Senior

High
School 

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    
   
    

 Practical Research 2 – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 2: Kinds of Quantitative Research and Its Importance Across the
Field
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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over them.

Published by the Department of Education, Division of Palawan

School Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida P. Olavario, Ph.D.
Felix M. Famaran

Development Team of the Module

Writers: Corazon A. Quintos
Language Editor: Kristine Hemor
Illustrators: Christian Charles Lester D. Doblados
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Rosalyn C. Gadiano

Printed in the Philippines, by ________________________

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

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 Senior High School

  
    
   
     

iii
Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Modular Distance Learning

(MDL) Module on the Kinds of Quantitative Research and its Importance
Across the Field!

This module was collaboratively designed, developed, and reviewed by

educators both from public and private institutions to assist you, the teacher,
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st-century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box
in the body of the module:

Notes to the Teacher

In view to the new normal world we are facing, this
module was created to answer that education
should not stop for our learners.
This Practical Research 2 Module for Quarter
1 is all about the Kinds of Quantitative Research and
its Importance Across the Field. With this we are
trying to allow our learners to work independently in
discovering through simple and enjoyable activities/
experimentation that are aligned to the
competencies that they should learn.

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

iv
For the learner:

Welcome to the Practical Research 2 Modular Distance Learning

(MDL) Module on the Kinds of Quantitative Research and Its Importance
Across the Field!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know
competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In
the current lesson with the previous one.

In this portion, the new lesson will be

What’s New
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More
practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
This includes questions or blank
What I Have Learned
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do
help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.

v
 In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain a deep understanding of the relevant competencies. You
can do it!

vi
 What I Need to Know

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

The module is divided into two sub-topics, namely:

• Kinds of Research and Its Example

• Importance of Research Across the Field
After going through this module, you are expected to:
1. Discuss the kinds of quantitative research;
2. Identify the kinds of quantitative research to be used in a study; and
3. Cite the importance of Research across the field.

What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What is the research design?

a. A way of conducting research that is not grounded in theory.
b. The choice between using quantitative and qualitative methods.
c. The style in which you present your research findings.
d. The framework of every stage of collection and analysis of data.

1
2. Which of the following research that seeks to examine the findings of a
study by using the same design but a different sample.
a. An exploratory study c. An empirical study
b. A replication study d. Hypothesis testing

3. A researcher designs an experiment to test how variables interact to

influence job-seeking behaviors. What is the main purpose of the study?
a. Description b. Prediction c. Exploration d. Explanation

4. Cyberbullying at work is a growing threat to employee job satisfaction.

Researchers want to find out why people do this and how they feel about
it. The primary purpose of the study is_____________.
a. Description b. Prediction c. Exploration d. Explanation

5. If you were wanting to determine the relationship that exist between two
variables which research method would you use?
a. Descriptive c. Quasi-Experimental
b. Experimental d. Correlation

6. The introduction of planned change on one or more of the variables;

measurement on a small number of variables and control of other
variables.
a. Ethnography c. Survey
b. Experiment d. Case Study

7. What implications do values have on research?

a. They set the price the research is worth to be sold for.
b. They influence the number of researchers to be involved in the
study.
c. The value of the dataset to other researchers.
d. They influence the ethical decisions of the researcher.

8. What is the goal of Descriptive research?

a. Provide insight into people’s perceptions and beliefs
b. Describe the responses of the study sample
c. Quantify the relationship between two variables
d. Generalize from a sample to a population

9. The key defining characteristic of experimental research is that:

a. The independent variable is manipulated
b. Hypotheses are proved
c. A positive correlation exists
d. Samples are large

2
10. In an experiment, the group that does not receive the intervention is
called:
a. The experimental group c. The participant group
b. The control group d. The treatment group

11. Which of the following problem statement is an example of experimental

research?
a. The anti-bacterial and collagenous potential of Poikilospermum
suaveolens (Blume) merr as moisturizing gel
b. Food safety and handling practices of street food vendors
c. The impact of microscale lending investors to the economic growth of
the Municipality of Narra
d. The number of students who have at least one hour a day study habit

12. Which of the statement below is NOT TRUE for descriptive research?
a. describes the nature of a situation or an event
b. presents the profile of persons, events, and things
c. describes past situations
d. there is no manipulation of variables or search for cause and effect
related to the performance

13. In this type of research, the investigator tries to probe the significance
of the relationship between two or more factors or characteristics
a. Correlational c. Ex-post facto
b. Experimental d. Survey

14. A researcher looks for the relationship between students’ standardized

test scores and their household income in a particular city. Her data
can be described as _____.
a. Correlational c. Ex-post facto
b. Experimental d. Survey

15. What is the goal of descriptive statistics?

a. Provide insight into people’s perceptions and beliefs
b. Describe the responses of the study sample
c. Quantify the relationship between two variables
d. Generalize from a sample to a population

3
 What’s In

Widen your imagination!

Imagine that you are an engineer and you are assigned to design a
facility for COVID 19 patient. In a separate sheet of paper draw your design
and discuss how did you come up with this design.

What’s New

Vocabulary Intensifier!

Using your previous knowledge on Practical Research 1, define the

words given below by giving synonyms and descriptions of the words. Coined
the words and write it on the box to the right. Write your understanding of
the coined words by writing the definition or description.

4
 SYNONYMS

RESEARCH

DECRIPTION

SYNONYMS

DESIGN

DESCRIPTION

What is It?

Kinds of Research

Research Design refers to the overall strategy that you choose to

integrate the different components of the study coherently and logically,
thereby ensuring you will effectively address the research problem. Further,
a research design constitutes the blueprint for the selection, measurement,
and analysis of data. The research problem determines the research design
you should use.
The kind of research is dependent on the researcher’s aim in conducting
the study and the extent to which the findings will be used.

5
 Quantitative methods emphasize objective measurements and
statistical, mathematical, or numerical analysis of data collected through
polls, questionnaires, and surveys, or by manipulating pre-existing statistical
data using computational techniques.

Figure 1. Quantitative Research Design

Source: Prieto, Naval and Carey (2017) (

www.genesep.edu/esham/educ.604/research.pdf )

EXPERIMENTAL RESEARCH DESIGN

✓ Adheres strictly to the procedures of the scientific method.
✓ It allows the researcher to control the situation.
✓ It allows the researcher to answer the question, “What causes
something to occur?”
✓ It allows the researcher to identify the cause and effect relationship
between variables and to distinguish the placebo effects from the
treatment effect.
✓ Supports the ability to limit alternative explanations and to infer
direct relationships in the study

6
a. TRUE-EXPERIMENTAL DESIGN – controls for both time-related and
group related threats. There are two features mark true-experiment; two
or more differently treated groups and random assignment to these groups.
These features require the researchers to have control over the
experimental treatment and the power to place subjects in groups. It offers
the highest internal validity of all the designs.

See these sample studies!

• The Effect Virgin Coconut Oil to corona virus

• Effect of Manihot esculenta (cassava) in Reducing Blood sugar
among those Diagnosed with Diabetes

b. QUASI-EXPERIMENTAL DESIGN – The word "quasi" means partial, half,

or pseudo. The researcher can collect more data, either by scheduling more
observations or finding more existing measures. Participants are not
randomly assigned.

1. Non-equivalent control group design – refers to the chance failure of

random assignment to equalize the conditions by converting a true
experiment into this kind of design, for purposes of analysis.

2. Interrupted Time Series Design – employs multiple measures before

and after the experimental intervention. It differs from the single-group
pre-experiment that has only one pre-test and one post-test. Users of
this design assume that the time threats such as history or maturation
appear as regular changes in the measures before the intervention.

See these sample studies!

➢ The use of traditional versus cooperative learning groups on

student’s academic performance
➢ The effect of localized module in mathematics to the student’s
computational skill

c. PRE-EXPERIMENTAL RESEARCH DESIGN – in pre-experimental

research design, either a group or various dependent groups are observed
for the effect of the application of an independent variable which is
presumed to cause change. It is the simplest form of experimental research
design and is treated with no control group. apply with the experimental
design with the least internal validity.

The pre-experimental research design is further divided into three types:

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 • One-shot Case Study Research Design. In this type of experimental
study, only one dependent group or variable is considered. The study is
carried out after some treatment which was presumed to cause change,
making it a posttest study.

• One-group Pretest-posttest Research Design. This research design

combines both posttest and pretest study by carrying out a test on a
single group before the treatment is administered and after the treatment
is administered. With the former being administered at the beginning of
treatment and later at the end.

• Static-group Comparison. In a static-group comparison study, 2 or

more groups are placed under observation, where only one of the groups
is subjected to some treatment while the other groups are held static. All
the groups are post-tested, and the observed differences between the
groups are assumed to be a result of the treatment.

NON-EXPERIMENTAL RESEARCH DESIGN

✓ Does not use treatment or intervention.
✓ The researcher observes the phenomena as they occur naturally and no
external variables are introduced.
✓ The variables are not deliberately manipulated nor is the setting
controlled.
✓ Researchers collect data without making changes or introducing
treatments.

DESCRIPTIVE RESEARCH
This design is concerned with describing the nature, characteristics,
and components of the population or a phenomenon. It designed to give
answers to the questions of who, what, when, where, and how which was
linked with a research problem. Noticed that, descriptive research does not
answer the question “why” because it does not seek to explain why certain
things happen. It is applied only to describe what exists and not to gather
information about a current status of a certain phenomenon (Anastas, 1999
as cited in Salkind and Rasmussen, 2007, 251-254). This design attempts to
find general attributes of the presently existing situation and determine the
frequency with which it occurs.
It is considered descriptive if the researchers answer “YES” to the
following questions:
✓ Is the research primarily describing the phenomenon?
✓ Were the researchers documenting the characteristics of the
phenomenon?

8
 NOTE:
Descriptive Research maybe used, if for example:
• You want to know hour many hours Senior High School students spent
in social media.
• The number of malnourished students who failed in the achievement
test.
• How healthy is the food served during recess in the public schools?
Remember!
This research type cannot be applied to discover a definitive answer or
to disprove hypothesis” because it usually uses “observational methods as
opposed to qualitative methods.”
(Anastas, 1999 as cited in Salkind and Rasmussen, 2007, 251-254)

a. Survey
– a research design used when the researcher intends to provide a
quantitative or numeric description of trends, attitudes, or opinions of a
population by studying a sample of that population (Creswell, 2003).

EXAMPLE:
- Senior High School students survey on determining customers’
satisfaction.
- The student’s attitudes toward or opinion s regarding student services
like the canteen, clinic, security, guidance and counseling service and
the like.

b. Correlational – It is a systematic investigation of the nature of

relationships or associations between and among variables without
necessarily investigating causal reasons underlying them.

EXAMPLE:
- If the pre-board examination results can be used to predict
performance in the Licensure Examination for Teachers (LET, then
the higher the pre-board result, the higher most likely the score in
the LET.
- If the reading comprehension skills of the Senior High School
students has a relationship to their mathematical skills

9
c. Ex-Post Facto Research Design
– These are non-experimental designs that are used to investigate causal
relationships. They examine whether one or more pre-existing conditions
could have caused subsequent differences in groups of subjects.

EXAMPLE:
- What is the effect of homeschooling to the academic performance of
the students?

d. Comparative Design
– involves comparing and contrasting two or more samples of study
subjects on one or more variables, often a single point of time. Specifically,
this design is used to compare two distinct groups based on selected
attributes such as knowledge level, perceptions, and attitudes, physical
or psychological symptoms.

EXAMPLE:
- A comparative study on Health problems among rural and urban locals
of Palawan

e. Evaluative Research
– seeks to assess or judge in some way providing information about
something other than might be gleaned in mere observation or
investigation of relationship.

EXAMPLE:
- Where the MPS of the students’ grade in a subject is used to assess the
effectiveness of teaching

f. Methodological
– in this approach, the implementation of a variety of methodologies forms
a critical part of achieving the goal of developing a scale-matched
approach, where data from different disciplines can be integrated.

10
TAKE NOTE!
This decision tree would help you decide the kind of research you are
going to pursue.

Source: http://samples.jbpub.com/9780763780586/80586_CH03_Keele.pdf

Importance of Quantitative Research

Across Field

People research to find solutions, even tentative ones, to problems, to improve

or enhance ways of doing things, to disprove or provide a new hypothesis, or
simply to find answers to questions or solutions to problems in daily life.
Quantitative Research in the Field of Accountancy Business and
Management
➢ The researchers can help design a new product or service, figuring out
what is needed and ensure that the development of a product highly
targeted towards demand.
➢ Correctly determine its customers and their preferences, establish the
enterprise is the most feasible location, deliver quality goods and
services, analyze what the competitors are doing and find ways on how
to continuously satisfy the growing and varied needs of the clients.

11
 Quantitative Research in the Field of Science, Technology,
Engineering, and Mathematics (STEM)
➢ Helps in determining the effectiveness and even side effect of drugs and
therapies in different populations.
➢ It is necessary in evaluating experiences in clinical practice to develop
mechanisms for best practices and to ensure high-quality patient care.
➢ As for the engineers, architects, and other builders, research helps in
providing designs that are creatively beautiful and at the same time give
more convenience and efficiency as they utilize modern technology to
adapt to the ever-changing society.
➢ New materials and procedures may be developed so as further
strengthen the structural materials that can withstand various
calamities and disasters.
Quantitative Research in the Field of Humanities and Social Sciences
➢ This research aims to provide solutions to social problems directly felt
by people.
➢ Researchers in this field deal more with societal behaviors and social
issues such as stress, worker ethics, organizational commitment,
leadership style, child labor, teenage pregnancy, human trafficking,
drug addiction, and other forms of criminality.
➢ Social science researches lead to the understanding of social
interactions that may lead to the formulation of new theories and
practices that contribute to societal development and welfare.

What’s More

IDENTIFYING RESEARCH DESIGN

Directions: Identify what type of research is being described on the given

statements. Write your answer on the space provided before each number
(descriptive research, correlational research, causal-comparative/quasi
research, or experimental)

______________1. Association between birth order and social skills

______________2. Relationship between the severity of autism and others’
helping behaviors (the more severe the autism the more or
less others help you)?

12
 ______________3. Identify the effects of preschool attendance towards the
motivation of first grade pupils.
______________4. Participants was divided into groups. The treatment group
receives a special reading program. Participants in the
control group do not receive the treatment. Reading ability
is assessed.
______________5. Examining the academic achievement of two groups, one
that goes to tutoring and one that doesn't. Here the groups
already existed, they either attended tutoring or not and
were placed in groups based on this pre-existing condition.
______________6. The effects of academic counseling on the academic
achievement of children from divorced vs. non-divorced
families.
______________7. Does a low student-teacher ratio cause higher student
achievement?
______________8. Given the spectrum of disorders within autism, what is the
range of functioning?
______________9. How does self-esteem differ among adolescents who differ in
the timing of their puberty?
______________10. A study on the preference of the youth on cosmetics,
particularly the kinds of cosmetics they buy.

What I Have Learned

 Your non-stop writing starts now….

INSTRUCTION: Write your concise learning about the following:

1. Descriptive Research
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Correlational Research
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
13
3. Evaluation Research
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Survey Research
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Experimental Research
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

What I Can Do

Directions: Look for 5 different titles of research reports and identify the
kinds of research design to be used in the study. Follow the format given
below:

1. Title
________________________________________________________________________

________________________________________________________________________

Kinds of Research design used

_______________________________________________________________________

14
2. Title
________________________________________________________________________

________________________________________________________________________

Kinds of Research design used

________________________________________________________________________

3. Title
________________________________________________________________________

________________________________________________________________________

Kinds of Research design used

________________________________________________________________________

4. Title
________________________________________________________________________

________________________________________________________________________

Kinds of Research design used

________________________________________________________________________

5. Title
________________________________________________________________________

________________________________________________________________________

Kinds of Research design used

________________________________________________________________________

15
 Assessment

A. Directions: For questions 1–10, write A – for Experimental and B – for

Non Experimental. Indicate also the kind of quantitative research design
you will use given the following research problems or studies by using the
codes given below
CODES:
A – Descriptive Research Design
B – True Experimental Research Design
C – Quasi-Experimental Research Design
D – Pre-Experimental Research Design
_______1. The number of hours spent by senior high school students on
social media.
_______2. The food preference of the athletes of Narra National High School.
_______3. The Impact of blended learning to the academic performance of the
students
_______4. The effects of tutorial to the academic performance of the pupil in
Mathematics
_______5. The anti-bacterial and collagenous potential of Poikilospermum
suaveolens (Blume) merr as moisturizing gel
_______6. Food safety and handling practices of street food vendors
_______7. The impact of microscale lending investors to the economic growth
of the Municipality of Narra
_______8. The number of students who have at least one hour a day study
habit
_______9 The factors affecting the academic performance of the students in
science.
______10. The number of students who read a story a day.

16
B. Multiple Choice:
Directions: Read the following questions below and choose the letter of the
best answer by writing it on the space provided:

1. What is correlation?
a. It is the causal relationship between two variables.
b. It is the association between two variables.
c. It is the proportion of variance that two variables share.
d. It is a statistical method that can only be used with a correlational
research design.

2. Correlations are used for prediction. In this case, what does prediction
mean?
a. Being able to estimate the value of one variable, knowing the value of
another
b. Estimating what will happen on one variable in the future
c. Estimating how the results will cause a theory to be reevaluated
d. Estimating the degree of cause-and-effect relationship

3. A researcher designs an experiment to test how variables interact to

influence job-seeking behaviors. The main purpose of the study was:
a. Description b. Exploration c. Prediction d. Explanation

4. Quantitative research only works if:

a. You talk to the right number of people
b. You talk to the right type of people
c. You ask the right questions and analyze the data you get in the right
way
d. All of the above answers are correct

5. Which problem statement below is an example of causal comparative kind

of research?
a. What is the association between birth order and social skills?
b. What is the relationship between the severity of autism and others’
helping behaviors (the more severe the autism the more or less others
help you)?
c. Identify the effects of preschool attendance towards the motivation of
first grade pupils.
d. Participants divided into groups. The treatment group receives a
special reading program. Participants in the control group do not
receive the treatment. Reading ability is assessed.

17
 Additional Activities

Complete the following:

1. Research is important STEM students because

________________________________________________________________________

________________________________________________________________________

2. Research is important to an ABM student because

________________________________________________________________________

________________________________________________________________________

3. Research is important to HUMSS students because

________________________________________________________________________

________________________________________________________________________

18
 19
Assessment What’s More What I Know
1. B, A 1. Correlational Research 1. D
2. B, A 2. Correlational Research 2. B
3. B, A 3. Descriptive Research 3. D
4. B, A 4. Causal-Comparative 4. C
5. A, B 5. Causal-Comparative 5. D
6. B, A 6. Experimental Research 6. D
7. B, A 7. Correlational Research 7. C
8. B, A 8. Descriptive Research 8. B
9. B, A 9. Descriptive Research 9. A
10. B, A 10. Descriptive Research 10. B
11. B 11. A
12. A 12. D
13. D 13. A
14. D 14. A
15. D 15. B
Answer Key
References
Baroceros, Esther L. 2016. Practical Research 2; First Edition. First Edition.
Sampaloc, Manila: Rex Books Store.
Fataldo, Ruben E., Medardo B. Bombita, Helen B. Boholano and Angeline M.
Pogoy. 2016. Practical Research 2: Quantitative Research. Quezon City:
Lorimar Publishing, Inc.
Maria Lourdes F. Melegrito, and Diana J. Mendoza. 2016. Applied Research:
An Introduction to Quantitative Methods and Report Writing. Quezon
City: Phoenix Publishing House, Inc.
Morales-Ramos, Ana Cherylle , Maureen B. Sabit, Joshua Evan M.
Bajao,and John Donnie A. Ramos. 2017. Exploring Life Through
Science Series: Capstone Research Project. Quezon City: Phoenix
Publishing House, Inc.
Prieto, Nilda G., Victoria C. Naval and Teresita G. Carey. 2017. Practical
Research for Senior High School 2: Quantitative. Quezon City: Lorimar
Publishing, Inc.
Pulmones, Richard. 2016. You and the Natural World: Quantiative Research.
Quezon City: Phoenix Publishing House, Inc.
Yap-Patron, Ida. 2018. Quantitative Research for Senior High School. Quezon
City: Great Books Trading.

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For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor Deped Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone np. (048) 434-0099

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