from URL
single City, State: Publisher.
author Swedin, E. G. (2006). Designing babies: A eugenics race with China.
Rollin, B.E. (2006). Science and ethics. New York, NY: Cambridge The Futurist, 6(7). Retrieved from
University Press. [Link]

Book by
two With Norem, J. K., & Chang, E. C. (2012). The positive and negative gram
authors Lastname, F. M. (Year). Title of book. Publication City, State: two bacteria. Journal of Medicine and Genetics, 58(2), 993-1001. doi:
Publisher. authors 10.1002/jclp.10094

Sherman, C., & Prince, G. (2011). The invisible web: Uncovering

information sources search engines can’t see. Melford, NJ: Cyber With 3 Author1, F.M., Author2, F. M., Author3, F. M., Author4, F. M.,
Age Books. to 6 Author5, F. M., Author6, F. M. (2018). Chemistry is Life. Journal of
authors the Scientist, 51(17), 29-30.
Book by List all the authors in order they appear in the title page
three to six
authors Goodpaster, K.e., Nash, L.l., & Benites, H. (2006). Business Ethics: With List all the first 6 and the last author.
Policies and Person. New York, NY: McGraw Hill. more
than 7 Author1, F.M., Author2, F. M., Author3, F. M., Author4, F. M.,
More than List all the first 6 and the last author. Author5, F. M., Author6, F. M…Finalauthor, F. M. (Year). Title of
authors
7 authors article. Title of Journal, volume (issue), pages
Author1, F.M., Author2, F. M., Author3, F. M., Author4, F. M.,
Author5, F. M., Author6, F. M…Finalauthor, F. M. (Year). Title of
book. Publication City, State: Publisher

Edited Editor, F. M. (Ed.). (Year). Title of book: Subtitle of book. Publication ELECTRONIC BOOK
book City, State: Publisher Source Format for APA Reference Style

Tyler, H. R. & Travis, S. J. (Eds.). (2019). The Philippines handbook Electronic Mc Kernan, B. (2001). Digital cinema: the revolution in
of positive methodology. Quezon, Metro Manila: Corbano University Book cinematography, postproduction distribution. New York, NY: Mc-
Press. Graw Hill. Retrieved from [Link]

Post, E. (1923). Etiquette in society, in business, in politics and at

ARTICLES FOUND in PRINT home. New York, NY: Funk & Wagnalls. Retrieved from
Source Format for APA Reference Style [Link]
With one author Lastname, F. M. (Year). Title of article. Title of Journal,
volume (Issue), pages.

Parajes, F. (2001). Toward a positive psychology of

 IMAGES
Source Format for APA Reference Style

With Creator, F. M. (Date created). Title of image [Description of image].

creator Retrieved [date] from URL
listed OUR BRAIN NEEDS EXERCISES. DO THIS!
Swanbrow, D. (2008, July 23). A happiness ranking of 97 nations
[table]. Retrieved January 21, 2010 from Direction: Below are literatures taken from different sources and all are related to
[Link] the topic, “Introduction of Learning Commons as a New Face of Traditional
Library”. Paraphrase and use the APA in-text citation for each literature.
With no Title of image [Description of image]. (Date created). Retrieved [date]
creator from URL
listed The Literatures:

1. 21st century learners were raised together with technology that is why we
Source: Prieto, [Link]., (2017), University Libraries can’t question their interest in fast-facing changes in the environment.
([Link] They have used to immediate access to anything they want or need.
(Torres, 2015)
Laying out your Reference Section

Once you are done with the literature review, the last thing to do is to
collate all the references you’ve used and make a reference list. Reference list
lists only the sources you refer to in your writing. It is important to note that listing
all your evidences allow your sources to be found by your reader and of course for
them to be acknowledged. All references cited in the text must appear in the
reference list, except for personal communications (such as conversations or
emails) which cannot be retrieved.
([Link] 2. School libraries should support the changes in the K-12 schooling that
are needed for schools to be the center of 21st century learning. (Michael
Oberg, September 2015)
IS YOUR BRAIN FULL? LET’S CHECK!

To check your understanding on the different styles guides, define each

and give two (2) examples.
APA:

MLA: 3. A learning common is more than a website or a room. A learning

common is about changing the school culture and transforming the way
of teaching and learning to be better. (Loertscher, Roechlin and
Rosefield, no date)
 3. University of New South Wales, College of Fine Arts. Adaptability.
4. Two reasons why libraries are changing are the shift to digital technology Sydney, Australia: McGraw Hill, Inc.
and the changing student population. (Gardner and Peterson, 2005)

4. Van Fenema, Jayson. A critical look at Malaysian art. In [Link]. (Ed.),

5. The design of the learning common is based on the need of the students, Southeast Asian art today. (pp 62– 118). Roseville, New South Wales,
teachers and patrons they will cater. (Chicetti, October 2018) Australia: Roeder Publications. 1996.

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

5. Dekker, S. W. A., Hancock, P. A., & Wilkin, P. (2013). Ergonomics and
sustainability: Towards an embrace of complexity and emergence.
Direction: Arrange the following references according the to the correct APA Ergonomics, 56(3), 357-364. doi: 10.1080/00140139.2012.718799
reference style format.

1. Chicago, Jonathan, Through the flower homepage. Retrieved from

[Link] No specific date given.

2. Hunter, Ian. Rethinking the school: subjectivity, bureaucracy, criticism.

St. Leonards, New South Wales, Australia. Allen & Unwin. 1994.
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!
As the library ceases to be the de facto center of information on campus amid the
Name: Date:
growing popularity of learning management systems, ebooks and ejournals, online
Section: Score:
textbooks, Amazon, Google, and a host of other competing commercial services,
librarians must assert or reassert their role in the teaching and learning process.
Direction: Below are literatures taken from different sources and all are related to For well over a century, librarians have been trained in the organization,
the topic, “Effects of “Learning Commons” on the Academic Achievement of maintenance, access, and retrieval of information, and our profession has a long
Senior High School Students of Rizal High School: Basis for Proposed history of public service and commitment to the information seeker and learner.
Action Plan. Paraphrase and use the APA in-text citation for each literature. The blended librarian takes these traditional skills and values and enhances them
with the latest developments in information technology and instructional design in
One major problem in the profession has been the low number of professional order to meet the needs of the 21st-century learner. Bryan Sinclair (2009). The
staff in the library. Both in academic libraries and in the K–12 arena, we are Blended Librarian in the Learning Commons: New Skills for Blended Library.
beginning to see a reaching out to other specialized professionals in the College & Research Libraries News.
organization. Thus, the professional staff of the learning commons might include
not only a lead school librarian, but also a reading specialist, a technology-
integration specialist, a curriculum specialist, a student success professional, and
perhaps even a counselor. Loertscher D.V. & Koechlin C. (April, 2014) Climbing to
Excellence: Defining Characteristics of Successful Learning Commons.

There are a few issues related to our current practices involving libraries. For the
most part, our libraries, in their current structure, represent an early 20th century
model of information storage and retrieval. Whether in search of fiction or non-
fiction materials, the student must physically visit the library and while there, abide
by a set of rules and procedures created to ensure control of the collection and the
Leading Learning is focused on the concept of the new school library learning space. This model has been slow to change with the changing nature of
commons which responds to the needs of 21st century learners. School libraries information access and the changing nature of learners. Implementing Library
are measured by the transformative changes in knowledge and learning they Transformation: Creating a Learning Commons. (2013). Alberta. Chinook’s Edge
encourage and support. In the document, learning commons are positioned as School Division.
centres of teaching expertise which is achieved through a combination of
resources, technologies, collaborative strategies, and physical and virtual learning
spaces that support all learners as they evolve. Canadian Library Association
(2014) Leading Learning: Standards of Practice for School Library Learning
Commons in Canada, 2014.

Parent’s Signature: Date: _

Lesson Synthesizing Information from
Review of related literature and studies should include all the evidences
and references as it will serve as the foundation of your study. Readers will
understand your reasons in conducting the research if you will provide a
3 Relevant substantial information. This review will serve as a guide as well in determining the
gap between studies and how it will be filled in the succeeding chapters.

OBJECTIVES Literature
At the end of the lesson, the learners are expected to: opposite theses.
1. synthesize the information from relevant literature, and Source: [Link]
2. discuss the steps on how to write a synthesis

LET’S FEED YOUR MIND. READ THIS!

Now that you know how to give credits to your sources, let us proceed in
creating your literature review. Our next topic is about synthesizing all the
information you have gathered from the sources. Synthesize means combining (a
number of things) into a coherent whole. The ‘things’ you will synthesize are
definitely from the references you have found and from the notes you have taken.
You will not just summarize each idea from each source but you will examine,
evaluate and analyze them individually and combine them to compare, contrast,
conclude and generalize.
A lot of papers will be used from taking down notes to synthesizing them.
You will need more analysis skills and patience as you go through all the
information.

Types of Syntheses
1. Explanatory synthesis. It helps the readers understand a topic. Its
primary aim to present the facts in a reasonably objective manner.
Writers explain when they divide a subject into its component parts and
present them to the reader in a clear and orderly fashion. Explanations
may entail descriptions that re-create in words some object, place, event,
sequence of events, or state of affairs. The purpose in writing an
explanatory essay is not to argue a particular point, but rather to present
the facts in a reasonably objective manner. The explanatory synthesis
does not go much beyond what is obvious from a careful reading of the
sources.

2. Argument synthesis. The purpose of an argument synthesis is for you

to present your own point of view - supported, of course, by relevant
facts, drawn from sources, and presented in a logical manner. The thesis
of an argumentative essay is debatable. It makes a proposition about
which reasonable people could disagree, and any two writers working
with the same source materials could conceive of and support other,
 This section of the paper, therefore, analyzes and synthesizes 2. Example or Illustration. It is a reference to a particularly illuminating
the related literature in the light of the problem and the research example or illustration that you have included in your review.
framework of the study. It further points out the results which are proven 3. Two (or more) reasons. This approach can be effective method by
and accepted as facts. simply stating your thesis, then give reasons why it is true. Your reasons
need to be supported by evidence from your data and sources.
How to Write a Synthesis 4. Comparison and Contrast. These techniques will lead to examining two
1.
Gather literature that addresses your research question subjects or data in terms of one another. Comparison considers
2.
Review literature and take notes: describe, summarize, analyze, similarities while contrast, highlights differences.
and identify key concepts
3. Synthesize literature: compare & contrast, critically evaluate, Creating a Synthesis Matrix
interpret, so that you can draw conclusion Topic:
Remember: the literature review is an iterative process!
Source/s:
Source: [Link]

Source #1 Source #2 Source #3 Source #4

Techniques for Writing a Synthesis
Main Idea A
1. Summary. It is the simplest way of organizing a synthesis. Here,
you write one after the other the most relevant information and Main Idea B
sources you gathered.
Source: Prieto, [Link]., (2017) and [Link]

You must fill out the table with notes or idea discussed from the source separate paper if the space provided is not enough.
you have mentioned.
IS YOUR BRAIN FULL? LET’S CHECK! Topic: E-Learning as an Alternative form for Saturday classes

Sources:

[Link]
[Link]
Differentiate Argument and Exploratory synthesis using your own words
and base on your understanding from the class discussion. [Link]
[Link]

OUR BRAIN NEEDS EXERCISES. DO THIS!

Create a synthesis matrix using the information below. You can use a
 CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Main
Idea B Write the steps on how to write a synthesis on each ladder step.

3
2
Source #1 Source #2 Source #3 Source #4 1
Main
Idea A
LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Lesson 4 Writing Coherent Review of Literature

Name: Date:
Section: Score: OBJECTIVES
At the end of the lesson, the learners are expected to:
Create a synthesis matrix using the information below. Use the back 1. write coherent review of literature, and
page if necessary. 2. identify and discuss the three parts of literature review.

Topic: Teenage Pregnancy

Sources: LET’S FEED YOUR MIND. READ THIS!

[Link] In the previous lesson, it was emphasized that writing a literature review
[Link] helps the reader to have a sufficient information about your topic. It was also
[Link] included there how to synthesize the ideas you gathered. In this lesson, we will
[Link] learn how to coherently write them to get the most out of those notes you’ve taken
[Link] down.

Source #1 Source #2 Source #3 Source #4 Putting together the Literature Review

Combining separate ideas or elements into a whole is the dictionary
Main definition of synthesis. It is a way to make connections among and between
Idea A numerous and varied source materials. A literature review is not an annotated
bibliography, organized by title, author, or date of publication. Rather, it is
grouped by topic to create a whole view of the literature relevant to your research
question.
After doing the synthesis matrix, the next step is to conclude those ideas
and critically weight them which one to be used and which one to be set aside.
Once done on this part, you can organize them by topic and then chronologically
by author. Remember that you have to identify the information that are similar and
those that are not. As you combine them, you also need to conclude each topic.
Main As you organize the summarized documents into a logical structure, you
Idea B are also appraising and synthesizing complex information from multiple sources.
Your literature review is the result of your research that synthesizes new and old
information and creates new knowledge.

Working with Coherence

We frequently mention coherence in previous lessons and to define the
word, it is the quality of forming a unified whole that is consistent and logical. You
can never make a coherent review if you aren’t familiar with the topic and if you
did not make any synthesis on the references. It is difficult, yes. But, all the sweats
and late nights will be worthy once you successfully write this chapter.
Writing the literature review requires that you carefully evaluate the
Parent’s Signature: Date: _ effectiveness of the rhetorical elements of your document that tell the reader about
its structure and about the relationships among the elements. The use of
subheadings is a great help. Transitional expressions and other kinds of rhetorical  Reinforces the research purpose or objectives, and establishes the
markers also help to identify the connection among the different sections such as potential significance or importance of your proposed research, relative
‘the next example’ or ‘in a related study’. to the current state of knowledge.
The literature review is an informative, critical and useful synthesis of a Source: Prieto, [Link]., (2017)
particular topic that helps identify what is known in the subject area: identify areas
of controversy, knowledge gaps or debate and formulate questions that need Sample Literature Review
further research.
On the study of Rawal (2014), he noted library as holistic commons thus
Guidelines/Tips in writing your review of related literature making it as what we are all know as learning commons. Learning commons is a
central facility, usually an academic library that provides the space, technology
1. Use the statement of the problem as guide to structure the sequence of and services to support learning (Canadian Library Association, n.d.). It is the
topics ‘third place’ for every individual. A place where you can collaborate with other
2. Avoid ‘copy/cut and paste’; all literature cited must form a coherent whole individuals or a place where you can study alone. It is designed for every
3. Last part highlights gaps in literature specifically addressed by your study individual’s needs not just for learning but for collaborating and socialization.
4. Use appropriate format for citations and references Additionally, as noted by Canadian Library Association (2014), learning commons
5. In-text citations should be congruent to bibliography entries is more than a website or a room. A learning commons is about changing school
culture, and transforming the way teaching and learning occur (Loertscher,
Roechlin & Rosenfled, 2012).
Sections of a Literature Review
There are three main components found in most of the literature review The 21st century learners are raised together with technology that is why
and they are: we can’t question their interest in fast-facing changes in the environment, their
passion for new technologies and their love for the upgraded version of ‘traditional
INTRODUCTION things’ around them. Learning commons is created for them; for our current
 Introduces the general topic and provides an appropriate scholarly or generation learners. For them to have a place where they can do anything they
societal context for the review; and want (related to schooling). We want to return that advantage of a library to
 Identifies the overall state-of-knowledge about the topic (e.g., the student achievement like what International Association of School Librarianship
conflicts in theory, methodology, evidence and conclusions; gaps in (2008) said that libraries make difference in student achievement, written in
research and scholarship; or the specific policy or practice problem) Canadian Library Association (2014) site. We want the library to be the heartbeat
BODY again, thus a make-over is necessary. As emphasized by Canadian Library
Association (2014), school libraries could support changes in K-12 schooling that
 Address previous research on the topic, grouped according to theme, are needed for schools to be center of 21st century learning (Oberg, 2014).
theoretical perspective methodological approach or chronological
development;
 Draw together the significance of previous, individual studies by
highlighting the main themes, issues, and knowledge gaps; IS YOUR BRAIN FULL? LET’S CHECK!
 Use strong ‘umbrella’ sentences at the beginning and end of each
paragraph; List the three (3) sections of the literature review and explain each.
 Include brief ;so what’ sentences at intermediate points in the review to
connect the literature to the proposed research objectives; and
 Describe previous work you have accomplished related to the proposed
research
CONCLUSION
 Provides a summary statement of the overall state of knowledge about
the topic, including gaps in knowledge and understanding, reconnecting
to your introduction; and
 CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Complete the diagram by filling out the guidelines in writing the literature
review.
OUR BRAIN NEEDS EXERCISES. DO THIS!

Direction: Using the synthesis matrix on the previous activity (Lesson 4),
make a coherent review on the given topic “E-Learning as an Alternative form for
Saturday classes”
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!
Lesso Following Ethical Standards in Writing
Related
Name:
Section:
Date:
Score: n5
OBJECTIVES Literatu
Direction: Below are literatures taken from different sources and all are related to
re
the topic, “Introduction of Learning Commons as a New Face of Traditional At the end of the lesson, the learners are expected to:
Library”. Make a coherent literature review using the literatures shown. 1. follow ethical standard in writing related literature,
NOTE: This is the scoring table so you will be guided in writing the review. Also, 2. list the basic principles of ethical practice, and
some of the references are fictitious and will be used only for the purpose of this activity. 3. discuss the importance of following the ethics in writing related
literature.

MAXIMUM POINTS LET’S FEED YOUR MIND. READ THIS!

STANDARDS
POINTS EARNED

1. All five of the available references were used. 3

By definition, ethics is moral principles that govern a person's behavior or
2. Review is coherent and complete. 5 the conducting of an activity. We don’t only follow ethics in conducting a research
but in almost every task we are doing. However, it is mostly important to be strict
3. The paper follows prescribed citation format. 2
in following ethics in writing any paper because it is easier for some to plagiarize
4. The output was submitted on or before the 3 than to be original.
deadline. In this lesson, we will discuss the ethics in writing a research paper, and
Highest Possible Score / Total Points Earned 13 presents the principles of research.
The Literatures:
Understanding Ethics in Research
21st century learners were raised together with technology that is why we can’t
Dempster and Hannah as cited in Prieto, [Link]., (2017) emphasized that
question their interest in fast-facing changes in the environment. They have used
research ethics are standardized rules that guide the design and conduct of
to immediate access to anything they want or need. (Torres, 2015)
research. When you are writing or doing your research paper, you must always
School libraries should support the changes in the K-12 schooling that are needed think “what is right” so you will be guided in doing the correct procedures.
for schools to be the center of 21st century learning. (Michael Oberg, September Literature review is sometimes the center of plagiarism especially on the
2015) lower school levels as the students are not fond of searching the correct articles
and reading the whole literature. Students nowadays are more tempted to copy
A learning common is more than a website or a room. A learning common is about everything from the internet (with no citation) and submit it to the teacher. These
changing the school culture and transforming the way of teaching and learning to principles in writing would help the students to realize how important it is to give
be better. (Loertscher, Roechlin and Rosefield, no date) credits and to be original.
According to the Merriam-Webster online dictionary, to "plagiarize"
Two reasons why libraries are changing are the shift to digital technology and the
means:
changing student population. (Gardner and Peterson, 2005)
 to steal and pass off (the ideas or words of another) as one's own
The design of the learning common is based on the need of the students, teachers  to use (another's production) without crediting the source
and patrons they will cater. (Chicetti, October 2018)  to commit literary theft
 to present as new and original an idea or product derived from an
Parent’s Signature: Date: _
existing source
 Remember that if there is a word-for-word copying beyond a short phrase
of someone else’s text, that selection should be enclosed in quotation marks OUR BRAIN NEEDS EXERCISES. DO THIS!
and referenced at the location of the article.
Direction: Write a story for each picture. Include “what happened” and
Ethics in Literature Review “what should be done”.

Ethics is important in the literature review because as mentioned, it is the

foundation of your research; it is where the readers will get information about the
background and same concepts of the current study. If the researcher will
‘copy/cut and paste’ all the related literature, then it won’t make a budge. It will
definitely not be considered and will just be a waste of time. But, following ethics is
not just be exercised in literature review but also in every chapter or part of the
paper. The study should be free from plagiarism and must be an original creation
of the researcher.

When you are doing a literature review, consider the following key ethics
questions:

1. How will you ensure you treat the work of existing researchers accurately
and fairly?
2. Does the research you are reviewing raise ethical questions that you
need to address?

Protecting the Intellectual Property of the Philippines

Philippine copyright law is enshrined in the Intellectual Property Code of
the Philippines, officially known as Republic Act No. 8293. Under this law, original
intellectual creations in the literary and artistic domain are copyrightable. These
include books, pamphlets, articles and other writings, etc.

IS YOUR BRAIN FULL? LET’S CHECK!

Using your own words, define plagiarism and give an example scenario
of when plagiarism is usually committed.
 CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: Date:
Define these terms based on how they were discussed during the class Section: Score:
lecture and their importance in research writing.
Direction: Below is an original source followed by quotations and paraphrases of the
original source. Write OH NO! on the line if the quotation or paraphrased passage is an
example of plagiarism. Write WOW! on the line if the quotation or paraphrase is not
plagiarized then explain your answer. (2 pts each)

APA citation

PLAGIARISM Akin, A., and Iskender, M. (2011). Internet addiction and depression, anxiety and
stress. International Online Journal of Educational Sciences, 3(1), 138-148.
Retrieved from
[Link]
_Internet_addiction_and_depression_anxiety_and_stress/links/549aa8ee0cf
[Link]

Original Source Material:

In terms of the relationship between internet addiction, anxiety, and stress, there
is no research evidence to demonstrate this relationship. However, since the greater
use of the internet is associated with some social and psychological maladaptive
RESEARCH variables such as, declines in the size of social circle, loneliness, lower self-esteem and
life satisfaction, sensation seeking, poor mental health, and low family function, the
ETHICS internet addiction may enhance anxiety and stress.

1. Though they see no correlation between internet addiction, anxiety and

stress, there are other factors that can affect the increasing cases of anxiety and stress
related to excessive exposure to internet (Akin & Iskender).

2. The greater use of the internet is associated with some social and
psychological maladaptive variables, the internet addiction may enhance anxiety and
stress (Akin & Iskender).

3. In the study of Akin and Iskender, internet addiction, anxiety and stress has
no direct correlation. However, internet addiction seems to have indirect correlation as
there are factors under overuse of internet that affect the anxiety and stress.

PRINCIPLES
4. Though they see no correlation between internet addiction, anxiety and
stress, there are other factors that can affect the increasing cases of anxiety and stress
related to excessive exposure to internet.

5. There is no significant relationship between internet addiction, anxiety and

stress.
Parent’s Signature: Date: _
Lesson 6 Illustrating and Explaining Procedure in writing your conceptual framework

Conceptual Framework 1. Choose your topic. Decide on what will be your research topic. It should
be within the field of your specialization. Make sure that you know the
objectives of your study by heart.
OBJECTIVES
2. Do a literature review. Go over relevant and updated studies related to
your own research. Use reliable sources of information and use
At the end of the lesson, the learners are expected to:
appropriate documentation.
1. illustrate and explain conceptual framework,
3. Isolate the important variables. Identify the specific variables
2. create a conceptual framework out of the statement of the
mentioned in the literature and show their interrelationships.
problem, and
4. Generate the conceptual framework. Build your conceptual framework
3. cite the importance of writing the framework of the study.
using the variables studies in the scholarly articles you have read.
Ensure that all aspects of your conceptual framework are related to the
objective of your study.

LET’S FEED YOUR MIND. READ THIS! Nature and Purposes

A conceptual framework is used in research to outline possible courses
In this lesson, the conceptual framework will be discussed. Conceptual of action or to present a preferred approach to an idea or thought.
framework serves as the outline that you can follow in doing your research. It is The purposes of the framework are as follow:
also useful in analyzing a particular research or study. It is sometime called the  To clarify concepts and propose relationships among the concepts in a
‘blueprint’ of the research as it shows the overview of the research or the ‘plan’ in study
doing the research. It is mostly presented through diagram, chart or map, and  To provide a context for interpreting the study findings
rarely through a narrative form. However, in case of including a diagram, you  To explain observations
should always present an explanation or narrative after. The narrative should  To encourage theory development that is useful and practical
summarize the variables and explore how they may change your hypothesis and
this is considered as an adaptable guide. Example of a Conceptual Framework

Writing a Conceptual Framework

In this diagram, you will notice the frequent format of a conceptual

framework. It is called the IPO diagram (Input – Process – Output).

Example from a research paper

Title: IN FOCUS: COLLEGE OF EDUCATION GRADUATES LICENSURE

EXAMINATION FOR TEACHERS (LET) PERFORMANCE
Statement of the Problem Education graduates of Bulacan State University CY 2013-2015.

This study closely scrutinized the performance of Bachelor of Secondary Specifically, this answered the following questions:
 Here is the summary of their differences:
1. How is the performance of BSEd graduates be compared to the national
Conceptual Framework Theoretical Framework
performance?
Based on the understanding of the Gives and explains the theories,
2. How is the performance be described in the following:
researcher on how the research will be principles, generalizations and research
a. General Education ([Link].);
processed findings which have connections to the
b. Professional Education (Prof. Ed.); and
study
c. Major courses?
Enables readers to clearly see the Makes people know and understand
3. What intervention/s can be devised to further improve t the performance
basic structure of the research and the evidence-based truths, concepts,
of the graduates in LET?
relationships of variables speculations, and assumptions
underlying each aspect of the research
Conceptual Framework (example) and the relationships of these features
with one another
The broad outline plan to carry out the Basis or foundation of research
research

IS YOUR BRAIN FULL? LET’S CHECK!

Write here the importance of conceptual framework in a research study.

Conceptual Framework (example cont.)

This study follows the I-P-O process where the input are the LET results
of BSEd graduates from 2013-2015. The process used was documentary
analysis, and the output is an analysis of LET performance of BSEd graduates of
College of Education of Bulacan State University, in the Gen. Ed., Prof. Ed., and OUR BRAIN NEEDS EXERCISES. DO THIS!
major courses and the implications to curriculum development, activities and
inputs for the LET performance. DIRECTION: Create a conceptual framework out of the given statement of the
problem.
Conceptual Framework vs. Theoretical Framework Research Question: Does a SHS student’s academic performance in Math have
These two are the types of Framework of the Study. Though the most any association with his/her stress tolerance?
commonly used framework is the conceptual as it is based on the researcher’s Statement of the Problem:
understanding on how his/her research will be done. This study generally aims to determine if a SHS students’ academic performance
in Mathematics have any association with his/her stress tolerance.
Specifically, this study shall seek answers to the following questions:
1. What is the demographic profile of Grade 11 students of DLSAU in terms
of:
1.1. sex?;
1.2. SHS strand?; and
1.3. final grade in General Mathematics?
 2. What is the level of stress tolerance of Grade 11 students of DLSAU?
3. Is there a significant relationship between the DLSAU Grade 11 students’
final grade in General Mathematics and their level of stress tolerance? Name: Date:
Section: Score:
DIRECTION: Create a conceptual framework out of the given statement of the
problem.

Research Question: What is the relationship between students’ awareness of the

7S of Good housekeeping to their study habits.

Statement of the Problem:

The research aims to identify grade 12 ICT students’ level of awareness of 7s of
good Housekeeping and its effects to their study habits.

Specifically, the study wants to answer the following questions:

1) What is the level of awareness of students about the 7s of Good
Housekeeping?
2) What are the common study habits do students possess?
3) How do student practice 7s of Good Housekeeping in their study habits?
4) What is the relationship of 7s of Good Housekeeping and study habits?

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

_
_
_
_
_
_
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_______________________________________________ _
LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS Parent’s Signature:
NO PRESSURE! Date: _ _ _
Lesson 7 Listing Research Hypothesis
Purpose and Importance of Hypothesis in Research

Hypothesis serves a very important role in conducting a research. Here

are the importance and purpose of hypothesis:
OBJECTIVES  Provides tentative explanation of phenomena and facilitates the
At the end of the lesson, the students are expected to: extension of knowledge in the area.
1. lists research hypothesis,  Provides the investigator with a relational statement or relationship
2. differentiate null hypothesis and alternative hypothesis, and between variables that is directly testable in a research study.
3. cite the importance of making hypotheses.  It provides a direction to the research. It provides a framework for
reporting conclusions of the study.
 It could be considered as the working instrument of theory. It can be
LET’S FEED YOUR MIND. READ THIS! deducted from theory and from other hypotheses.
 Proves the existence of relationship of variables and the effects of
Hypothesis is a prediction of what might be the answer to your research independent variable on the dependent variable
question/s and it typically focused on the relationship of two different variables
used in the study (Crossman, 2019). Formulating hypothesis is one of the most Categories of Hypotheses
tedious task in writing a research paper. The hypothesis gives directions to the
collection and interpretation of data thus it should be well grounded and written Null Hypothesis (H0) – represents a theory that has been put forward, either
before the said actions. because it is believed to be true or because it is to be used as basis for argument
Prieto, [Link]., (2017) stated that the hypothesis is written in declarative but has not been proven. It shows the absence of the relationship or effects.
format stating expected relationships between the phenomena to which our
Alternative Hypothesis (Hi) – is a statement of what a hypothesis test is set up to
concepts refer. Also, a hypothesis is a tentative explanation that accounts for a set
establish. This is the opposite of null hypothesis and can only be reached once the
of facts and can be tested by further investigation.
null hypothesis is rejected. Mostly, alternative hypothesis is the actual desired
answer of the researcher/s.
Examples of a well-written hypothesis:
 Replacing the battery yearly can make my car to run more miles. Example:
 The more vegetables I eat, the healthier I become. H0 – There is no difference between the two medicines on average.
 Watering the plants everyday makes them grow faster and greener. Ha – The two medicines have different effects, on average.
 Playing mobile legends has negative effects on my sleeping pattern.
 Smartphone helps people communicate better than the traditional letters. Types of Hypotheses
1. Theory-driven vs. Data-driven hypotheses – a hypothesis that is based
on existing theory to explain the relationship of variables and the effects
Characteristics of Hypothesis (Prieto, [Link]., 2017 , Prasad, [Link]., 2001)
of one variable on the other (theory-driven). Based on the findings of the
 It can be tested – verifiable or falsifiable previous research studies (data-driven)
 It is logical 2. Directional (one-tailed) vs Non-directional (two-tailed) hypotheses –
 It is directly related to the research problem directional states the relationship of two variables as well of the
 Hypotheses are not moral or ethical questions relationship of these variables. Non-directional states the relationship of
 It is neither too specific nor too general variables but not the direction of the relationship.
 It is a prediction of consequences 3. Descriptive vs. Causal hypotheses – Descriptive specifies the
 It sets the limits of the study relationship between two variables due to the influence of something.
 It is considered valuable even if proven false Causal specifies the relationship between two variables due to cause-
effect relationship.
 Research Question: Does the use of social media have an effect on senior
IS YOUR BRAIN FULL? LET’S CHECK! high school students’ attention span in class?
Null Hypothesis:

Enumerate the purposes of including hypothesis in a research paper.

Alternative Hypothesis:

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Fill out the boxes below by defining/describing null and alternative

YOUR BRAIN NEEDS EXERCISES. DO THIS! hypothesis. Provide an example for each hypothesis. (12 points)

Write the null and alternative hypothesis for each given research Null Hypothesis Example
questions. (15 points)
Research Question: Does senior high school student’s academic
performance in Math have any association with
his/her stress tolerance?
Null Hypothesis:

Alternative Hypothesis:

Alternative Hypothesis Example

Research Question: Can a new packaging improve the selling power of
Tide?
Null Hypothesis:

Alternative Hypothesis:
LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Lesso Defining Terms in the Study

Name:
Section:
Date:
Score: n OBJECTIVES
8
Write the hypothesis, and identify the dependent and independent At the end of the lesson, the learners are expected to:
variable for each research question. 1. define terms used in the study,
2. discuss the two types of definition of terms, and
1. What effects does studying with music have on student test scores? 3. state the importance of including the unknown terms in the
Hypothesis: research paper.

Independent variable: LET’S FEED YOUR MIND. READ THIS!

Dependent variable:
To complete the research, it is imperative to unlock terms used in the
2. What effect does food color have on the amount of food fish eat? paper especially if there are jargons used. Definition of terms will help clarify the
Hypothesis: purpose and direction of the study being conducted.

Independent variable:
Dependent variable: Organizing Definitions
An important part in writing a research in an academic paper is to give
3. What is the effect of watering plant on their growth height? definitions of key terms. There are two types of definitions:
Hypothesis:
 Conceptual definition – the meaning of the term is usually taken from
Independent variable: the dictionary
Dependent variable:  Operational definition – the definition based on an observed
characteristics and how it is used in the study
4. Does acid rain in water affect the fish population?
Hypothesis: These are the few principles to keep in mind:
Independent variable:
Dependent variable: 1. Make sure that in the definition, you focus on what something is, not just
what its effects are or what it is used for.
2. Extend the definition so that it exactly covers what you want the reader to
5. Does the presence of salt on cakes affect the sweetness of its taste?
understand. Never assume that if the term appears to be quite common,
Hypothesis:
everyone knows what it means. And, do not overload your definition.
Independent variable:
3. It is helpful to supplement a definition, where appropriate, to clarify
Dependent variable:
further the meaning of the term.
4. You are advised not to invent a definition for any term which has a clear
Parent’s Signature: Date: _ and accepted definition in place. However, the term should be defined as
used in the study or research or within the content being discussed.
5. Finally, once you establish a definition, so not change its meaning in the
middle of the article or the paper.
Example of Definition of Terms 1. Temperature
o Conceptual Definition: heat flowing between infinite reservoirs
From: Baraceros (2017) o Operational Definition: define temperature in relation to operations
 with gas thermometers Operational Definition:
2. Electric Current
o Conceptual Definition: force between two parallel conductors 3. WORD:
o Operational Definition: mention the device, current balance, to Conceptual Definition:
measure electric current
Operational Definition:

4. WORD:
Conceptual Definition:

Operational Definition:
3. Anger
o Conceptual Definition: Intangible; not directly measured by 5. WORD:
observation Conceptual Definition:
o Operational Definition: mention facial expressions, vocabulary,
Operational Definition:
or voice tone to measure anger

6. WORD:
Conceptual Definition:
IS YOUR BRAIN FULL? LET’S CHECK!
Operational Definition:
To check your understanding, compare and contrast the two types of
definition and give an example for each. 7. WORD:
Conceptual Definition:

Operational Definition:

8. WORD:
Conceptual Definition:

Operational Definition:

9. WORD:
OUR BRAIN NEEDS EXERCISES. DO THIS! Conceptual Definition:

Direction: Write at least 10 jargons (terms you use in your strand), and Operational Definition:
give its operational definition.
1. WORD: 10. WORD:
Conceptual Definition: Conceptual Definition:

Operational Definition: Operational Definition:

2. WORD:
Conceptual Definition:
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!
CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.
Name: Date:
Direction: Compare and contrast the two ways on defining terms. Give
Section: Score:
two examples for each category.
Direction: Match the term/word to its meaning.
Conceptual Definition Operational Definition
a. A plan that projects both the revenue, that the
1. University business anticipates and the expenses for a
set period of time
2. Baking powder
b. The cordial and generous reception and
3. Hospitality entertainment of guests, either socially or
4. Lubricating Oil commercially
5. Networking cables c. class of oils used to reduce the friction, heat,
6. Budget and wear between mechanical components
7. Concierge that are in contact with each other
8. Transmission d. is a large instrumental ensemble typical of
classical music
9. Social Worker
e. a hotel employee whose job is to assist guests
10. Orchestra by arranging tours, making theater and
restaurant reservations, etc.
f. used to increase the volume and lighten the
texture of baked goods.
g. used to connect one network device to other
network devices or to connect two or more
computers to share printers, scanners etc.
h. he mechanism by which power is transmitted
from an engine to the wheels of a motor
vehicle.
i. academic discipline and profession that
concerns itself with individuals, families,
groups and communities in an effort to
enhance social functioning and overall well-
being.
j. an educational institution designed for
instruction, examination, or both, of students in
many branches of advanced learning,
conferring degrees in various faculties, and
often embodying colleges and similar
institutions
k. postsecondary educational institution that
provides instruction beyond the 12th grade
level in programs that satisfy the requirements
for a degree at the associate, baccalaureate or
graduate level

Parent’s Signature: Date: _

 SHOW US WHAT YOU’VE GOT!
ANSWER THIS UNIT TEST.
SUMMARY
In this chapter, we have discussed the different information in Name: Date:
learning from others and writing a literature review. Section: Score:

By definition, research is the systematic investigation into and

Direction: Read and analyze each sentence carefully. Encircle the letter of your
study of materials and sources in order to establish facts and reach new chosen answer.
conclusions. Also, it is an investigation that is done systematically. With 1. A form of hypothesis that tells a positive-predicted answer to the
this, we can say that doing research follows certain steps and procedure. research question.
It can’t be done by just collecting everything you see, putting them a. Nall hypothesis c. Alternative hypothesis

together and submit it. There is a process and this process makes the b. Null hypothesis d. Alternate hypothesis
2. A type of definition that is from the dictionary.
research a way of sharing valid and accurate information.
a. Operational definition c. Conceptual definition
One of the hardest part of doing a research is writing a literature
b. Contextual definition d. Occasional definition
review. It is where readers see how literate, interesting, knowledgeable
3. A literature review that discusses theories related to your study.
and comprehensive the researcher is. You must be well aware of your
a. Integrative review c. Historical review
topic from smallest detail to the largest one. Other than the skill of b. Theoretical review d. Methodological review
selecting the correct literatures and articles, the researcher should 4. A citation format that is common to medical and scientific paper.
carefully analyze and evaluate each. After which, the literature review will a. APA c. Vancouver
be written coherently. b. MLA d. Harvard

Part of writing the literature review is the citation. Citation is very 5. It provides guidelines in conducting and writing a research paper.
a. Research ethics c. Paper Ethics
important, as it will give your paper a valid impression. Aside from that,
b. Ethics d. Research format
you will avoid the most common violation in writing a paper; plagiarism.
6. It is defined as copying other people’s work without acknowledging the
Philippines has its own law about the intellectual property of individuals or
author.
original creators. This act is protecting the rights and the original craft of
a. Plagiarist c. Plagiarism
the authors not just the written articles but any work like a new machine, b. Plagarasm d. Plaguer
book, painting, etc. 7. What is the republic act number of Intellectual Property Code of the
Following the steps in doing a literature review plus the ethical Philippines?
procedures will make your paper a better one. a. R.A. 8294 c. R.A. 8093
b. R.A. 8293 d. R.A. 8290
8. Arrange the information into a bibliographical entry using APA style.
Punctuation marks, indention and capitalization must be properly
observed.

a) New York, 1982, Language Power, Random House, Carol Botz and Dorothy Seyler
 b) Carol Botz and Dorothy Seyler, 1982, Language Power, Random 13. How do we distinguish between research ethics and plagiarism?
House, New York a. Plagiarism is using of someone else’s words or ideas without
c) Carol Botz and Dorothy Seyler. Language Power. New York: acknowledging the author while research ethics supports this doing.
Random House. (1982) b. Plagiarism is using of someone else’s words without acknowledging
d) Botz, C., & Seyler, D. (1982). Language Power. New York: Random the author while research ethics provides guidelines for the
House. responsible conduct of research
e) Botz, Carol & Seyler, Dorothy (1982). Language Power. New c. Plagiarism is using of someone else’s words and acknowledging the
York: Random House. author while research ethics provides guidelines for the responsible
9. In writing the conceptual framework, the researcher has to observe the conduct of research
following guidelines except d. Plagiarism is using of someone else’s words or ideas and
a) identify the problem and the solution to it acknowledging the author while research ethics doesn’t provide any
b) explain the schematic diagram in narrative form guidelines.
c) draw the schematic diagram which shows the overall outline of the 14. Ise defined smile as “when person’s mouth curves upward; when the
entire research person’s lips are apart showing one or more teeth”. This type of definition
d) explain the relationship of the boxes, circles, arrows in order to
is called:
clearly understand its significance a. Operational definition c. Operating definition
10. If cited resource doesn’t provide a publication or copyright data, which b. Conceptual definition d. Contextual definition
of the following options is correct? 15. In the title ‘Effects of Social Media to Student’s Performance inside the
a) No citation is necessary c. (Lastname, n.d., p.x) Classroom’, what is the alternative hypothesis?
b) (Lastname, no date, p.X) d. None of the above a. Social Media use has no significant effect to students’
11. A type of literature review that examines the body of theory that has classroom performance.
accumulated in regard to issue, concept, theory or phenomena. b. Social media use has significant effect to students’ classroom
a) Methodological Review c. Historical Review performance.
b) Integrative Review d. Argumentative Review c. Social media use can cause failure to students’ grades.
12. Which of the following is NOT a correct format for d. Social media use can give students high grades.
APA citation/referencing? 16. Which of these is NOT true in writing a synthesis?
a. Prieto (2000), said that… a. Gathering of literature that addresses the research question
b. (Prieto, 2000): said that… b. Comparing and contrasting information gathered
c. As stated by Prieto (2000), research is… c. Copying and pasting the information that answers the research
d. Prieto, T. (2000). Practical Research 2. Manila: Philippines question
d. Reviewing the literatures and taking down notes
17. These are the contents of a synthesis matrix EXCEPT: accomplished related to the proposed research.
a. Main idea c. Supporting idea a. Introduction c. Body
b. Sources d. Topic b. Background d. Conclusion
18. This part of literature review discusses the previous work you have 19. “To summarize, Learning Commons is necessary to every schools with 21st
 century learners. We should make the library the heart of every school
again.” What part of literature is this?
a. Introduction c. Body
UNIT 4
b. Background
20. What does IPO stand for?
d. Conclusion
Understanding Data and
Ways to Systematically
a. Input – Process – Outcome
b. Input – Process – Output

Collect Data
c. Incoming – Processing – Output
d. Input – Procedure – Outsource

A. CONTENT STANDARDS
The learner demonstrates understanding of:
Parent’s Signature: Date: _
f. the quantitative research design
g. the description of sample
h. the instrument development
i. the description of intervention (if applicable)
j. the data collection and analysis procedures such as survey,
interview, and observation
k. the guidelines in writing research methodology

B. PERFORMANCE STANDARDS
The learner is able to describe adequately quantitative research
designs, sample, instrument used, intervention (if applicable),
data collection, and analysis procedure

C. LEARNING COMPETENCIES
The learner:

a. chooses appropriate quantitative research design

b. describe sampling procedure and the sample
c. construct an instrument and establishes its validity and reliability
d. plans data collection procedure
e. plans data analysis using statistics and hypothesis testing (if
applicable)
f. presents written research methodology

Lesso Quantitative Research Design Example: Finding the correlation between mental ability and grade in
n1 math; gender and math performance; and advertising cost and sales.
Lesson 1.1 Descriptive Research Design
3. Descriptive Evaluative Studies. This study focuses on judging the
OBJECTIVES “goodness of a criterion measure”. It can be done in short or long period
The students are expected to: of time.
i. discuss descriptive research design and its type Longitudinal Studies. It is a study that establish changes in
2. summarize the uses and application of descriptive research criterion measure over a long period of time. Example, the
design using diagram researchers want to study the changes in IQ of 9-10 years old
3. identify the type of descriptive research design applied in kids over a five-year period, the researchers must test the same
different situation. group of subject over the five-year period.
Cross-sectional Studies. It is a study designed to evaluate
LET’S FEED YOUR MIND. READ THIS! changes over time by comparing at the same point of time, but
different subject representing different stages. Example, the
researchers test children IQ simultaneously, 9-10, 11-12, 13-14,
Descriptive research design is a research method that describes the 15-16, 17-18 years old to see changes in criterion.
characteristics or behavior of the subjects or phenomenon that is being studied. It
involves overall overview of the variables without influencing or manipulating it in 4. Assessment/ Evaluation Study. It is undertaken to assess the worth,
any way. This design does not attempt to answer “why” and is not used to success, effectiveness, or efficiency of a certain policy, or practices when
discover inferences, make predictions or establish causal relationships (Bhat, applied to a group of subject. Assessment studies imply measurement of
2012). certain key indicators without attaching any judgement to them, however
evaluation implies putting judgment and valuing too the measurements
Types of Descriptive Research Design obtained. Assessment and evaluation always go together for one cannot
go together without basis for such.
1. Descriptive Normative Survey. This type attempts to establish norms
based on a large number of survey data. It is used to describe trends in a Example: A research on measuring the effectiveness of K-12 program six
large population of individuals. The survey data may be demographic years from today on the basis of such factors such as cost, efficiency and
data or data on average perception of a set of respondents. impact on quality.

Example: A group of researchers wants to know the profile of all

principals of public and private schools in the Philippines, they may 5. Descriptive Comparative Studies. This is a study design to establish a
include in their instruments variables like age, sex, educational formal procedure to compare and conclude that one variable is better
attainment, IQ, languages spoken, civil status, average family size, and than the other if significant difference exists. It endeavors to find the
others. significant differences between two or more groups of subjects on the
basis of a criterion measure.

2. Correlational Research Study. This design is used when the

Example: gender (male vs. female), preschool attendance vs. no
researcher wishes to find out the extent of which different variables are
preschool attendance, or children with working mom and without working
related to one another. In this design, you will have two or more
mom.
quantitative variables in the same group of subjects. It is design to find
the similarities of the variables, not a difference between their means. Sources:
Correlational does not mean causation. It does not follow that one Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS) (pp.61-63). Cubao,
Quezon City: Lorimar Publishing Inc
variable causes to other.
 8. Cross-sectional study takes a long period of time to be done.
IS YOUR BRAIN FULL? LET’S CHECK! 9. Descriptive normative survey involves a wide class of data when
establishing norms or standard on it.
10. Descriptive Evaluative determines the degree of the relationship of two
What is descriptive research design? Explain in your own understanding. variables.

What are the different types of descriptive research design? Explain briefly each
based on your own understanding. CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.
1.
Summarize the types descriptive research design by completing the
diagram below.
Types of Descriptive Research Design
2.
1
3.
2
4.

5.

OUR BRAIN NEEDS EXERCISES. DO THIS!

True or False. Write T if the statement is correct and F if the statement is 3

incorrect. Write your answer on the space provided before each number.

1. Descriptive research design focuses more on the “what” of the research

subject rather than the “why” of the research subject.
2. Assessment/evaluation study is a study which focuses on judging the
“goodness of a criterion measure”.
3. Correlational research attempts to find out how one variable causes
changes to other variable.
4. Descriptive comparative desired to determine significant difference 4
between two or more groups.
5
5. Correlational research study determines similarities between variables.
6. Survey is one data collection method used in descriptive normative study.
7. Descriptive research involves correlational, observational and
experimental.
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
Lesson 1.2 Experimental Research Design
BY YOUR TEACHER… OOOPS NO PRESSURE!

OBJECTIVES
Name: Date:
The students are expected to:
Section: Score:
1. discuss experimental research design and its type
2. summarize the types experimental research as well as the
Identify the type of descriptive research design best use in each of the
factors affecting the experimental plan using diagram
following situation. Choose the letter of your answer from the choices inside the
3. identify the types of experimental research as well as the
box.
factors affecting the experimental applied in different
A. Descriptive Normative Survey E. Descriptive Comparative
B. Correlational Study F. Evaluation Study situations.
C. Longitudinal Study
D. Cross-sectional Study LET’S FEED YOUR MIND. READ THIS!

1. A group of students wishes to correlate the performance of the STEM Experimental research is used to investigate cause and effect
students between Science and mathematics. relationship between the variables. It also known as intervention because you do
more than just observe the subject. This design manipulates one variable
2. Seron wants to know the efficiency of digital devices to the learning of the
(dependent variables) to see if it has an effect to the other variable (dependent
ICT students. variables). A factor treatment is introduced into the research investigation and the
3. Mr. Gahit wants to know if the percentage of women diagnosed with researcher attempt to isolate the effects of such treatment by means of control.
breast cancer increases with age. He gathers three groups of women with
Types of Experimental Research Design
different age and conducts a survey at same point of time.
4. The teacher wants to know if there is a significant difference between the 1. Pre-test/ Post-test Control Group Design. This designs requires two
groups in equal standing: one is control group; and the other is
performance of children living with their parents and living with their relatives.
experimental group. Both groups will be given pre-test. During the
5. Researchers would want to observe participants from childhood to experimental period, only the experimental group will receive the
adulthood to understand how growing up in different environment influences traits, treatment. After the experimental period, both group will be given post-
habits, and personality. test. Then the researcher may now compare the result of the post-test of
both groups.
6. Some researchers want to compare the effectiveness of three groups of Take note: This design is threatened by certain factors: maturation; test-
managers A, B and C and determine if there is significant difference between their wiseness; and natural attrition.
management strategy. Group Pre-test Treatment Post-test
Experimental O X O
7. Rita and her friends conduct a study involving the demographic profile of
Control O O
the respondents. Legend: O= Observation; X= Treatment
8. Mrs. Soles conducts a research study on the English Proficiency of the
2. Single Group Pre-test/ Post-test Design. It is used when there is a
Grade 10 students and compare the result to the standards of DepEd.
limited number of respondents in the study. The single group will be
9. Allison wants to determine the effectiveness of school portal to the given a pre-test followed by the usual practices then post-test will be
students and parents in accessing school news and information. administered. Afterwards, same group will be given a pre-test followed by
10. Gaby conduct a study to know if there is a significant relationship exist in treatment and then post-test.
Take note: This design is threatened by certain factors: maturation; test-
student’s anxiety in math on their class performance in math class. wiseness; and natural attrition.
Parent’s Signature: Date: _
 Group Pre-test Treatment Post-test 8. Differential Selection. Selection of individuals with different previous
Group A O X O knowledge or ability which would affect the final measurement of the
Group A O O O study.
Legend: O= Observation; X= Treatment 9. John Henry Effect. Henry outperformed a machine under an
experimental setting because he was fully aware that his performance
3. Solomon Four Group Design. It makes use of four group in equal was compared with that of a machine. The subject in the controlled group
standing (two experimental group and two control group). The first two is aware of their disadvantage, thus working harder to outperform the
group followed the pretest post-test controlled group. The third group is experimental group.
given no pre-test but has treatment and post-test. The last group given Sources:
no pre-test and treatment but has post-test.
Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS)
(pp.64-68). Cubao, Quezon City: Lorimar Publishing Inc.

Group Pre-test Treatment Post-test

Experimental A O X O
Control A O O IS YOUR BRAIN FULL? LET’S CHECK!
Experimental B X O
Control B O
Legend: O= Observation; X= Treatment
What is experimental research design? Explain in your own understanding.

Factors Affecting Experimental Plan

1. History. Unexpected events that occur during first and second

measurement during experimental period that affect the results of the Differentiate the Pre-test/Post-test Controlled Group Design from Single Pre-
experiment. test/Post-test Design.
2. Maturation. It is the process of maturing of the participants either
biological or psychological during the course of experiment regardless of
the event may affect the result of the study. For example, if the project When do the researchers use Single Pre-test/Post-test Design? Explain briefly.
lasts a few years, most participants may improve their performance
regardless of treatment.
3. Testing. The subject may be aware of the contents of post-test because
of the same contents in pre-test. So the subject learns from pre-test
What are the factors that can affect the experimental study? Cite at least three
rather than the treatment.
and explain briefly.
4. Mortality. The loss of the subject from comparison group could greatly
affect the results of the study. The subject may drop out of the
experimental plan or suddenly disappeared during the course of the
study.
5. Interaction Effect. It means that the result of the study was affected by
the extraneous factors such setting, time and condition of the
YOUR BRAIN NEEDS EXERCISES. DO THIS!
experimental set-up.
6. Measuring Instrument. Changes in calibration of instrument, observers,
and scorers may cause changes in the measurements of the variables.
Identify the word/s being described in each statement. Write your answer
7. Statistical Regression. It is when the pre-test of the subjects is
on the space provided.
extremely far from their score in post-test. This threat is caused by the
1. A factor that affects experimental plan due to the
selection of subjects on the basis of extreme scores or characteristics.
loss of the subject.
 2. An experimental research design that requires a LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
large number of subjects. BY YOUR TEACHER… OOOPS NO PRESSURE!
3. It is a design used when there is a limited number
of respondents.
Name: Date:
4. A group in experimental research that does not
Section: Score:
receive treatment.
Modified True or False. Write TRUE if the statement is correct, if false,
5. A factor that affects the experimental plan when the
change the underlined word/s to make the statement correct.
subject from control group outperform the subjects from experimental group.
6. Experimental design that requires one control
group and one experimental group. 1. Experimental research seeks to test and answer hypothesis.
7. A factor that affects experimental plan due to the
selection of subjects with different previous knowledge or ability.
2. Mortality is when a subject suddenly disappeared during the
8. A factor that affects experimental plan due to the
biases which may result in selection of comparison groups. experimental plan.
9. A group of subject that receives treatment during
3. In experimental study, the group that receives treatment is called
the experimental plan.
10. A scientific method that establishes the cause and control group.
effect relationship between the variables.
4. A super typhoon occurred during the experimental plan where in the
result of the study is affected. This factor is called history.

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. 5. Testing happens when the subject is aware of the contents of post-test
in the form of pre-test.
Summarize the types experimental research design with the factors that
affect each type by completing the square matrix below. 6. The subject in experimental study needs to be different before and
after the experiment
Experimental Research Design
7. Interviewers are very careful to their first numbers of interviewees, but
Pretest/Post-test Single Group Solomon Four Group
eventually got tired after 10 th interviewee which affect their scoring. This
Control Group Design Pretest/Post-test Design
is example of measuring instrument.
Design

8. Single group pre-test/post-test design eliminates Howthorne effect,

effect of maturation and attrition but requiring a large number of
respondents.

9. Differential selection is the selection of individuals with different

previous knowledge or ability which would affect the final measurement
of the study.

10. Mortality is a factor that affects experimental plan when the

participants in controlled group outperform the experimental group.

Parent’s Signature: Date: _

Lesso Description of Sample
The sample size can be obtained using the formula

n2 n=
𝑁

where n = sample size; N = total population; e=

1+𝑁𝑒2
margin of error
Lesson 2.1 Sample Size Determination using Slovin’s
Example 1: A researcher wants to conduct a survey. The population of a big
Formula
school where the researcher wishes to get his respondents is 11,000. Find the
OBJECTIVES sample size if the margin of error is 5%.

Step 1. Using the Slovin’s formula, substitute the given data.

The students are expected to:
1. discuss sample, population and sampling frame
2. explain the reason of using sample in research 11,000
n = 1+(11,000)(0.05)2 5% → 5 → 0.05
3. calculate sample size using Slovin’s formula
Take note: Change percent number to decimal number
LET’S FEED YOUR MIND. READ THIS! Step 2. Solve the denominator part first. Follow PEMDAS.

11,000 11,000
n = 1+(11,000)(0.0025) →
11,000 n = → n = 28.5
Before you proceed to this lesson, take note of the following terms first: 1+27.5

 Sample. An individual that represent the entire population of a target Step 3. Divide the data to get the sample size
respondents of the study. This is the subgroup of the population
n = → n= 385.96 or 386
 Population. A group of individuals that the researcher is interested in 11,000
28.5
studying that usually has common or similar characteristics. Then the sample size that the researchers need is 386.
 Sampling frame. A complete list of all cases in the population from
which the sample will be drawn. Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 101-102). Cubao,
Quezon City: Lorimar Publishing Inc.

It is important that the researchers know the sample size of their study. It is a
waste of resources if the researchers include all the elements in their target
population. The following are some reasons for the use of samples:
IS YOUR BRAIN FULL? LET’S CHECK!
 Using sample saves time compared to complete census In research, why do we use sample instead of the total population?
 Using sample saves money because it is less costly Explain your answer.
 It allows more particular attention to be given to a number of
elements than doing a census
 Less sampling error in survey
Slovin’s Formula
How to determine the accurate sample size?
Slovin’s formula is a statistical formula used to obtain an accurate sample
size (n) given the population (N) and margin of error (e). Margin of error (e) is the
allowable error margin in research. Slovin's Formula calculates the number of
samples required when the population is too large to directly sample every
member. Why is it important to have an accurate sample size in quantitative research?
 YOUR BRAIN NEEDS EXERCISES. DO THIS!
LET’S TEST YOUR BRAIN! REMEMBER THIS IS
A. Put O if the statement is correct and X if not. Write your answer on the RECORDED BY YOUR TEACHER… OOOPS
space provided before each item
Name:
NO PRESSURE! Date:
Section: Score:
1. Sample is a subgroup of population.
2. Selecting sample from population is called sampling. A. Based on the given problem, supply the needed information in the box below.
3. An accurate sample size means getting the equal half of the total Mr. X conducts his study on Brgy. Caniogan, Pasig City. The total
population. number of residence b is 3,800 according to the residence list in barangay. Mr. X
uses five percent margin of error to come up with the total number of participants
4. Slovin’s formula is used to determine accurate sample size. of his study which is 367.
5. Using sample is costly and timely.
Sample: Population: Margin of error:

B. Solve the sample size of given problem. Show your complete solution (5 Sampling Frame: Formula to be used:
pts each).
Suppose that you have a group of 1,000 city government
employees and you want to survey them to find out which tools are best
B. Solve for the sample size of given problem. Show your complete solution (5 pts
suited to their jobs. Find the sample size using 2% margin of error.
each).
Solution:
1. In your study, the size of your population is 27,150. What is the size of
your sample if you allow 5% margin of error?
Solution:

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Enumerate the advantage of using sample by completing the diamond

diagram below.
Advantage of Using Sample in Research
2. In your research, your population is 10,000 and the margin of error you
allow is 5%, what is your representative sample?
Solution:

Parent’s Signature: Date: _

Lesson 2.2 Probability Sampling Technique
 OBJECTIVES c. Start counting from the number you choose in letter b, you
take every kth of the number counts.
The students are expected to: Example: Population= 500
1. discuss probability sampling technique and its type Sample size= 100 500 ÷ 100 = 5 (I will count
2. create a graphic organizer that summarize the concept of every 5th in the list)
probability sampling technique
For instance, I choose 4 from 1-5. Therefore, my sample will be
3. identify the type of probability sampling technique applied in
the student number 4, 9, 14, 19, 24… until it reaches the maximum
different scenarios
number which is 500.
LET’S FEED YOUR MIND. READ THIS! 3. Stratified Random Sampling. The population is divided into groups
(strata) then simple random sampling is applied in selecting samples
The selection of components of the sample that will give a representative from each group.
view of the whole is known as sampling technique. Selecting sample can be
biased or unbiased. This lesson focuses on selecting sample unbiasedly. This is Example: The target population is 1200 junior high school with the desired sample size
of 300. The researcher will get the number of students per level. Divide each number of
called probability sampling.
students per level by the total population of 1200 and then multiply by the desired
Probability Sampling refers to a sampling technique in which samples are sample size of 300.
obtained using some objective chance mechanism, thus involving randomization.
Please take note that (1) If your population is LESS THAN 50, go away from Sample Size =
JHS Population =1200
probability sampling and (2) your sample size should be AT LEAST 30. 300

After determining the sample frame and solving for sample size, it is time 1st year 350 88
1styear=350/1200 X 300 = 88
to for deciding on how to select the sample of the study. There are different types 2nd year 300 75
of selecting respondents under probability sampling. These are: 2nd year = 300/1200 X300 = 75
3rd year 280 70
1. Simple Random Sampling. The basic probability sampling design in
th
which the chance of selection is the same for every member of the 4 year 270 67
population.

Two ways of selecting samples: 4. Cluster Sampling. The largest scale surveys used cluster sampling
method. It is used when the target respondents in a research study is
 by means of a TABLE OF RANDOM NUMBERS spread across a GEOGRAPHICAL LOCATION. In this method, the
population is group into what we called CLUSTER. Simple random
 by using the LOTTERY TECHNIQUES
sampling is used in selecting the cluster.
2. Systematic Random Sampling. A sampling that follows regular
5. Multi- Stage Sampling. Refers to the procedure as in cluster sampling
intervals from a list. It has a specific steps and procedures in doing the
which moves through a series of stages.
random selection of the samples.
Population → group into ten cluster → randomly select
Steps to follow:
one cluster randomly select five cluster from the

selected onecluster

a. Divide population to the desired sample size (population ÷ Sources:

sample size= kth) Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 104-106). Cubao, Quezon
City: Lorimar Publishing Inc.
b. Choose one number from 1 to value you obtain from letter a
Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS)
(pp.74-76). Cubao, Quezon City: Lorimar Publishing Inc.
 IS YOUR BRAIN FULL? LET’S CHECK! 4. The sampling technique use when the target population is
scattered in different geographical area.

What is probability sampling technique? Explain base on your understanding. 5. The process of selecting sample that represents the total
population.
6. In stratified random sampling, the population is divided into
groups called
Is it required to use Slovin’s formula in determining sample size once you have
B. In each of the following situation, identify the sampling method being used then
decided to use probability sampling technique? Explain your answer.
explain your answer (2 pts each).

1. A group of volunteers has a list of the 100 senators. They decided to survey
every 10th senator on the list about their position on farm subsidies.

What are the types of Probability sampling techniques? Explain briefly each type.

1.
2. The president of a college randomly selects two students from each department
to serve on a board.
2.

3.
CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

4.
Create a graphic organizer/concept map showing your understanding on
Probability Sampling Techniques.

5.

YOUR BRAIN NEEDS EXERCISES. DO THIS!

A. Identify the word/s being described in each statement. Write your answer on
the space provided.

1. A sampling technique that use fish bowl method.

2. It includes a series of stages before arriving to the final
samples.
3. In cluster sampling, the population is divided into groups called
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE! Lesson 2.3 Non-Probability Sampling Technique

OBJECTIVES
Name: Date:
Section: Score:
The students are expected to:
1. discuss non-probability sampling technique and its type
A. Matching Type. Match statement in Column A to its correct terms in Column B.
2. summarize the concept of non-probability sampling
COLUMN A COLUMN B technique using square matrix
3. identify the type of non-probability sampling technique
1. A type of probability sampling where the chance a. Simple Random applied in different situations
of selection is the same for every member of the
LET’S FEED YOUR MIND. READ THIS!
population.

2. A type of probability sampling when you choose b. Stratified Random There is a time where a researcher encounters some hindrances on his
every “nth” individual to be a part of the sample. research where it is not possible to draw random probability sampling due to lack
of time or budget. This is where the non-probability sampling can be useful.
3. A sampling technique that divides the population c. Systematic Sampling
in group and randomly select one group. If probability sampling gives equal chance of selection to all members of
the population, non-probability sampling is a sampling technique that does not
4. A type of probability sampling where the d. Cluster Sampling give all the samples in the population equal chances of being selected. The
respondents are divided into groups and in each selection of sample is based on the subjective judgement of the researchers.
group the research selects samples. Types of Non-Probability Sampling
B. In each of the following situations, identify the sampling method being used
1. Convenience Sampling. This is a method of selecting samples that are
then explain your answer (2 pts each).
conveniently available to participate to the researchers’ study. This
1. Peter decided to divide the private company in NCR into five groups. He method is also called availability sampling.
randomly picks two company and interview all the workers of that company. Example: The researchers conducted survey on public area like mall and
park to quickly obtain public opinion on an issue about election of public
officials.

2. The girl decided to make a study about the effectiveness of APK application to 2. Purposive Sampling. This is also called judgmental or subjective
the productivity of the employees. She randomly picks name of participants from sampling. In this method, the researcher chooses only those respondents
the full list of the workers in SMX Company. that he thinks suitable to the study.
_ _ Example: The researchers conducted a study on why Grade 11 chooses
_ _ TVL tracks over Academic tracks. They find samples by asking first the
question “Are you planning to go to the university?”, Those who will say
3. The secretary of Education randomly selects 10 school out of 150 schools in “No” would not be included in the study.
NCR for testing and 40 student names are randomly selected from a student list in
each 10 selected schools. 3. Quota Sampling. A sampling technique wherein the researcher makes
sure of equal or proportionate representation of subjects depending on
_ _
which trait is considered as basis of the quota. The bases of the quota
_ _
are usually age, gender, education, race, religion and socioeconomic
Parent’s Signature: _ _ Date: status.
 Example: If basis of the quota is college year level and the researcher
needs equal representation, with a sample size of 100, he must select 25 YOUR BRAIN NEEDS EXERCISES. DO THIS!
1st year students, another 25 2nd year students, 25 3rd year and 25 4th
year students.
Identify what is being described in each item. Choose the letter of your
answer on the box.
4. Snowball Sampling. A sampling technique wherein the researcher looks
for a respondent to participate in the study then ask that respondent to Non- Probability Sampling Quota Sampling
refer another respondent who can participate in the study. This is used Biased Randomization
when researcher finds it difficult to locate special numbers of a Judgmental Sampling Subjective
population. Convenience Sampling Quota
Example: The researcher conduct research involving eight ethnic group Snowball Sampling Qualitative Research
called Mangyans maybe 8,000 according to official records. But it is
difficult to locate those subject because of distance and some have little 1. The type of research which commonly uses non-probability
contact with outside world. sampling

Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 106-107). Cubao, 2. Probability sampling is to objective; non-probability sampling is
Quezon City: Lorimar Publishing Inc. to _
3. The selection of sample in non-probability sampling
IS YOUR BRAIN FULL? LET’S CHECK!
4. The kind of sampling where in the researcher select samples
based on researcher’s knowledge and credibility.
What is non-probability sampling technique? Explain base on your own
understanding. 5. A type of sampling technique that does not give all members of
population equal chances of selection.
6. Also known as availability sampling

7. The limitation that researchers set in quota sampling

Differentiate non-probability sampling from probability sampling. Cite some
example for comparison. 8. The non-probability sampling is different from probability
sampling because it does not follow
9. The sampling that use referral method because the researcher
What are the types of non-probability sampling techniques? Explain briefly each asks respondents to refer another possible respondent.
type.
10. A type of non-probability sampling where the researcher
1. divides the population into group with the basis of quota.

2.

3.

4.
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!
CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Name: Date:
Section: Score:
Summarize the concept of Non- Probability Sampling Techniques by
filling up the square matrix below. A. In each of the following situation, identify the sampling method being used then
explain your answer (2 pts each).

1. A group of students wishes to conduct a study on a certain university with 5000

students. Their target respondents are 100. They simply stand at the main gate of
the school and ask 100 persons that pass by on that area.

2. The researcher wanted to investigate a certain issue regarding same sex

marriage. He then asks someone who is suitable to his study, then ask that
respondent to give him someone else who can also participate in his study.

3. A group of NGO volunteers are conducting a research regarding good lifestyle

of people. They conducted their study on a certain mall and ask people who dress
good and look healthy.

Non-Probability
Sampling 4. A group of researchers wants to study the career goal of the grade 11 to 12 on
their school with a total of 6,000 students. They found out that 60% of this are
grade 11 and 40% are grade 12. Their target sample is 500. The researchers get
the 60 and 40 percent of 500 to come up with to their sample size.

5. Mr. Yu makes a study about the environmental engineers but can only name 5.
He asks these engineers if they knew any others. They give him some others who
in return make additional contacts. In this way, [Link] manages to contact 50 other
environmental engineers.

Parent’s Signature: Date: _

 Lesson Instrument Development
Here is some example of Likert Scale

3 Frequency of Use
Always
Agreement
Strongly Agree
Frequency of Occurrence
Very Frequently
Often Agree Frequently
Sometimes Undecided Occasionally
Lesson 3.1 Designing the Instrument Rarely Disagree Rarely
OBJECTIVES Never Strongly Disagree Very Rarely

The students are expected to:

1. discuss instrument and instrumentation  Generate questions based on the objectives of the research study. These
2. state the do’s and don’ts in constructing questions are the guidelines in developing questions for your questionnaire:
3. identify the types of questions use in a survey questionnaire  The questions should be clear, concise and simple. Avoid
lengthy and confusing questions
 Classify question under each statement based on your problem
LET’S FEED YOUR MIND. READ THIS! statement
 Questions should be consistent within the needs of study
 Avoid sensitive and debatable question
One of the important part of research study is the instrument because the  Avoid jargon or unfamiliar words
quality of the research findings depends on the quality of research instrument. In
research, instrument is the general term use by the researcher for measuring
 Choose type of questions in developing the statement. It can be:
device such as surveys, questionnaire, test, and etc. On the other hand,
 Dichotomous questions. A question with only two choices
instrumentation is the action which is the process of developing, testing and using
such as “Yes/No” or “Like/Dislike”.
the instrument. Take note that instrument is the device while instrumentation is
 Open-ended questions. A question that normally answers the
course of action (Prieto, Naval, & Carey, 2017).
question “why”.
Background Example: What do you like most about your school?

Do a basic research on the chosen variables or construct of the research

study. Choose a construct that you can use to craft the objective of the  Closed questions. It is also called multiple-choice questions. It
questionnaire. Construct means the characteristics that you wish to measure or consists of three or more choices.
evaluate (e.g. weight, academic performance, etc.). After identifying the construct, Example: What is the highest education of your mother?
it is easily to state the purpose or objective of the questionnaire and the research
questions as well. There are five types of variables: dependent variables; elementary high school college
independent variables; control variables; continuous variables; and discrete
variables.  Rank- order Scale questions. A type of question that ask for
ranking the given choices or items.
Questionnaire Conceptualization
Example: Rank the following base on their importance in work as
 Choose response scale where the respondents answer the question in SHS student. (3= highest and 1=lowest)
your study. doing homeroom activities
Example of scales are:
 Yes / No going to library
 Yes / No / Neither
using computer
 Likert Scale. It is used to measure behavior
quantitatively.
  Rating Scale questions. It is the Likert scale form. 5. A type of question that allows the respondents to share their
Example: thoughts.
Statement 3 2 1
6. Type of question that has three or more choices.
I feel lazy doing homework
I am motivated to learn because of interesting 7. Type of question that asks the respondents to rate answers
learning tools based on their own perspective.
8. A type of question with two choices only.
Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 108-112). Cubao,
Quezon City: Lorimar Publishing Inc. 9. It is the process of developing, testing, and using the
instrument.
10. Type of question that asks the respondents to rank the items
on each statement.
IS YOUR BRAIN FULL? LET’S CHECK!
Based on the concept discussed above, answer the following questions
briefly.

What is instrument? Why is its importance to research? CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.
Summarize the guidelines (do’s and don’ts) in constructing questions in
questionnaire by filling up the T Chart below.
INSTRUMENTATION
Differentiate instrument from instrumentation.

Do’s Don’ts

What are types of questions in developing statements in questionnaire? Explain

each of the type base on your understanding.

YOUR BRAIN NEEDS EXERCISES. DO THIS!

Identify the word/s being described in each statement. Write your answer
on the space provided.

1. A type of question answerable by yes or no.

2. It is used to measure behavior of each respondent
quantitatively.
3. It refers to the traits of that is being measured in the study.

4. A variable that causes change to the dependent variables.

 LET’S TEST YOUR BRAIN! REMEMBER THIS IS 5 4 3 2 1
RECORDED BY YOUR TEACHER… OOOPS
Registrar’s Office
Name: NO PRESSURE!Date:
Canteen
Section: Score:
Student Information System (SIS)
A. Modified True or False. Write TRUE if the statement is correct, if not, change
the underlined word/s to make the statement correct. Comfort Rooms

Classroom Ventilation
1. Avoid making lengthy and confusing questions in your survey
questionnaire. Cashier’s Office

2. Open-ended questions usually answer the question “what”. College/ Department staff

3. The quality of the research findings depends on the quality of

the research instrument used.
4. Please rate the following personal goals to Senior High School (SHS) in order of
4. Dichotomous questions are questions where three or more importance from 1 to 6 with 1 indicating most important goal, 2 second most important goal and so on.
choices are provided.
To pursue college education
5. Likert scale is use in measuring the perspective or behavior of
the respondents qualitatively. To be employed after graduation
B. Based on the sample research instrument below, identify the type of research
questions used. To enhance my self-esteem
To become a useful citizen

STUDENT SATISFACTION ON STUDENT SERVICES IN A PRIVATE SECONDARY SCHOOL

To develop good attitudes
To be socially and intellectually mature
Dear student, thank you for being a respondent for this survey. Please help us improve our services by completing this survey.

Gender: Female Male

Age: 15-16 y/o 17-18 y/o 19-20 y/o 21 & above

CHOICES:
What is your overall satisfaction rating with our school services?
Very Satisfied Dichotomous Question
Somewhat Satisfied Open - ended Question
Neither Satisfied nor Dissatisfied Close- ended Questions
Somewhat Dissatisfied Rating Scale Question
Very Dissatisfied Rank-order Scale Question

Please explain your answer.

Gender
Age
Question #1
Question #2
Question #3
Question #4
[Link] rate your level of satisfaction in the quality of student services provided by your school.
5= Very Satisfied Dissatisfied 4= Somewhat Satisfied 3= Neither Satisfied nor
2= Somewhat Dissatisfied
1= Very Dissatisfied Parent’s Signature: Date: _
Lesson 3.2 Establishing Validity and Reliability of the Instrument low in instrument measuring motivation and instrument
measuring self-efficacy)
OBJECTIVES
 Predictive validity. The instrument that has correlation with
future criterion. (e.g. score of high efficacy test related to
The students are expected to: preforming task should predict the likelihood of completing task)
1. discuss validity and reliability and ways of assessing validity
 Construct Validity. Defines how well a test measures what it claims to
and reliability of an instrument
measure. It is used to know whether the operational definition of a
2. summarize the concept of validity and reliability using construct align to the true theoretical meaning of a concept. There are
butterfly diagram three types of construct validity:
3. write the importance of assessing validity and reliability of  Homogeneity. This means that the instrument measures one
an instrument construct only.
 Convergence. The instrument measures construct similar to
LET’S FEED YOUR MIND. READ THIS! other instrument.
 Theory evidence. This is when behavior is similar to theoretical
In the previous lesson, you learned how to conceptualized a propositions of the construct measured in the instrument.
questionnaire. The next step is establishing the validity and reliability of the
questionnaire or instrument. This lesson discusses the general criteria of good Establishing the reliability of the questionnaire
research instrument which are the validity and reliability. Reliability refers to how accurate and precise the measuring instrument.
Establishing the validity of the questionnaire It yields for consistent responses over repeated measurements. In order to have a
reliable instrument, you need to have questions that yields consistent scores when
Validity refers to a degree to which the instrument measures what it asked repeatedly.
intends to measure. It involves collecting and analyzing data to assess the
accuracy of an instrument. Here are ways to assess the reliability of an instrument:

Here are ways to assess the validity of a set of measurement:  Stability or Test-retest reliability. This is the simplest type of reliability
where in the same questionnaire is administered twice and correlation
 Face Validity. A subjective type of assessment. This is the simplest and between two set of score is computed.
easiest type of validity where in the validator skim the surface of the  Split-half method. Also called equivalent or parallel forms. This is done
instrument in order to form an opinion. Moreover, it is often criticized as by administering two different set of questionnaire but with same topic
the weakest form of validity (Stephanie, 2015). and correlation between two set of score is computed.
 Content Validity. It refers to the appropriateness of the content of an  Internal consistency. This is when the instrument measures a specific
instrument. A type of validity that most often includes expert or people concept. It is estimate based on a single form of test administered on a
familiar with the construct being measured. The expert make judgement single occasion.
about the degree to which the items in the questionnaire match the
objective of the study. Pilot testing of the questionnaire
 Criterion Validity. This type of validity measures how well the
Once you have done assessing the validity and reliability of instrument,
relationship between a measure and an outcome. It can be measured in
the next step to take is to pilot test the questionnaire before distributing it to the
three ways:
target respondents of the study. Pilot testing is like pre-testing the instrument. You
 Convergent validity. Shows instrument is highly correlated with
may find 10-15 people to answer the questionnaire. In this process, participants
instruments measuring similar variables. (e.g. geriatric suicide
could put remarks on some questions. This could help you to enhance your
correlated to depression)
questions.
 Divergent validity. Shows the instrument is poorly correlated to
instruments that measure different variables. (e.g. correlation is
Revise the questionnaire

After identifying some problem in your questionnaire, revise the 1. It is a degree to which a test measure what it intends to measure.
questionnaire based on the feedback of the participants during pilot testing.
However, do not forget that the questionnaire should match the research 2. It measures the relationship between measure and outcome.
objective. 3. The process of pre-testing the instrument before distributing to the target
Sources:
respondents.

Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 112-114). Cubao, Quezon 4. Testing reliability by giving the test twice and correlating two set of score.
City: Lorimar Publishing Inc.
5. A series of questions where the respondents provide their responses.
Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS)
(pp.79-82). Cubao, Quezon City: Lorimar Publishing Inc. 6. The subjective form of validating instrument.
7. It refers to whether the operational definition of a variable actually reflects the
IS YOUR BRAIN FULL? LET’S CHECK! true theoretical meaning of a concept
8. It refers to how accurate and precise the measuring instrument.
Based on the concept you have read above, answer the following
questions briefly using your own words. 9. A process of validating with the help of experts.
What is validity? Why does an instrument need to be validated?
10. Also called equivalent or parallel forms.

What are the types of validity? Briefly explain each. 1 2 3 4 5 6 7 8 9 10

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

What is reliability? Why do we need to ensure reliability of our research
instrument? Summarize the concept of validity and reliability of instrument by filling up
the Butterfly diagram below.

What are the types of reliability? Briefly explain each.

What is the purpose of doing pilot testing of research instrument?

RELIABILITY
V
AL
YOUR BRAIN NEEDS EXERCISES. DO THIS! ID
IT
Identify the word/s being described in each statement. Choose the letter
of your answer in the box. Write the letter on the space provided above each
number.
i. Validity n2. Content Validity n1. Criterion related Validity
T1. Test-retest Reliability u. Face Validity t2. Split-half method

m. Construct Validity r. questionnaire Page | 77

 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

Name:
BY YOUR TEACHER… OOOPS NO PRESSURE!

Date:
Lesso Data Collection Procedure

n4
Section: Score:
OBJECTIVES
Match the definitions/examples with the correct type of reliability or
validity. Technically there may be more than one correct answer for each The students are expected to:
definition/example, but each term is intended to be used only once. 1. discuss data collection and different methods of collecting
data
a. Split- half method f. Predictive Validity
2. summarize the advantage and disadvantage of each data
b. Stability g. Validity
collection methods using square matrix
c. Content Validity h. Pilot Testing
3. apply the concept of data collection to a real life situation
d. Construct Validity i. Criterion Validity
e. Reliability j. Convergent Validity
The following are the definitions and examples: LET’S FEED YOUR MIND. READ THIS!
1. The Psychological Scale have a high correlation with self-esteem. Data collection refers to the process of gathering information. In
quantitative research, data collection method relies on random sampling and data
2. Ten people write their comments on the questionnaire regarding of the
collection instruments that fit various experiences into predetermined responses
questions that they don’t understand.
categories that produce results that are easy to summarize, compare and
3. The degree to which a test actually measures what it intends to. generalize.

4. The consistency of results across repeated measurement. Sources of data

5. A high score in math anxiety truly reflects the high degree of math anxiety  Primary sources. Are known as raw data which can be collected from
of the subject. What type of validity is this? original source like experimental test results, questionnaire survey, and
observation.
6. An English class takes an EPT then take it again after a week so the  Secondary sources. Data that has already been collected by someone
instructor can assess the of the test. else such as books, reports, journals, magazines, and others.
7. The degree to which a test predicts another variable it should predict, such
as the National Assessment score predicting success in a specialized field of the There are various methods in collecting data that will be discussed in this
student. lesson, along with its advantage and disadvantage.

8. A type of validity that refers to appropriateness of the content of an 1. Interview

instrument. This method of collecting data involves presentation of verbal reply from
9. An instructor distributes a set of test to his class, a few days after, he the respondents. This is done by asking questions to the respondents verbally.
distributes another set of test but on same topic as the first set of test. This This method assumes that the participant’s point of view is more meaningful and
method of assessing reliability is called . their perspectives affect the success of the project.

10. This type of validity measures how well the relationship between a Here are the types of interviews that could be used by the researchers:
measure and an outcome.
 Structured Interviews. The researcher asks a standard set of questions
and nothing more. The researcher follows a specific format with the same
line of questioning. This is to ensure that each interview is delivered in
Parent’s Signature: Date: _ the same format and same order to every respondent. It usually | 78
performs
Page
by well-experienced researchers.
 1. Respondents identification data. It includes the profile of the
Advantages: Disadvantage: respondents.
- The information at greater - Time consuming and 2. Introduction. It may include the researcher’s request for help, and
depth expensive purpose of study.
- Chance to clarify questions to 3. Instruction. The respondent’s direction on how to move through the
the respondents questionnaire.
4. Information. The series of questions and statements that seek response.
 Face-to-face interviews. This is the most frequently used in quantitative
research method and it can be done anywhere where. Here are the types of questionnaire that could be used by the researchers
Advantages: Disadvantages:
 Paper-pencil questionnaire. This method is commonly used by the
- Establish rapport between - Time consuming and
researchers. It can be sent to large number of respondents and save
researcher and participants expensive
researcher’s time and money.
- Chance to clarify ambiguous - Impractical when large
questions to the respondents samples involved
Advantage: Disadvantage:
- Respondents are truthful to - Some of the respondents do
their response because their not return the questionnaire
 Telephone Interviews. It is used when the researchers have no time to responses are anonymous
meet the respondents personally. However, the response rate of the
respondents is not as high as the face-to-face interview.
 Web-page questionnaire. It is an internet based research where in the respondents
will receive an email which contain an address that would take them to a secure
Advantage: Disadvantages: web-site to fill in the questionnaire.
- Less time consuming and - Biased to those with
less expensive telephone only
Advantage: Disadvantages:
- Little time given to the
- Much quicker than pencil- - Exclusion of people who do not
respondents
paper method have computer
- Bias information may be
- Not sure of the accuracy of
more
respondent’s responses

 Computer-Assisted Personal Interviewing. A form of personal interview

 Self-administered questionnaire. Usually distributed through mail, filled out and
where in the interviewer bring along laptop and directly enter the
administered by respondents where they return this to the researchers via email. It
information or response of the participant to the database.
can be used to elicit detailed information from respondents who might not be
Advantages: Disadvantages: accessible.
- Save researchers in bringing - Expensive to set up
hundreds of questionnaires - Required the interviewer Questionnaires usually make use of checklist and rating scale to help
- Save time in processing data to have laptop researchers simplify and quantify respondents’ behaviors and attitude.

3. Observations
2. Questionnaire
This is way of collecting data by watching behavior, events or noting
Its main purpose is to extract data from the respondents. It serves a physical characteristics in natural setting. This method is usually used in in the
standard guide of the researchers in asking information from the respondents. situation where the subjects are unwilling or unable to provide the needed data
There are normally four sections in a questionnaire namely: through survey or interview. Observation can be as follows:
 Overt Observation. An observation where the respondents are aware that that they are being observed.
they are being observed.  Direct Observation. The observation occurs during the interaction.
 Covert Observation. An observation where the respondents are unaware  Page
Indirect Observation. The observation occurs on the result of the | 79
interaction.
 What is the difference between covert and overt? direct and indirect observation?
Observation can make use of recording sheet and checklist which is the

As a researcher, why do you need to choose the data collection method that is
suitable to your study?
standardized way of collecting data. Field notes are least standardized way of
collecting observation data.

4. Tests
 Criterion-referenced test. Determine whether or not the subjects have
This method provides a way to assess subject’s knowledge and capacity
to apply knowledge to new situations. There are various forms of test depending
on the needs of the researchers in their study.
YOUR BRAIN NEEDS EXERCISES. DO THIS!
 Norm-referenced test. Provides information on how the subject performs
against a normative group. Identify the word/s being described in each statement. Write your answer
on the space provided.
attained mastery of skills. 1. It is a method usually used by observing the subject of the
 Proficiency test. Provides an assessment against level of skills study.
attainment, but includes standards for performance at varying levels of
proficiency. 2. A method used to assess the knowledge of the subject.
Source: Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for
SHS) (pp.82-87). Cubao, Quezon City: Lorimar Publishing Inc. 3. A type of interview that requires laptop to the researcher during
data collection.

4. The section in questionnaire where you can find the series of

IS YOUR BRAIN FULL? LET’S CHECK! questions and statements.

Based on the concept you have read above, answer the following 5. It refers to the process of collecting data.
questions briefly using your own words.
6. This is the type of interview that includes list of names from
What is data collection procedure?
telephone directory.
7. A type of test that determine if a certain skill is achieved or not.

8. A type of questions with two choices only.

What are the different data collection methods? Enumerate and explain each.
9. An observation where the respondents are not aware that they
are being observed.
10. This method of collecting data involves presentation of verbal
responses from the respondents.

Page | 80
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Name: Date:
Section: Score:
Summarize the advantage and disadvantage of each data collection
methods by accomplishing the Square Matrix below. Identify the kind of quantitative being described in each of the following scenarios.
Choose the letter of your answer from the choices inside the box, then explain
your answer. (2 pts each)
Interview Questionnaire
Criterion Reference Test Face-to-face Interview Covert Observation
Web-based questionnaire
Paper-pencil Questionnaire Computer-Assisted Personal Interview
Overt Observation

1. A representative from Department of Education watched ten random classes

through video recording to observe if teachers teaching strategy meet the
objectives of curriculum competencies.

Explanation:
2. A researcher wishes to identify the mastery skill level of the Technical-
Vocational students in Rizal High School. He administered an assessment to the
target subject of the research to gather data.

Explanation:
Observation Test 3. A company conducts a quick interview based on the list of people on their
landline directory.

Explanation:

4. A group of researchers conduct study on the effectiveness of Audio-Visual

Learning to the academic performance of Senior High Students in Rizal High
School. They distributed a copy of questionnaire to the students that are involved
to their study.

Explanation:
5. A researcher does a house visit to conduct interview regarding the lifestyle of a
teenage mom. He directly encodes information from his interviewee to his
electronic device.

Explanation:

Parent’s Signature: _ Date: _

Lesson 5Data Analysis using Statistics  Inferential Data Analysis. This is used to test hypotheses about a set of
data to reach conclusions and generalizations beyond merely describing
the data.
The commonly used inferential statistics includes test of
Lesson 5.1 Quantitative Data Analysis significance of difference such as t-test, and ANOVA. Also the test of
OBJECTIVES relationship such as Product Moment Coefficient or Correlation or
Pearson r, Spearman rho, regression, and Chi-square test.
The students are expected to:
Quantitative Analysis in Evaluation
1. discuss the data analysis strategies and level of
It is important to determine the level of measurement of quantitative data
measurement scales
before proceeding with analysis of data.
2. summarize the concept of quantitative data analysis by
creating a graphic organizer The following are the levels of measurement scales:
3. identify the measurement scales used in different situations
 Nominal Scale. It is used for labeling variables. It also called categorical
variables. The number assigned to the variables have no quantitative
LET’S FEED YOUR MIND. READ THIS! values.

After collecting the data needed for the study, it’s now time to organize Example: If you want to categorize respondents based on
then and get ready for the data analysis. A researcher should always ensure that gender, you could use 1 for male and 2 for female.
the data are complete, accurate, and valid and has been organized properly.  Ordinal Scale. It assigned order on items on the characteristics being
Quantitative data analysis is a systematic approach of investigations during which measured. Numerical value or quantity has no value except its ability to
numerical data are collected and the researchers transform what are collected into establish ranking among set of data. However, the difference in order
numerical data. between the rank are not specified.
Example: order in honor roll (first honor, second honor, third
Purpose of Data Analysis Plan honor)
 Describe data sets;  Interval Scale. It has equal units of measurement, thereby, making it
possible to interpret the order of scale scores and the distance between
 Determine the degree of relationship of variables;
them. However, interval scale does not have a “true zero”. Variables can
 Determine the differences between variables;
be added and subtracted, but cannot multiplied and divided.
 Predict outcomes; and
 Ratio Scale. It is considered as the highest level of measurement. It has
 Compare variables.
characteristics of an interval scale but it has a “zero point”. All descriptive
and inferential statistics can be applied on ration scales. Variables can be
Data Analysis Strategies added, subtracted, multiplied, and divided.
Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 119-121). Cubao,
 Exploratory Data Analysis. This is used when it is not clear what to Quezon City: Lorimar Publishing Inc.
expect from the data. It makes use of numerical and visual
representation such as graphs. Since the research interest is new, it is
possible to find some inconsistencies. IS YOUR BRAIN FULL? LET’S CHECK!
 Descriptive Data Analysis. This is used to describe or summarize data in
a meaningful way leading to a simple interpretation of data.
The commonly used descriptive statistics are those that analyze
What is the purpose of data analysis plan in quantitative research? Explain briefly.
distribution of data such as: frequency, percentage, measure of central
tendency (mean, median, mode), and dispersion (range, average
deviation, standard deviation).
Compare and contrast descriptive data analysis and inferential data analysis.
What are the level of measurement scales in quantitative data? Cite and explain
each.
CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Create a graphic organizer that summarizes the concept of this lesson

using your coloring materials.

YOUR BRAIN NEEDS EXERCISES. DO THIS!

True or False. Write T if the statement is true and F if not. Write your
answer on the space provided before each number.

1. Ordinal scale is a measurement scale that ranks the variables.

2. Data analysis plan refers to describing how the data will be cleaned,
transformed, and analyzed.
3. The weakest level of measurement scale is ratio scale.

4. Percentage is categorized as descriptive statistic.

5. Descriptive analysis includes t-test and ANOVA.

6. Exploratory data analysis is used when it is not clear what to expect from
the data.
7. Inferential data analysis is used when there is testing of hypothesis.
8. Interval scale is also called categorical variables.

9. Inferential statistics includes the mean, median, and mode.

10. The highest level of measurement scale is the ratio scale.
LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!
Lesson 5.2 Descriptive Data Analysis
OBJECTIVES
Name: Date: The students are expected to:
Section: Score: 1. discuss descriptive data analysis and its purpose in
research
A. Determine what type of data analysis are statistical tools given in each item. 2. summarize the concept of descriptive data analysis using
Choose the letter of your choice below. Venn diagram
3. analyze problem involving descriptive data analysis
A. Descriptive Data Analysis B. Inferential Data Analysis

1. Chi-square
2. Mean
6. Pearson r LET’S FEED YOUR MIND. READ THIS!
7. Mode
3. Range Descriptive data analysis provides simple summaries about the sample
8. Standard Deviation
4. T-test and the measures. Different statistical measures are used to analyze data and
9. Spearman rho draw conclusions under descriptive data analysis (Trochim, 2006).
5. ANOVA
10. Percentage For the present study, the following statistical measures of descriptive
analysis were used to compute further statistical testing:
B. Indicate which level of measurement is being used in the given scenario.
Choose the letter of your choice below. 1. Measures of Central Tendency.
A. Nominal Scale C. Interval Scale Central tendency is sometimes called ‘measures of location’, ‘central
B. Ordinal Scale D. Ratio Scale location’, or just ‘center’. It is a way to describe what’s typical for a set of data.
There are three major ways to show central tendency: mean, mode and median.
1. Mr. Abalos enlists the top 10 greatest movie of all time.
2. The nurse records the gender of each patient. 1.1 Mean. The mean is the average of a set of numbers. It is the most widely
3. A veterinary clinic keeps record of the weight of their patient dogs. used and simplest measure of central tendency. It is frequently used for
interval or ratio variables. The mean is calculated by getting the summation of
4. The organizer of the basketball lists down the jersey number of all players.
all observation divided by the number of observation.
5. A PAGASA officer record the temperature in degree Celsius for the month
of September. Formulas:
6. Meteorologist lists the temperature in degrees Kelvin for the month of Ungrouped Data X = ∑ 𝒙 𝒔𝒖𝒎 𝒐𝒇 𝒐𝒃𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏
𝒏 → mean =𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒃𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏
August. ∑ 𝒇𝒙𝒎 𝒔𝒖𝒎 𝒐𝒇 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒙 𝒎𝒊𝒅𝒑𝒐𝒊𝒏𝒕
Grouped Data X= → mean =
7. The teacher of a class of tenth graders records the letter grade for 𝒏 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒃𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏
Weighted Mean X = ∑ 𝒇𝒙 𝒔𝒖𝒎 𝒐𝒇 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒙 𝒏𝒖𝒎𝒆𝒓𝒊𝒄𝒂𝒍 𝒗𝒂𝒍𝒖𝒆
mathematics for each student. 𝒏 → mean= 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒃𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏
8. The teller keeps track the amount of his client’s saving account. 1.2 Median. The median is the middle value of a given set of measurements,
9. The researcher records the family income of his subject for two provided that the values are arranged in increasing or decreasing order. It is
also the most appropriate measure of central tendency for ordinal data.
consecutive months.
10. A car magazine lists the most expensive hotels in United States. For Ungrouped Data
The median may be calculated from ungrouped data by doing the
following steps:
Parent’s Signature: Date: _
1. Arrange the items or scores from lowest to highest.
 2. Count to the middle value. If there are two middle numbers, average where; Σ is Sigma, which means to sum up ;
the two. | | (the vertical bars) mean Absolute Value

For Grouped data x is each value

If the data are grouped into classes, the median will fall into one of the
x is the mean
classes and the ( 𝑛 )th value.
2
n
−𝐹𝑐 n is the number of values
Formula: median ( )=L+i(2 )
𝑓𝑚
Where: L = exact lower limit of the class containing the median class 2.3. Standard Deviation. The standard deviation (SD) is a measure of spread or
i = interval size variation of data about the mean. SD computed by calculating the average
n = total number of items/observation distance that the average value is from the mean. It is used to measure the
Fc = cumulative frequency in the class preceding the confidence in statistical conclusion.
∑( 𝑥− 𝑥 )
median class Formula for Ungrouped Data SD = √ 2
fm = frequency of the median class 𝑛−1
where; x is each value
x is the mean
1.3 Mode. The mode is the most appropriate measure of central tendency when
data are on nominal scale. It is also the quick approximation of average but n is the number of values
Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 121-130). Cubao,
the weakest measure of central tendency. Quezon City: Lorimar Publishing Inc.
In cases where there is more than one observation which is the
highest but with equal frequency, the distribution is bimodal (with 2
highest observations) or multimodal with more than two highest IS YOUR BRAIN FULL? LET’S CHECK!
observations. In cases where every item has equal number of
observations, there is no mode. What is descriptive data analysis? Explain its purpose in research.

2. Measures of Dispersion

Dispersion in statistics is a way of describing how spread out a set of

data is. It is important for describing the spread of the data, or its variation around Differentiate measures of central tendency from measures of dispersion.
a central value. It is also called measure of variability.
The measures to be considered are the range, average or mean
deviation, standard deviation and the variance.

2.1. The Range. The range is the difference between the largest and the smallest
What are the three major ways to show central tendency? Explain each briefly.
values in a set of data. However, it only gives us knowledge of the spread of data
but it does not tell us about the disperse of values from central tendency.

2.2. Average (Mean) Deviation. The mean absolute deviation of a dataset is the
average distance between each data point and the mean. It gives us an idea
Compare and contrast average deviation and standard deviation.
about the variability in a dataset. Absolute value is used to disregard the positive
or negative value of data.
| 𝑥− 𝑥 |
Formula for Ungrouped Data AD = ∑
𝑛
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
YOUR BRAIN NEEDS EXERCISES. DO THIS!
BY YOUR TEACHER… OOOPS NO PRESSURE!

Identify the word/s being described in each statement. Write your answer
on the space provided.
Name: Date:
Section: Score:
1. It is also called measure of variability.
2. It refers to measures of spread of data about the mean. A. Modified True or False. Indicate whether the statement is true or false. If false,
change the underlined word or phrase to make the statement correct.
3. A mode that has two observations.
1. Range is used to know how much data can vary.
4. It refers to the midpoint of distribution.

5. A statistical symbol that disregard the negative values of a data. 2. To understand the dispersion of data from a measure of
central tendency, we can use mean deviation.
6. The absolute deviation of a dataset is the average distance
between each data point and the mean 3. Measures of dispersion is also called measures of location.

7. It refers to the most frequently occurred value in a set of data. 4. In order to know the most appearing data in a set,
8. It is the sum of all observed data divided by the number of researcher must use mean.
observation.
5. Standard deviation is used when the researchers wish to
9. It is sometimes called measure of central location. know the measure of confidence in statistical conclusion.
10. It refers to the difference between the highest value and lowest
value. B. Indicate the appropriate descriptive statistical treatment to use in a given
scenario. Explain your answer.

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. 1. The teacher collected the scores of her students in their remedial test. Data
showed that three students scored 82, five students scored 90, four students
scored 85, and one student scored 81. Using statistical tools, the teacher come up
with the answer 85.
Summarize the concept of descriptive data analysis by accomplishing the
Venn Diagram below. a. How did the teacher get 85? Explain. (3pts)

Measures of Central Tendency Measures of Dispersion

b. What is the statistical treatment that the teacher used in the set of scores
Descriptive Data Analysis
(mean, median, mode, range)? (2pts)

Parent’s Signature: _ Date: _

Lesson 5.3 Inferential Data Analysis o For correlated/ dependent samples (when the same set of
respondents or paired sets of respondents are involved)
OBJECTIVES 𝑑− 𝜇𝑑
𝑠𝑑 √𝑛
t=
(df = n-1)
The students are expected to:  Between Proportions or Percentages
1. discuss inferential data analysis and its use in research o For independent samples
2. summarize the concept of inferential data analysis using (𝑝1− 𝑝2)−(𝑝1− 𝑝2))
dialogue cloud z= 𝑝𝑞 𝑝𝑞
√ 𝑛1 + 𝑛2
3. analyze problem involving descriptive data analysis

LET’S FEED YOUR MIND. READ THIS! o For correlated/ dependent samples
𝐷−𝐴 𝑝1−𝑝2
z =√𝐴 + 𝐷 or z= 𝑎+𝑑
Inferential data analysis is used to determine if there is a relationship √ 𝑁

 Analysis of Variance (ANOVA)

between an intervention and an outcome as well as the strength of that This is used when significance of difference of means of three
relationship. Inferential Statistics refers to statistical measures and techniques that or more groups are to be determined at one time. ANOVA relies on the F-
allow us to use samples to make inference and generalizations about the ration to test the hypothesis that the two variances are equal; that is, the
population from which the samples were drawn. Below are the common statistical subgroups are from the same population. “Between groups” refers to the
measures to measure significant differences and relationships between variables: variation between each group mean and the grand or overall mean.
o One-Way ANOVA. A one-way ANOVA has just one
1. Test of Significance of Difference (T-test) independent variable. Example:
1. A difference in IQ can be assessed by Country, and County
A t-test is a type of inferential statistic used to determine if there is a can have 2, 20, or more different categories to compare.
significant difference between the means of two groups, which may be related in Sample Table:
certain features (Kenton, 2019).

 Between Means.
o For independent samples (when respondents consist two
different groups)
Case 1: 𝛿1 𝛿2unknown or n1 ≥ and n2 30
o Two-Way ANOVA. Also known as factorial ANOVA. It refers to
(𝑥1− 𝑥2)−(𝜇1− 𝜇2)
z= ; Z-TEST an ANOVA using two independent variables. Two-way ANOVA
𝛿2 𝛿2
√ 1 + 2
𝑛1 𝑛2
can be used to examine the interaction between the two
independent variables. Interactions indicate that differences are
Case 2: 𝛿1 ≠ 𝛿2unknown or n1 < 30 and n2 < 30
not uniform across all categories of the independent variables.
Example:
t=
(𝑥1− 𝑥2)−(𝜇1− 𝜇2) df = smaller of n1 - 1 and n2 – 1 1. Examining differences in IQ scores (the dependent
𝑠2 𝑠2
√ 1+ 2 variable) by Country (independent variable 1) and Gender
𝑛1 𝑛2

Case 3: 𝛿1 = 𝛿2unknown or n1 < 30 and n2 < 30 (independent variable 2).

2. Females may have higher anxiety scores overall compared
(𝑛 −1) 2+ (𝑛 −1) 2
where: 𝑠2 =
1
𝑠 2 𝑠2
to males,countries
western but this difference
comparedcould be greater
to northern (or less) in
countries.
(𝑥1− 𝑥2)−(𝜇1− 𝜇2) 1
t= 2 2
𝑝
𝑛 1+ 𝑛2−2
𝑠 𝑠
√ 𝑛𝑝1 + 𝑛𝑝2

2. Test of Relationship What are the statistical tools you can use if you want to test the relationship of the
variables? Explain each based on your understanding.
 Spearman Rank-Order Correlation or Spearman Rho. It is used when
data available are expressed in ranks (ordinal variables).
6∑𝐷
𝜌=1− 2
𝑁 (𝑁2−1)

 Chi-Square Test for Independence. It is used when data expressed in

 terms of frequencies or percentage (nominal variables).
(0−𝐸)
x2 = ∑ 2 [ 𝑑𝑓 = ( 𝑟 − 1 )(𝑐 − 1)]
𝐸

 Product – Moment Coefficient of Correlation or Pearson r. This is used

when data are expressed in terms of scores such as weights and heights
or score in test (ratio and interval variables).
o Case 1. When deviation from the mean are used. YOUR BRAIN NEEDS EXERCISES. DO THIS!
∑(𝑥−𝑥)(𝑦−𝑦)
r = [∑(𝑥−𝑥)]2[∑(𝑦−𝑦)]2 True or False. Write T if the statement is true and F if not. Write your
o Case 2. When raw score from original observation are used. answer on the space provided before each number.
𝑛 ∑ 𝑥𝑦−(∑𝑥)(∑𝑦)
r=
√[𝑛∑ 𝑥2−(∑𝑥)2] [[𝑛 ∑ 𝑦2−(∑𝑦)2] 1. Inferential statistics is used when the researchers want to test hypothesis.

2. T-test is used to determine the relationship of two variables.

 T-test to test the significance of Pearson r. This is used to determine if
the value of computed Pearson r is significant. 3. Pearson r is a statistical tool for determining relationship between variables.
𝑛−2
t=r√ 4. T-test is used to determine the significance of relationship between
1− 𝑟2

variables.
Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 131-134). Cubao,
Quezon City: Lorimar Publishing Inc. 5. Spearman rho is used when the data are in ordinal scale.
6. T-test is also used to determine the significance of relationship in Pearson
r.
IS YOUR BRAIN FULL? LET’S CHECK!
7. Chi-square is used when data are in interval scale.
Read and write your answer on the space provided. 8. Both ratio and interval variables are applicable in Pearson r.
What is inferential data analysis? When to use this kind of data analysis? 9. Inferential data analysis is used to determine if there is a relationship
between an intervention and an outcome.
10. ANOVA is used when finding significant difference between three or more
groups at one time.

Compare and contrast T-test and ANOVA.

B. The researchers want to determine the relationship of the Educational
attainment of the Parents to their socioeconomic status. What statistical test is
best to use in this study? Explain your answer briefly.
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: Date:
Section: Score:

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. A. Analogy. Choose the answer from the box. Choose the letter of your answer in
the box.
1. Pearson r : a. Nominal Scales
Summarize the concept of inferential data analysis by completing the
b. Significant Difference
dialogue cloud below. 2. Chi- square : between two groups
c. Ordinal Scales
3. Spearman rho : d. Interval Scales
4. T-test : e. Ratio Scales
f. Significant Difference
5. ANOVA : between two or more groups

B. Indicate the appropriate descriptive statistical treatment to use for each of the
given scenarios. Explain your answer. (5 pts each)

1. The researcher aims to know the relationship of females’ height to their age.
What statistical treatment is best to use in this problem?

2. The CEO of a certain mobile application has a successful app which runs on
the two common operating systems. He wants to decide in which operating
system to build new app by determining which system has users that spend more
money. He randomly picks sample users from each operating system and
measures how much money they spent on the app in the past month. What
statistical treatment should he use in this study?

Parent’s Signature: Date: _

5.4 Hypothesis Testing OBJECTIVES
 The students are expected to:  Null hypothesis is the one that is always tested by researcher. It always
1. discuss hypothesis testing indicates the there is no significant relationship or difference between the
2. summarize the concept of hypothesis testing using the group means.
dialogue box
 Alternative hypothesis indicates that there is a true relationship or
3. analyze problem involving hypothesis
difference between the group means.
 Results will show that:
LET’S FEED YOUR MIND. READ THIS! 1. There is a meaningful relationship or difference between two groups,
thus reject the null hypothesis
Hypothesis testing is a process in statistics by testing an assumption 2. The difference or relationship between the two group is not large
regarding a population parameter. The methodology used depends on the nature enough to conclude that the groups are different or correlated thus
of data used and reason for analysis (Majaski, 2019). The goal of hypothesis you fail to reject null hypothesis.
testing is whether to reject or accept the hypothesis that the researcher formulated
in the study. It is used when data needs inferential analysis. Type I and Type II Errors
 Type I error is committed when researcher rejected null hypothesis when
Population and Sample in fact it is true.
 Parameter a measure based on a population (population mean and  Type II error is committed when the data produce a results that fail to
denoted by 𝜇) reject the null hypothesis when in fact the null hypothesis is false and
 Statistics a measure based on a sample (sample mean and denoted by need to be rejected.
x)
Parametric and Nonparametric Statistics
Inferential statistics requires that sample be drawn by random sampling  Parametric test is used for interval and ratio scales of measurement. It
because bias sampling have a tendency to give wrong inferences. Testing requires that the samples are drawn from normally distributed population
statistical significance is very important to determine if the inference is valid. and the selection of each case should be independent of the other.
Population should have equal variances.
Statistical Significance  Nonparametric test does not specify normally distributed population and
 Statistical Significance refers to the relationship of variables caused by similarity of variance. It is used for nominal and ordinal data.
something.
 Significance means probably true (not due to chance). Steps in hypothesis testing
 Level of significance means that there is a chance that finding is true.
 Statistical hypothesis testing is used to determine whether the result of a 1. State the hypothesis.
data set is statistically significant. Null hypothesis (H0) X=Y
Alternative hypothesis (Ha) X>Y/ X<Y
Hypothesis 2. Choose the statistical test and perform the calculation.
 Hypothesis is a preconceived idea, assumed to be true and has to be A researcher must determine the measurement scale, the type
tested for its truth or falsity. of variable, the type of data gathered, and the number of
 Inferential statistics could be a test for relationship or test for difference. groups.
 Hypothesis has two types namely: null hypothesis; and alternative 3. State the level of significance for the statistical test.
hypothesis. Alpha (∝) is a symbol used to denoted significance. The level
most frequently use are .05, .01 and .001
4. Compute the calculated value.
Used appropriate formula (lesson 5) for the significance test.
5. Determine the critical value that the test statistics must attain to be
significant.
 Look for critical value in appropriate table for the distribution.  Parametric and Nonparametric test
Critical value defines the region of rejection from acceptance of
null hypothesis. Example of distribution using ∝=.05

YOUR BRAIN NEEDS EXERCISES. DO THIS!

Rejection region
acceptance region
Rejection region A. True or False. Write T if the statement is true and F if not. Write your answer on
6. Make a decision. the space provided before each number.
If the calculated value is greater than critical value, reject the 1. Parametric test uses interval and nominal scales.
null hypothesis. If critical value is larger, you failed to reject the
null hypothesis. 2. Hypothesis testing is done in inferential data analysis.
Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 135-138). Cubao,
Quezon City: Lorimar Publishing Inc. 3. Null hypothesis denotes that there is no significant relationship between the
variables.
4. Hypothesis is a pre-assumption of the researchers that does not need to be
IS YOUR BRAIN FULL? LET’S CHECK! tested.
5. Parameter is measured based on the population.
What is hypothesis testing. Explain based on your own understanding.
B. Complete the table by supplying the information needed.
Research Data:

School Administration wants to know the beneficial effect of computerization in

TVL class. A sample is taken to 200 sample students. Data results: z-test = -1.46,
∝= 0.01, Critical value = 2.58
Compare and contrast the following

 Parameter and Statistics

Step 1. State the hypothesis

H0 =

Ha =
 Null hypothesis and alternative hypothesis

Step 2. Define the following:

- Measurement scale:
 Type I and Type II error
- Statistical test to perform:

Step 3. State the level of significance for statistical test:

Step 4. Computed data results:

 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS

Name: Date:
Step 5. Determine the critical value: Section: Score:

A. Modified True or False. Write T if the statement is true and if not, change the
underlined word/s to make the statement correct.

1. Critical value defines the region of rejection from acceptance of alternate

hypothesis.
Step 6. Make a decision (reject or accept the hypothesis):
2. Null hypothesis is the one that is always tested by the researchers.

3. Inferential statistics requires biased selection of sample.

4. Type I error is happened when researcher rejected null hypothesis when in

fact it is true.
CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.
5. Nonparametric test needs to use normally distributed population and
similarity of variance.
Summarize the concept of hypothesis testing by sharing what have you
learned in this lesson.

B. Complete the table by supplying the information needed.

__
__
___
__
__
__
__
__
__
__
__
Research Data:
A researcher conducts an experiment to know if a caffeine drug has an effect
to the spider. After series of test, he knew that the mean response time for spider
not injected by caffeine drugs is 1.2 seconds (𝜇=1.2s) and the mean score for
100 injected spiders is 1.05s. Results shows that SD= 0.05, z=3, ∝= 0.05

Step 1. State the hypothesis

H0 =

Ha =

Step 2. Define the following:

- Measurement scale:
Lesson 6 Guidelines in Writing Methodology
- Statistical test to perform: OBJECTIVES
Step 3. State the level of significance for statistical test: The students are expected to:
1. discuss the guidelines in writing methodology
2. summarize the information in methodology chapter using
graphic organizer
3. write research methodology
Step 4. Computed data results:
LET’S FEED YOUR MIND. READ THIS!

Part of the research paper is discussing the methods you used in

accomplishing your study. It discusses the type of research you used, your
Step 5. Determine the critical value: Shade the rejected region. process of collecting and analyzing the data, the materials you used, and your
rationale for doing those methods.

Here are the guidelines in writing quantitative research methodology

(McCombes, 2019):

1. Explain your methodological approach. Begin with discussing the

research problem you are investigating, and the kind of data you need to
answer it. In experimental research, it requires a carefully designed study
Step 6. Make a decision (reject or accept the hypothesis): that can be replicated by other researchers.

2. Describe your methods of data collection. Give full details of the tools,
procedures and materials used to gather data, and the standard used to
select participants or sources for study.

Surveys. Describe where, when and how the survey was conducted.
 The following question might be helpful:

 How did you design your instrument (e.g. Likert Scale)?

Parent’s Signature: Date: _  How did you find and select participants?
 Did you conduct surveys by phone, mail, online or in person, and
how long did participants have to respond?
 What was the sample size and response rate?

You might include the survey questionnaire in the appendix part so

the reader can see how was the data collected.
 Experiments. Give full details of the tools, techniques and procedures
you used to conduct the experiment. It is especially important to give YOUR BRAIN NEEDS EXERCISES. DO THIS!
enough detail for another researcher to reproduce your results.
A. True or False. Write T if the statement is true and F if not. Write your answer on
3. Describe your method of analysis. Discussed the process of analyzing the space provided before each number.
data. However, avoid discussing any of the result of the study. In 1. Methodology discusses the design used in the study.
quantitative research, analysis of data is based on numbers. It might
include the software you used to analyze the data (e.g. SPSS) and the 2. Methodology includes the procedure on how the data was collected.
statistical methods you used (e.g. regression analysis). 3. Methodology should be written in present tense.
4. Evaluate and justify your methodological choices. Justification is
more needed if your approach used is not based on standard knowledge. 4. Methodology discusses the related literature in the study.
Discuss why the methods were suitable for your objectives, and show 5. Methodology discusses the statistical treatment used in data.
that this approach might contribute to the body of knowledge.
B. The following is some of the information that may be included in the
Take note of the following (Faltado, Bombita, & Boholano, 2017): methodology chapter. Check the blank that are included in methodology.
Sampling procedure used Materials used
 Design. Explain if your study is within or between group design. Include
the variables included and approach you used in the study. Background of the measures The limitation of the study
 Participants. Describe the participants in your study including their total
number and the process of selecting them. Statistical data used Period of investigation
 Procedures. Properly explained your procedure. It includes the
procedure you have done before, during and after gathering data.
 Always write your methods in past tense. CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.
 Provide enough details when doing experimental research. It is for the
other researchers to replicate your work.
Summarize the information needed in methodology chapter by making a
 Used proper APA format.
graphic organizer. Includes a short description for each content.
 Take a rough draft of your work with your research teacher for additional
assistance.
 Always proofread your paper.

IS YOUR BRAIN FULL? LET’S CHECK!

Read and write your answer on the space provided.

What is the purpose of writing methodology in research?

 Writing Research Methodology
LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Present your research methodology based on the principles and

Name: Date: guidelines discussed in this Unit. Discussed all the important information in every
Section: Score:
part of your research methodology.

A. Fill in the blanks. Fill the broken statement with correct word to complete the Research Design
idea in each item. Choose your answer in the box below.

instrument past design experimental

teacher APA appendix irrelevant

participants procedure aims proofread

1. Methodology should be written in tense.

2. Use proper format in writing your methods.
3. Always seek assistance with your research to help improve
your work.
4. Place your full questionnaire in part so the reader can see
how you collect your data. Population and Sample
5. Always your works to check your grammars and spelling
error.
6. Make sure to provide enough details when doing research
so that the other researchers can replicate your work.
7. Discuss the of your study including their total number and
the process of selecting them.
8. The methods must be appropriate to fulfilling the overall of
the study.
9. Avoid including information your methods.
10. Explain how your were made and validated.

Instrumentation

Parent’s Signature: Date: _

Validation of Instrument SUMMARY

This unit discussed understanding data and ways on systematically collect it. It
focused on the methodology that the researchers can employ to their research study.

It discussed the research design appropriately use in quantitative research. It is

important to remember that the research problem determines the research design. The two
major research design in quantitative research are the: (1) descriptive research design which
is used to describe characteristics of the phenomenon; and (2) experimental research design
which is used to examine the cause and effect relationship of the variables. Descriptive
research can be correlational study, normative survey, evaluative study, assessment/
evaluation study, and comparative study, while the experimental research can be
Data Gathering Procedure pretest/post-test controlled group, single pretest/post-test controlled group, or Solomon four
group.

This unit likewise discussed the concept of sample size determination and
sampling procedure. Sample is the individual that represent the entire population. The
researcher needs to select sample size accurately and systematically. A good sample
should be accurate and precise. One way of having accurate sample size is with the use of
Slovin’s formula. In selecting samples, there are two techniques that the researchers can
used namely probability and nonprobability sampling techniques. Probability sampling
techniques give every member of the population equal chances of selection, while
nonprobability sampling have no specific chance for a member of the population to be part of
the sample. The methods of probability sampling discussed in this unit are simple random
sampling, stratified random sampling, systematic random sampling, cluster sampling, and
multi-stage sampling. The nonprobability sampling techniques discussed here were
convenience sampling, purposive sampling, snowball sampling, and quota sampling.

This unit also discussed the concept of designing an instrument and establishing
validity and reliability. There are different types of questions that a researcher can used in
constructing an instrument. These are the dichotomous questions, open-ended questions,
close-ended questions, rating scale questions, and raking scale questions. It is important
that the researcher ensure the validity and reliability of a research instrument. Validity refers
Statistical Treatment of Data
to a degree to which the instrument measures what it intends to measure. The four types of
validity discussed here were face validity, content validity, construct validity, and criterion
validity. On the other hand, reliability refers to accurateness and preciseness the measuring
instrument. Some of the way of assessing reliability are test-retest, split-half method, and
internal consistency. It also discussed some data collection methods such as doing and
interview, distributing survey questionnaire, making an observation, and administering test.

Also, this unit discussed the four measurement scale types which are used to
classify or quantify data. These are nominal, ordinal, interval, and ratio. It is important that
the researcher know the type of measurement scale he have on his study so that he can
select appropriate statistical test for the data he have. Data analysis has two strategies, the
descriptive data analysis and inferential data analysis. Lastly, this unit introduced the
guidelines in writing quantitative research methodology.
 SHOW WHAT YOU’VE GOT! 9. A quantitative research design that manipulates one variable in order to
ANSWER THIS UNIT TEST observe if it cause changes to other variable.
a. Phenomenological Research c. Descriptive Research
Name: Date: b. Experimental Research d. Case Study
Section: Score:
10. This is a type of question with two choices given.
a. Open-ended question c. Dichotomous question
Multiple Choices. Read the statement and encircle the letter of the correct
b. Multiple choices question d. Rating Scale
answer.
1. It refers to a degree to which an instrument measures what it intends to 11. A group of researchers wants to determine the improvements in math
measure. subject of selected 4th grader. They decided to observe and record the
a. Pilot Testing c. Reliability performance of the participants from their 4 th grade to 6th grade. This type
b. Questionnaire d. Validity of study is
a. Descriptive Normative Survey c. Longitudinal Study
2. This is type of interview used when the researcher has no time to visit the b. Correlational Study d. Cross-sectional Study
participants personally.
a. Telephone Interview c. Face-to-face Interview 12. The following are the reason of pilot testing the instrument except one
b. Structured Interview d. CAPI a. To ensure that that the content of the instrument is well-aligned to
the aim of the study
3. Which statistical test is not included in descriptive data analysis? b. To make sure that the questions in the instrument is understandable
a. T-test c. Standard Deviation to the respondents
b. Range d. Weighted mean c. To identify questions that are unclear to the subjects
d. To enhance the questions in the instrument
4. This is a used to measure the spread of the data set.
a. Measure of central point c. Measurement of dispersion 13. Meteorologist list the temperature in degrees Kelvin for the month of
b. ANOVA d. Chi-square March. The scale used is
a. Nominal Scale c. Interval Scale
5. A group representative conducted a study about gender bullying. He b. Ordinal Scale d. Ratio Scale
selects their respondents that based on people he thinks experience
gender bullying. What sampling technique did he apply to their study? 14. The following are to be discussed in the methodology section except for
a. Cluster Sampling c. Judgmental Sampling one.
b. Systematic Sampling d. Convenience Sampling a. Selection of participants of the study c. Statement of the
problem
6. A star section class takes math test then take it again after a week so the b. Data analysis used d. Data gathering
instructor can assess the of the test. procedure
a. Stability c. Validity
b. Internal consistency d. Face validity 15. A sampling technique wherein the researcher looks for a respondent to
participate in the study then ask that respondent to refer another
7. This is committed when researcher rejected null hypothesis when in fact respondent who can participate in the study.
it is true. a. Purposive Sampling c. Snowball Sampling
a. Type I and II error c. Type I error b. Convenience Sampling d. Quota Sampling
b. Type II error d. None
16. Methodology should be written in what tense of verb?
8. The researchers proceed to three people who are expert in the field a. Present tense c. Future tense
related to their study. They ask him to assess the validity of their b. Past tense d. Past progressive tense
instrument. What type of validity is this?
a. Criterion Validity c. Construct Validity
b. Face Validity d. Content Validity
17. Which of the following scenarios is best example of simple random sampling?
 a. A researcher selects 20 respondents from each department of the 24. Spearman rho is used when data available are expressed in ranks.
company Which of the following can be used in this statistical test?
b. A researcher picks 100 respondents from a list of all students in a. Color of the eyes of the foreigner [Link] height of the patient
grade 12 b. Level of Satisfaction of Customers d. Room temperature
c. A researcher selects one respondents and then ask that respondent
to recommend another person to be part of the study 25. It says that correlational does not mean causation. Causation in this
d. A researcher draws 2 schools from division of Pasig and includes all statement means
the teachers in that selected school. a. The action of causing something c. The action of comparing
b. The action of relating to something d. The action of sharing
18. Which mathematical symbols used to indicate null hypothesis?
a. A > B c. A = B 26. A type of validity that most often includes expert or people familiar with
b. A < B d. A ≠ B the construct being measured.
a. Construct Validity c. Face Validity
19. Why does the researcher need to provide detailed information in b. Criterion Validity d. Content Validity
presenting methodology when using experimental type of research?
a. To be more relevant to the other field of study 27. This method provides a way to assess subject’s knowledge and capacity
b. To be more clear to the readers to apply knowledge to new situations.
c. To be able to replicate by other researchers a. Observation c. Interview
d. All of the above b. Test d. Survey
20. A group of researchers conduct study and distributed a copy of survey 28. This is a sampling techniques that give equal opportunity to all subjects
questionnaire to the students that are involved to their study. What kind to be selected in the study.
of data collection procedure they have employed in their study? a. Probability Sampling c. Non-Probability Sampling
a. Face-to-face Interview c. Overt observation b. Sampling Frame d. Snowball Sampling
b. Paper and Pencil Questionnaire d. Proficiency Test
29. The teacher collected the scores of her students in their remedial test.
21. The following are the factors that affect Single Pre-test/ Post-test design Data showed that three students scored 80, four students scored 90, and
except for one. one student scored 85. If the teacher come up with the answer 86, what
a. Test-wiseness c. Mortality is the statistical treatment that the teacher used in the set of scores?
b. Maturation d. John Henry Effect
a. Mean c. Mode
b. Median d. Range
22. A group of researchers wishes to conduct a study regarding on the
impact of pricing of vendors in Pasig Mega Market to the consumers. In
30. Which of the following is true about samples?
selecting their respondents, they position on the area that most of people
a. Using samples make the quality of research result poor
passed by and ask 100 persons. What sampling technique they
b. Using samples is more expensive than using complete census
employed on their study?
c. Using samples is less time consuming compare to complete census
a. Simple Random Sampling c. Stratified Sampling
b. Availability Sampling d. Quota Sampling d. All of the above

23. This is a statistical tool that used to determine the significant difference
between two or more group at the same time.
a. Pearson r c. ANOVA
Parent’s Signature: Date: _
b. T-test d. Spearman-rho
 UNIT 5 Lesso Collects Data Using Appropriate
Finding Answers nOBJECTIVES
1 Instrument

through
Data
The students are expected to:
1. Determine the appropriate instrument in different type of
research.

Collection
2. Discuss the data collection process based on their
experience in doing their chosen study.
3. Summarize the type of research and its appropriate
instrument using diagram.
4. Appreciate the importance of using the correct instrument in
collecting data.
A. CONTENT STANDARDS
LET’S FEED YOUR MIND. READ THIS!
The learner demonstrates understanding of:

a. data collection procedures and skills using varied instrument Using research instrument play a crucial role in collecting data, according
to Yaya (2014) that it is significant for every researcher to know what kind of data
b. data processing, organizing, and analysis
should be collected and what method should be used. Methods that researchers
use in collecting desired data is called measurement instrument.
B. PERFORMANCE STANDARDS
Quantitative data gathering strategies
The learner is able to gather and analyze data with intellectual honesty, Data Collection Description
using suitable techniques Questionnaires Questionnaires often make use of checklist
and rating scales. It is usually sent by mail,
- Paper-pencil- email or personally given to the
C. LEARNING COMPETENCIES questionnaires respondents.

The learner: It can be sent to a large number of people

and saves the researcher time and money.
a. collects data using appropriate instruments It could be open ended format or multiple
choice format.
b. presents and interprets data in tabular and graphical form
c. uses statistical techniques to analyze data—study of Open ended
differences and relationships limited for bivariate
analysis Allows the respondents to answer any way.

- Web based
questionnaires A new and inevitably growing methodology
is the use of internet based research. The
respondents will answer online questions
Classification of Research Based onsuch
Dataas
Collection
the use ofInstrument
Survey monkey.

Interview Interview can be use at any stage of Type of Research Data Collection Instrument
evaluation process. Two types on
interviews are used in evaluation research: 1 Applied Questionnaire, Interview and
structured interviews, in which a carefully Observation.
worded questionnaire is administered, and
2 Survey Questionnaire, Focus Group, Interview
in depth interviews, in which the interviewer
and Observation.
does not follow a rigid form. Interview will
supplement the data gathered through
questionnaires. 3 Case Study Questionnaire, Interview, focus group
discussion and Observation.
Personal interview are done when people
usually respond when asked by a person 4 Ethnographic e.g. Observation, questionnaire, focus
but their answer may be influenced by the correlational research group discussion and interview.
interviewer.

Telephone interviews are less time 5 Historical Observation, focus group discussion
consuming and less expensive and the and interview.
researcher has ready access to anyone on
the planet who has a telephone. 6 Evaluation Focus group discussion, interview and
observation
Experiments Attempts to determine a cause and effect
relationship between two or more variables.
7 Pure Science Experiment and observation
Blind Experiment- the test subjects do not
know if they are getting the experimental 8 Action Questionnaire and interview
treatment or the placebo.
9 Longitudinal Questionnaire, observation, focus
Double Blind Experiment- neither the test group discussion, interview and
subject nor the experimenter measuring the experiment in case of pure science
response knows to which group the test research.
subjects have been assigned (treatment or
10 Exploratory Questionnaire, observation and
placebo).
interview.
Observations Observational techniques are methods by
Source: Japheth Yaya, 18th June, 2014
which an individual or individuals gather
first hand data on program, processes, or Read and study the example below:
behaviors being studied.
Source: Practical Research 2 (2016) by Faltado, Bombita, Boholano and Pogoy
Langos, S., (2014), Athens as an international tourism destination: An empirical
investigation to the city’s imagery and the role of local DMO’s. Chapter 3-
methodology: Data collection method and research tools. Published in
[Link]
[Link]
 Athens as an international tourism destination: An empirical
investigation to the city’s imagery and the role of local DMO’s

Spyros Langos

YOUR BRAIN NEEDS EXERCISES. DO THIS!

A. Identify the type of research and the appropriate data collection method
to be used.

Research Title Type of Research Data Collection

Instruments

Computer-Based 1. 4.
Instruction (CBI) as a Way
of Reducing Math Anxiety

Information Systems 2. 5.
Security design: A case
Study Based Approach

The Impact of Using Word 3. 6.

Walls in Teaching Fifth
Graders Content
Vocabulary in Science.
IS YOUR BRAIN FULL? LET’S CHECK!

Read and write your answer in the space provided.

B. Write a draft of your Data Collection Process in your chosen research
1. Based on your own understanding, what is a research instrument? study.

2. Why is it important to choose the correct method in collecting

desired data?

3. Does questionnaire appropriate in all type of research? Explain your

answer.
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
\
BY YOUR TEACHER… OOOPS NO PRESSURE!

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Name: Date:

Section: Score:

Summarize the different measurement instrument in research and the appropriate

type of research where it will be used. A. Modified True or False: Indicate whether the statement is true or false.
If false, change the underlined word or phrase to make the statement true.

Focus Group 1. Interview can be sent to a large number of people and saves the
researcher time and money.

Survey 2. A new and inevitably growing methodology is the use of internet

based research called web questionnaire.

Case Study 3. Methods that researchers use in collecting desired data is called
Correlational Historical measurement instrument.
4. Using questionnaire is appropriate in all type of research study.
5. Observational techniques are methods by which an individual or
individuals gather first hand data on program, processes, or behaviors being
studied.

B. Analogy: Choose the answer from the box.

1. Questionnaire E-mail
: Survey Form
Schedule and Question
2. Interview :
guide Observation Schedule
3. Observation :
Checklist and Question
4. Focus Group Discussion :
Guide
5. Experiment :
Scientific tools
6. Web based questionnaire : and equipment

Parent’s Signature: Date: _

Lesson Presents and Interprets Data
Graphical Methods of Presenting Data
A good graph should include the following:
1. A graph or chart portrays the visual presentation of data using symbols
2 in Tabular and Graphical such as lines, dots, bars or slices.
2. It depicts the trend of a certain set of measurements or shows
comparison between two or more sets of data or quantities.
Form
OBJECTIVES
The students are expected to: 3. A good graph or chart shows that the x and y axis has a heading and
1. Determine the different type of graphs units are included.
2. Make tables and graphs out of the given data. 4. The figure number of the title are usually placed below the figure.
3. Summarize the characteristics of a good data table and graphs. 5. The known value is plotted on the x-axis and the measured value is
plotted on the y-axis. This description of a good chart excludes pie
charts.
LET’S FEED YOUR MIND. READ THIS!
An example is shown below, which uses three sets of data, grouped by four
categories. This might, for example, be men, women, and ‘no gender specified’,
Tabular Presentation of Data grouped by age
Tables present clear and organized data. A table must be clear and simple but categories 20–29, 30–
complete. 39, 40–49 and 50–59.
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 it should be
acknowledged.

Sample of Data Table with Textual Analysis:

An alternative to a histogram is a line chart, which plots each data point and joins
them up with a line. The same data as in the bar chart are displayed in a line
graph below.
 It is not hard to draw a histogram or a line graph by hand, as you may  Identify figure axes by the variables under analysis;
remember from school, but spreadsheets will draw one quickly and easily once
 Quote the source which provided the data, if required;
you have input the data into a table, saving you any trouble. They will even walk
 Demonstrate the scale being used; and
you through the process. You can also display grouped data in a pie chart, such
 Be self-explanatory.
as this one.
Source: [Link]

IS YOUR BRAIN FULL? LET’S CHECK!

Read and write your answer in the space provided.

Based on your own understanding, what is data presentation?

Pie charts are best used when you are interested in the relative size of each
Why do we need to present the collected data using tables and graphs?
group, and what proportion of the total fits into each category, as they illustrate
very clearly which groups are bigger.
Source: [Link]

BASIC RULES FOR THE PREPARATION OF TABLES AND GRAPHS

Does textual analysis of data tables and graphs necessary in presenting your
Ideally, every table should: collected data? Explain your answer.

 Be self-explanatory;
 Present values with the same number of decimal places in all its cells
(standardization);
 Include a title informing what is being described and where, as well as
the number of observations (N) and when data were collected;
 Have a structure formed by three horizontal lines, defining table heading
and the end of the table at its lower border; YOUR BRAIN NEEDS EXERCISES. DO THIS!
 Not have vertical lines at its lateral borders;
Read and follow the instruction. Write your answer in the space provided. Each
 Provide additional information in table footer, when needed;
number is equivalent to 5 points.
 Be inserted into a document only after being mentioned in the text; and
 Be numbered by Arabic numerals.
1. The researcher collected data from the profile of the students
Similarly, to tables, graphs should: according to gender. There are 160 male students and 140 female
students with the total of 300. Give the frequency and percentage of
 Include, below the figure, a title providing all relevant information; the data using table and show your textual analysis.
 Be referred to as figures in the text;
2. The National Statistics Office (NSO) released the following data on the rates of
unemployment from 2001 to 2010. Present the data given below through line CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.
graph and show your textual analysis.

Complete the Venn diagram below. Write the characteristics of a good

YEAR PERCENTAGE RATE data table and graphs and its similarities.
2001 11.1%
2002 11.4%
2003 11.4%
2004 11.8% TABLE GRAPH
2005 7.8%
SIMILARITIES
2006 8.0%
2007 7.3%
2008 7.4%
2009 7.5%
2010 7.4%
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED
2. The researcher collected data of the basic literacy rates in the Philippines
BY YOUR TEACHER… OOOPS NO PRESSURE!
from [Link] the data given below through bar graph and
show your textual analysis.
Name: Date:
Section: Score:

A. Modified True or False: Indicate whether the statement is true or false.

If false, change the underlined word or phrase to make the statement true.

1. A table is a visual presentation of data using symbols such as

lines, dots, bars or slices.
2. Line graph is best used when you are interested in the relative size
of each group, and what proportion of the total fits into each category, as they
illustrate very clearly which groups are bigger.
3. Table number and title are placed above the table. The title is
usually written right after the table number.
4. An alternative to a histogram is a line chart, which plots each data
point and joins them up with a line. The same data as in the bar chart are
displayed in a line graph below.
5. The known value is plotted on the x-axis and the measured value is
plotted on the y-axis. This description of a good chart includes pie charts.
 Year Female Male
1990 93.2 94
1994 94 93.7
2000 92.3 92
2003 90.4 86.8
2008 96.1 95.1

B. Read and follow the instruction. Write your answer in the space provided.
Each number is equivalent to 5 points.

1. The researcher collected data from the profile of the students according to
grade level. There are 90 grade 7 students, 51 grade 8 students, 54 grade 9
students, 45 grade 10 students, and 60 grade 11 students with the total of 300.
Give the frequency and percentage of the data using table and show your
textual analysis.

Parent’s Signature: _ Date: _

Lesson Uses statistical techniques to analyze data

3 (Study of differences and

relationships limited for bivariate
analysis)
OBJECTIVES
The students are expected to:
1. define and describe statistical techniques to analyze data.
2. calculate the correlation coefficient of a collected data
3. summarize the uses of statistical techniques in analyzing
data.
4. state the importance of using correct statistical A key feature in a scatterplot is the association, or trend between X and Y .
techniques in analyzing data. Higher January temperatures tend to be paired with higher June temperatures, so
these two values have a positive association.
LET’S FEED YOUR MIND. READ THIS!
Higher latitudes tend to be paired with lower January temperature decreases, so
What is Bivariate Data? these values have a negative association.

If higher X values are paired with low or with high Y values equally often, there is
When you conduct a study that looks at a single variable, that study no association.
involves univariate data. For example, you might study a group of college
students to find out their average SAT scores or you might study a group of Suppose we would like to numerically quantify the trend in a bivariate scatterplot.
diabetic patients to find their weights. Bivariate data is when you are studying
The most common means of doing this is the correlation coefficient (sometimes
two variables. For example, if you are studying a group of college students to
called Pearson’s correlation coefficient):
find out their average SAT score and their age, you have two pieces of the
puzzle to find (SAT score and age). Or if you want to find out the weights and 1. The Pearson Product-Moment Correlation Coefficient (Pearson r)
heights of college students, then you also have bivariate data. Bivariate data could
also be two sets of items that are dependent on each other. The correlation coefficient, also commonly known as Pearson correlation, is a
statistical measure of the dependence or association of two numbers. When two
When one measurement is made on each observation, univariate analysis is sets of numbers move in the same direction at the same time, they are said to
applied. If more than one measurement is made on each observation, multivariate have a positive correlation. When one series of numbers moves up as the other
analysis is applied. moves down, they are said to have a negative correlation. This will result in a
negative correlation coefficient. [Link]
ratios/correlation-coefficient
1. The most important graphical summary of bivariate data is the
scatterplot. This is simply a plot of the points (Xi,Yi) in the plane. The Formula:
following figures show scatterplots of June maximum temperatures
against January maximum temperatures, and of January maximum where: r = coefficient of correlation
temperatures against latitude.
n =number of samples

x = first set of variables

 y = second set of variables
4. Chi-Square (X2)

2. The spearman Rank Order Correlation Coefficient (Spearmen Rho) The most used method of comparing proportions. It is particularly useful in
tests evaluating a relationship between nominal or ordinal data. Typical situations
The statistics being used based on ranks or position is the Spearman Rank or settings are cases where persons, events, or objects are grouped in two or
Correlation Coefficient represented here by rs. It is a measure of relationship more nominal categories such as “Yes-No” responses, “Favor-Against-Undecided”
between two variables by ranking the items or individuals under study according to or class “A,B,C, or D”.
their position. It represents the extent to which the same individuals or events
occupy the same relative position on two variables.

Formula:

where: rs = Spearman rank correlation

D = difference between the two ranks

of an individual in the variables

studied

n = number of individuals

Note: Refer to pp. for computation examples.

3. Simple Linear Regression Analysis

Linear regression is the simplest and commonly used statistical measure for
prediction studies. It is concerned with finding an equation that uses the known
where: fo = observed number of classes
values of one or more variables, called the independent or predictor variables, to
estimate the unknown value of quantitative variable called the dependent criterion. fe = expected number of cases
It is a prediction when a variable (Y) is dependent on a second variable (X) based
on the regression equation of a given set of data. Note: Refer to pp. for computation examples.

Formula: 5. One-Sample Z-test

Y = α + bX where: α = is called Y-intercept of the line (the value of Y when It is used when we want to know whether the difference between a sample mean
and the population mean is large enough to be statistically significant, that is , if it
X is equal to zero) is unlikely to have occurred by chance. This test can be used only if the
background assumptions are satisfied such as the population mean and standard
b = is the slope of the line called the regression (the rate
deviation must be known and the test statistic should follow a normal distribution.
of change of Y per unit change in X).

Note: Refer to pp. for computation examples.

Note: Refer to pp. for computation examples.

One-Sample T-test

This test is used when we have a random sample and we want to test if it is
 significantly different from a population mean or we compared a single Independent Sample T-test: Equal Variance Assumed
sample mean (X) to a known or hypothesized population mean (µ). This
test can be used only if the background assumptions are satisfied such The independent-measure hypothesis test allows researchers to evaluate
as sample observations should be random and the population standard or to compare the mean difference between two populations using the data from
deviation is not known. two separate samples. Generally, σ2 is unknown and is being estimated from the
data. Hence, the t-test is used. Computed Test Statistic t:

Note: Refer to pp. for computation examples.

6. Independent Sample Z-test : Equal Variance Not Assumed

Note: Refer to pp. for computation examples.
Similar to the test on single mean, the Z-test is used for testing two means
when the variance is known and T-test if the variance is unknown.
7. One-Way Analysis of Variance

It is used to when you want to compare the means of more than two groups.
This test can be used only if the background assumptions are satisfied such that it
has independent random samples, population are normal and population variance
are equal.

Note: Refer to pp. for computation examples.

Note: Refer to pp. for computation examples.

 IS YOUR BRAIN FULL? LET’S CHECK! 2. Solve for the correlation coefficient of the following paired ranks:

A B
Read and write your answer in the space provided.

Based on your own understanding, describe bivariate analysis?

Why do we need to use statistical technique to analyzed data?

1 10 1 1
2 9 2 2
3 8 3 3

How do you identify the correct statistical techniques for a research study? Explain 4 7 4 4
your answer. 5 6 5 5
6 5 6 6
7 4 7 7
8 3 8 8
9 2 9 9
10 1 10 10

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

YOUR BRAIN NEEDS EXERCISES. DO correlation coefficient

Solve the following problems completely as directed:

1. The mental ages (x) and the score on the mathematics aptitude test
(y) of fifteen (15) boys were as follows:

Compute the correlation coefficient using Spearman Rank-Order

Page | 110
Summarize the Statistical techniques for bivariate analysis by completing the diagram below.

Page | 110
 LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED The ranks of the height and weight of seven male senior high school students are
BY YOUR TEACHER… OOOPS NO PRESSURE! given below. Calculate the correlation coefficient.

Name: Date:
Section: Score: Student
A 7 3.5
B 6 1
Multiple Choice: Read the statement and choose the best answer.
C 5 3.5
1. It involves more than one measurement on each observation. D 4 5.5
a. Multivariate analysis E 3 5.5
b. Univariate analysis F 2 7
c. Textual analysis G 1 2
d. None of the above
2. The correlation coefficient is a statistical measure of the dependence or
association of two numbers which commonly known as.
a. ANOVA
b. Chi-Square
c. Pearson r
d. Spearman Rho
3. The most used method of comparing proportions. It is particularly useful
in tests evaluating a relationship between nominal or ordinal data.
a. ANOVA
b. Chi-Square
c. Pearson r
d. Spearman Rho
4. It is a measure of relationship between two variables by ranking the items
or individuals under study according to their position. It represents the
extent to which the same individuals or events occupy the same relative
position on two variables.
a. ANOVA
b. Chi-Square
c. Pearson r
d. Spearman Rho
5. It is used to when you want to compare the means of more than two Parent’s Signature: Date: _
groups. This test can be used only if the background assumptions are
satisfied such that it has independent random samples, population are
normal and population variance are equal.
a. ANOVA
b. Chi-Square
c. Pearson r
d. Spearman Rho

Page | 111
 SHOW WHAT YOU’VE GOT!
SUMMARY ANSWER THIS UNIT TEST

This unit contains the discussion on how to collect data Name: Date:
using appropriate instruments; presents and interprets data in Section: Score:
tabular and graphical form; and uses statistical techniques to
A. Multiple Choice: Multiple Choice: Read the statement and encircle you think is
analyze data limited to bivariate analysis.
the best answer.
Measurement instrument is necessary in collecting desired
data to answer the inquiries of a study. Questionnaires most of the 1. The simplest and commonly used statistical measure for prediction
time involved the use of paper and pen. However, with the studies. It is concerned with finding an equation that uses the known
values of one or more variables, called the independent or predictor
emerging technology use nowadays, the researchers can easily
variables, to estimate the unknown value of quantitative variable called
communicate to the target respondents through email the dependent criterion.
questionnaire. Another one is the interview method that usually use a. Chi-Square c. Linear Regression
schedule interview or list of questions to be asked to the b. Independent sample t-test d. One-Sample z-test
respondents. Observation uses observation schedule or checklist
2. It is used when we want to know whether the difference between a
that will be accomplished based on the target factors to be
sample mean and the population mean is large enough to be statistically
observed. After collecting desired data it should be presented in an significant, that is , if it is unlikely to have occurred by chance.
organized form through tables and graphs. Tables and graphs a. Chi-Square c. Linear Progression
should be self-explanatory, it Identify figure axes by the variables b. Independent sample t-test d. One-Sample z-test
under analysis; quote the source which provided the data, if
3. The independent-measure hypothesis test allows researchers to evaluate
required and demonstrate the scale being used. or to compare the mean difference between two populations using the
data from two separate samples.
Presenting the desired data in an organized manner
a. Chi-Square c. Linear Progression
involves the process of statistical techniques. Bivariate data is b. Independent sample t-test d. One-Sample z-test
when you are studying two variables and identify its difference or
relationship. There are several statistical method that a researcher 4. An alternative to a histogram is a line chart, which plots each data
can use such as Pearsons r, Spearman Rho, Linear progression, point and joins them up with a line.
a. Bar graph c. Pie graph
Chi-square, z-test, t-test and ANOVA. b. Line graph d. Pictograph

5. It is best used when you are interested in the relative size of each group,
and what proportion of the total fits into each category, as they illustrate
very clearly which groups are bigger.
a. Bar graph c. Pie graph
b. Line graph d. Pictograph
B. Create a scatterplot for the following data. Then comment on the
scatterplot’s direction, form, strength, and presence of outliers. Label and scale
axes.
C. A private school owner had been working to improve students’ satisfaction in
her school. He predicted that she met her goal of increasing student satisfaction
from 65% to 80%. Sampled school students from four level were asked if they
were satisfied with the quality of life and services of the school. The results are
shown on the following table:

1st year 2nd year 3rd year 4th year

Satisfied 32 28 25 23

Not satisfied 15 10 5 3

Total 47 38 30 26

Use the Chi-square to determine whether the results support or reject

the school owner’s prediction.

Parent’s Signature: Date: _ _