Practical Research 2 (Res2)

UNIVERSITY of the ASSUMPTION
Unisite Subdivision, Del Pilar, City of San Fernando 2000, Pampanga, Philippines
1Q - Res2 Page 1 of 7
SENIOR HIGH SCHOOL - GRADE 12
Academic Track - Science, Technology, Engineering, and Mathematics (STEM) Strand
PRACTICAL RESEARCH 2 (Res2) • Used to solve a specific practical problem of an

(First Semester, First Quarter Reviewer) individual or group.
RESEARCH C. ACTION RESEARCH
• Systematized effort to gain new knowledge. • Seeks transformative change through the
• The systematic and objective analysis and recording simultaneous process of taking action and doing
of controlled observations that may lead to the research.
development of generalizations, principles, or • First, there is a problem that is occurring, next you
theories, resulting in prediction and possible control gather or analyze data, then you will come up a
of events. solution to solve the problem.
• Purposive, systematic, and scientific process of
3. TYPES OF DATA
gathering, analyzing, classifying, organizing,
presenting, and interpreting data for the solution of a THREE (3) SUBTYPES
problem, for prediction, for invention, for the
discovery of truth, or the expansion or verification of A. QUALITATIVE RESEARCH
existing knowledge, all for the preservation and • Generates textual or non-numerical data.
improvement for the quality of human life. B. QUANTITATIVE RESEARCH
• Seeks to acquire new knowledge, to problems, and • Produces numerical data or information that can be
to generate new information for better converted into numbers.
understanding of the concepts under study through a
purposive, organized, and designed program of C. MIXED METHOD
activities. • Combination of qualitative and quantitative
• Gives birth to inventions. research within a single investigation.
• Most trusted one.
THREE (3) TYPES OF RESEARCH ACCORDING TO...
TWO (2) BASIC RESEARCH APPROACHES
1. LEVEL OF INVESTIGATION
I. QUALITATIVE RESEARCH
FOUR (4) SUBTYPES (B AND C HAS THE SAME • Method of inquiry employed in different disciplines,
LEVEL) traditionally in social sciences and in market research
A. DESCRIPTIVE RESEARCH and further contexts.
• Describing what is existing in a phenomenon. • Aims to gain deeper awareness of human behavior.
B. EXPLORATORY RESEARCH SIX (6) CHARACTERISTICS OF QUALITATIVE

• Trying to discover truth and new knowledge. RESEARCH
1. Data are in descriptions.
C. EXPLANATORY RESEARCH 2. Research tools are observation, interview,
• Explaining how does this dependent variable affect documentary analysis, or shadowing.
the independent variable, it also explains if there is a 3. Population is based on the design and small in
relationship between them. number.
4. Presentation of data are actual responses taken
D. EXPERIMENTAL RESEARCH
individually.
• Conducting test and experiment.
5. Data analysis is transcribing, coding, and theming.
2. GOAL OR APPLICATION OF RESEARCH METHOD 6. Has introduction, methodology, findings, and
discussion or IMFAD format.
THREE (3) SUBTYPES
A. BASIC RESEARCH
• Goal to increase the existing body of knowledge.
B. APPLIED RESEARCH
Created by: Jopar Jose C. Ramos | STEM 12 - Our Lady of Fatima Professor: Ma’am Abigail Ann Q. Basilio
FIVE (5) KINDS OF QUALITATIVE RESEARCH TWO (2) TYPES OF QUANTITATIVE RESEARCH
FOCUS OF
QUALITATIVE PRODUCT 1. EXPERIMENTAL
THE
DESIGN REALIIZED
RESEARCH TWO (2) KINDS OF EXPERIMENTAL
In-depth Lessons
Case study
description learned A. TRUE EXPERIMENTAL
Collective • The researcher is creating, developing or producing.
Phenomenology Meaning
description
Accurate B. QUASI EXPERIMENTAL
Cultural reflection of • Partial experiment, effects, experimental group and
Ethnography /or control group
experiences perspectives
and behaviors
2. NON-EXPERIMENTAL
Biography,
Information chronology, FOUR (4) KINDS OF NON-EXPERIMENTAL
Historical
from the past and issue
paper A. DESCRIPTIVE
Issues existing • Seeks describe what exists and discover new facts.
Taking
on the • Example is a descriptive study of how parents feel
Action research informed
different about the additional 2-years of basic education.
action
practices
B. COMPARATIVE
THREE (3) ADVANTAGES OF QUALITATIVE • States the differences or similarities between or
RESEARCH among people, objects, etc.
1. Provides depth and detailed data. • Example is a comparative study of service quality
2. Allows open-ended process. between private and public hospitals.
3. Attempts to avoid pre-judgements.
C. CORRELATIVE
THREE (3) DISADVANTAGES OF QUALITATIVE • Attempts to determine the extent of relationship
RESEARCH between 2 or more variable using statistical data.
1. Small sample. • Example is the relationship between lecturer’s
2. Not generalizable to the population at large. teaching style and student’s academic achievement.
3. Highly subjective.
D. SURVEY
II. QUANTITATIVE RESEARCH • Describes attitude, views, preferences, and other
• Method of inquiry where relations are established behavioral patterns of a big number of people to
through collection of numerical data which then are arrive a certain conclusion.
analyze to derive generalizations. • Example is a survey on the preferred course of the
Science, Technology, Engineering, and Mathematics
SIX (6) CHARACTERISTICS OF QUANTITATIVE (STEM) strand.
RESEARCH
1. Data are in numerical FIVE (5) STRENGTHS OF QUANTITATIVE
2. Research tools are structured research instrument RESEARCH
(survey), experiments, observations are involved. 1. Best way of proving or disproving hypothesis.
3. Population is at large sample size. 2. Results are unbiased.
4. Presentation of data is illustrated in graphs, tables, 3. Objective answers are sought.
and charts. 4. Large sample size.
5. Data treatment used is descriptive and inferential 5. Easy to generalize and compare to other studies.
statistics.
FOUR (4) WEAKNESS OF QUANTITATIVE
6. Has introduction, methodology, results, and
RESEARCH
discussion or IMRAD format.
1. Difficult for non-mathematicians.
2. Results are limited in terms of narrative form of decimals

description. • Examples are age in years, number of teeth, and
3. For experiment, it is expensive and requires a lot of number of children in the family.
time.
B. CONTINUOUS
4. Development of questions can lead to structural
• Can take infinitely many values, takes forever to
bias.
count, and infinitely divisible into whatever units.
SEVEN (7) FIELDS WHERE QUANTITATIVE • Examples are height, weight, and temperature of
RESEARCH IS IMPORTANT the day.
1. Medical
FOUR (4) LEVELS OF DATA MEASUREMENT
2. Market or business
3. Finance 1. NOMINAL
4. Household census • Lowest level of measurement.
5. Education • Unordered scales.
6. Information technology • Categories may be assigned numbers, but numbers
7. Disaster management have no meaning.
• Examples are sex, cause of death, and academic
VARIABLE
strand in senior high school.
• Any type of category that can be measured.
• Trait or quality or category capable of change. 2. ORDINAL
• Ordered scales.
TWO (2) MAJOR TYPES OF VARIABLE
• Indicates direction.
1. INDEPENDENT VARIABLE • Implies ranking.
• Causes change. • Example is level of satisfaction and agreement.
• Probable cause.
3. INTERVAL
• Controlled by the researcher.
• No true zero.
• Example is the amount of fertilizer.
• Possess equal interval.
2. DEPENDENT VARIABLE • Examples are intelligent quotient or IQ and
• Bears the effects. temperature in Celsius.
• Outcome variable.
4. RATIO
• Example is the plant growth.
• Has an absolute zero, a point where none of the
OTHER CLASSIFICATIONS OF VARIABLE BASED quality being measured exist.
ON THE RESEARCH APPROACH • Examples are height, weight, and pulse.
1. QUALITATIVE VARIABLE FIVE (5) SUGGESTIONS WILL HELP IN CHOOSING
• Describes data that fits into categories. A RESEARCH TOPIC
• Answers the question “what kind.” 1. Research observations, interests, and experience.
• Examples are nationality, breed of dog, and highest 2. Deduction from theories.
educational attainment 3. Related literature.
4. Clarification of contradictory findings.
2. QUANTITATIVE VARIABLE
5. Research agenda.
• Describes data that is numerical.
• Answers the question “how much” or “how many.” THREE (3) STRATEGIES ON HOW TO START A
TOPIC
QUANTITATIVE VARIABLE MAY FURTHER
CLASSIFIED INTO TWO (2) 1. FIRST STRATEGY
A. Think of quantitative variables which are
A. DISCRETE
independent and dependent variable.
• Countable in a finite amount of time, cannot take
B. Relationship or differences. 2. STATEMENT OF THE PROBLEM

C. Search if there are Review of Related Literatures • Must be specific, measurable, attainable, relevant,
(RRLs) already. and time-oriented or SMART.
D. By knowing the connection of these variables, can • General and specific.
you make an output about it? • Declarative form.
E. What statistical treatment to employ?
FOUR (4) TYPES OF RESEARCH QUESTIONS OR
2. SECOND STRATEGY PROBLEMS
A. Start with the question, “is _____ effective?”, “is it
A. FACTOR-ISOLATING
possible that...”, “can we make...”, or “is it applicable...”
• Isolate, categorize, describe, or name factors and
B. Note what quantifiable variables can be studied.
situation.
C. Search if there are RRLs.
D. What statistical treatment to employ? ONE (1) EXAMPLE:
a. The profile of school managers in terms of:
3. THIRD STRATEGY
A. Age
A. Think of theories you have read or heard which
* Management experience
you might want to prove through research.
* Educational attainment
B. Note what quantifiable variables involved in this
theory. B. FACTOR-RELATING
C. Search if there are RRLs already. • Aim to establish relationship.
D. With this theory, once it is proven, can you make • Example is the relationship exists between hours
an output about it? spend in a particular learning area and the academic
E. What statistical treatment to employ? performance of the students.
WORKING TITLE C. SITUATION-RELATING
• Initial aim of a title is to capture the reader's • Experimental study or what will happen if?
attention and to highlight the research problem • Example is the significant difference on the level of
under investigation. effectivity of lemon and grape extract in repelling
mosquito.
FOUR (4) WORKING TITLE GUIDE
1. The whole title must be capitalized. D. SITUATION-PRODUCING
2. Terms such as “Analysis of,” “An Investigation of,” • Actions, plans, or prescriptions to develop.
and “A Study of” should be avoided. • Example is policy to be formulated to manage the
3. It must consist of 12 to 15 substantive words personnel in government agencies effectively.
except the articles and conjunctions.
4. It mirrors the objective of the research and the 3. HYPOTHESIS
locale of the study. • Usually defined as the tentative intellectual guess or
claim of the researcher.
FOUR (4) PARTS OF A RESEARCH PAPER
TWO (2) TYPES OF HYPOTHESIS
I. INTRODUCTION
• Gives the reader the beginning of the piece of A. NULL HYPOTHESIS
thread so they can follow it. • Stated negatively or accepted to be true or proven.
• Example is there is no significant relationship
SIX (6) PARTS OF INTRODUCTION between the presence of cadmium in the soil to the
growth of the plant.
1. BACKGROUND OF THE PROBLEM
• Explain the root of the problem. B. ALTERNATIVE HYPOTHESIS
• Pinpoint the issues. • Stated positively.
• Catch the reader’s interest. • Needs to be proven.
• Place the research problem on a setting.
• Example is there is significant relationship between Time span Conduct survey Module in the
the presence of cadmium in the soil to the growth of using survey Bachelor of
the plant. Respondents questionnaire Science in
profile Tourism
4. SIGNIFICANCE OF THE STUDY Research Use of mean Program of
• Contribution of the study to the body of knowledge. values rating and Systems Plus
Age percentage and College
5. SCOPE AND LIMITATION 1. Gender frequency Foundation
• Variables to be studied. 2. Educational distribution
• Focus of the study. attainment
• Time frame. 3. Employment
• Better if you may mention your research design. status
6. REVIEW OF RELATED LITERATURE 2. INDEPENDENT VARIABLE-DEPENDENT
• Exploration of body of knowledge. VARIABLE MODEL
• Describes the past and current state of information • Used for experimental-based studies.
about the focus of the study.
• Steps in doing RRL include choose your topic, EXAMPLE:
identify databases and resources, search and refine,
read and analyze, and write the review.
CONCEPTUAL FRAMEWORK
• Blueprint that provides an outline of the plan.
• Presented in a form of map diagram or flow chart. 3. P MODEL OR PROPOSED PROGRAM MODEL
• Has narrative explanation. • Used in research that proposes a program or any
intervention measure.
THREE (3) PURPOSE OF CONCEPTUAL
FRAMEWORK EXAMPLE:
1. Clarify concepts and propose relationships among
the concepts in a study.
2. To encourage theory development that is useful
and practical.
3. Use in research to outline possible courses of
action.
THREE (3) TYPES OF CONCEPTUAL FRAMEWORK

1. IPO OR INPUT-PROCESS-OUTPUT MODEL
• Used when the researcher attempts to isolate the
factor or major variable that cases the problem,
II. METHODOLOGY
subject, or phenomenon.
• Specific procedures or techniques used to identify,
EXAMPLE: select, process, and analyze information about a topic
INPUT PROCESS OUTPUT
FIVE (5) PARTS OF METHODOLOGY
Qualified
trainers 1. RESEARCH DESIGN
• Serves as the blueprint of the overall strategy in
Adequate Effectiveness finding answers for the research problems.
facilities and of Flight
equipment Attendant 2. SAMPLING DESIGN
Training • Selection of participants to include in the study.
POPULATION • The 6 researcher-complete instrument are rating

• Large collection of individuals or objects. scale, interview guide, tally sheets, performance
checklists, time and motion logs, and observation
SAMPLE
forms
• Portion or part of the population.
• The 6 subject-completed instrument are
PROBABILITY questionnaires, self-checklists, attitude scales,
• Every member of the population has a chance to personality inventories, achievement or aptitude
participate in the study. tests, and -projective or sociometric devices.
FIVE (5) TYPES OF PROBABILITY SAMPLING 4. DATA GATHERING PROCEDURE

• Technique used to obtain the information used in a
A. SIMPLE RANDOM dissertation to substantiate the claims made by a
• The same as lottery method. writer.
B. SYSTEMATIC - What data to collect and the appropriate
• Selecting every nth member of the population in a instrument.
list. - Construct your instrument and utilize or administer.
- The time, date, and place where to collect.
C. STRATIFIED
• Dividing the population into subgroups. 5. DATA ANALYSIS
• Process of systematically applying statistical and/or
D. CLUSTER logical techniques to describe and illustrate,
• Groups are selected rather than individuals. condense and recap, and evaluate data.
- What?
E. MULTISTAGE
- How many?
• Combinations of different sampling methods.
TRANSFORMING
NON-PROBABILTY
• Collect, gather, and observe numerical data.
• Not each population member has a chance to
participate in the study. INTERPRETING
• Analytical and logical reasoning, statistics patterns,
FIVE (5) TYPES OF NON-PROBABILITY SAMPLING
relationships, similarities, and differences.
A. QUOTA
DESCRIPTIVE STATISTICS
• Choosing necessary number of participants per
• Uses the data to provide descriptions of the
group.
population, either through numerical calculations or
B. PURPOSIVE graphs or tables.
• Selecting participants according to a given criteria. • Examples are frequencies, percentages, mean,
median, mode, and range.
C. VOLUNTEER
• Participants self-elect to become part of the study. INFERENTIAL STATISTICS
• Makes inferences and predictions about a
D. CONVENIENCE population based on a sample of data taken from the
• Participants who are easy to reach.
population in question.
E. SNOWBALL • Examples are Pearson R, chi-square, correlation
• Relies on referrals from initial subjects, done when coefficient, t-ratio, t-test, and analysis of variance or
characteristics are rare. ANOVA.
3. RESEARCH INSTRUMENT STATISTICAL TOOLS

• Tool used to obtain, measure, and analyze data from • Involved in carrying out a study include planning,
subjects around the research topic. designing, collecting data, analyzing, drawing
meaningful interpretation and reporting of the

research findings.
FOCUS OF SAMPLE TOOLS FOR DATA

PROBLEMS ANALYSIS
Frequency counts,
percentages, ranking,
Profile
summating, and coding
scheme
Level, extent, degree,
Weighted mean
etc.
T-ratio, chi-square, and
Significant relationship
Pearson R
Test-retest: paired t-test
Significant difference Analysis of variance or
ANOVA, post-ANOVA

Practical Research 2 (Res2)

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UNIVERSITY of the ASSUMPTION

PRACTICAL RESEARCH 2 (Res2) • Used to solve a specific practical problem of an

B. EXPLORATORY RESEARCH SIX (6) CHARACTERISTICS OF QUALITATIVE

2. Results are limited in terms of narrative form of decimals

B. Relationship or differences. 2. STATEMENT OF THE PROBLEM

THREE (3) TYPES OF CONCEPTUAL FRAMEWORK

POPULATION • The 6 researcher-complete instrument are rating

FIVE (5) TYPES OF PROBABILITY SAMPLING 4. DATA GATHERING PROCEDURE

3. RESEARCH INSTRUMENT STATISTICAL TOOLS

meaningful interpretation and reporting of the

FOCUS OF SAMPLE TOOLS FOR DATA

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