Research in Daily Life 2

NDDU-IBED-F-081
NOTRE DAME OF DADIANGAS UNIVERSITY
Integrated Basic Education Department
Senior High School
Lagao, General Santos City

Research in Daily Life 2

University Vision

Notre Dame of Dadiangas University is a Catholic, Filipino institution of Academic Excellence

established by the Marist Brothers (FMS – Fratres Maristaea Scholis) characterized by St.
Marcellin Champagnat’s ideals of simplicity, humility, and quiet zeal of God’s work as inspired by
the Blessed Virgin Mary. The school is dedicated to the formation of persons in all levels of
learning who as:

• Christian Leaders
• Competent Professionals
• Community-Oriented citizens, and
• Culture-Sensitive Individuals

will actively participate in building a peaceful and progressive nation.

University Mission

As a Catholic Educational Institution, NDDU shares in the Church’s mission of evangelization by

integrating life and faith;
As a Filipino Institution, NDDU seeks to preserve Filipino Culture and propagate love of country
and its people;
As an institution of Quality Education, NDDU aims leadership in Curricular Programs, Multi
Disciplinary Programs, Research, and Community Service;
As a Marist Institution, NDDU promotes the core values of Family Spirit, Marian Spirit, Simplicity,
Presence for the Least Favored, Love of Work, and Integrity of Creation; and As a
Community-Oriented institution, NDDU aims to respond the challenges of the locality
(SOCSKSARGEN Area) it is serving.

Institutional Objectives
 NDDU is a Catholic Institution, which seeks to develop the spiritual, intellectual, social,
aesthetic, and physical abilities of the students through systematic instruction and practice.
NDDU is concerned with creating a Christian Community among its members, therefore, NDDU
offers religious instruction and provides opportunities for apostolic zeal and witness. NDDU is
committed to further national development. Students are made aware of their rights and
responsibilities as citizens and are given opportunities to participate in institutional and community
development.
NDDU contributes to improving the quality of education in the region of SOCSKSARGEN. As
an institution of higher learning, NDDU seeks to foster cooperation and innovation among the
educational institution in the region.
And as a Marist school, NDDU lives in the spirit of Saint Marcellin Champagnat, dedicated to
the Christian education in accordance with the Marist motto, “ALL TO JESUS THROUGH MARY:
ALL TO MARY FOR JESUS.”

Academic Unit Objectives

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The ultimate goal of NDD IBED is the integral development and formation of the whole person.
The school aims to incorporate absolute values into culture and life. In brief, it is committed to the
human, academic and Christian development of the students in the Philippines’ mileu

1. Human Growth. By graduation, the high school students will mature as persons-spiritually,
emotionally, physically and socially.
2. Academic Growth. By graduation, the high school students will display appropriate Mastery
of the fundamental concepts and skills, and will develop attitudes basic to personal
development.
3. Christian Growth. By graduation, the high school students will possess desirable values
through basic religious instruction and spiritual experiences to respond to any life’s situation. 4.
Committed to Community Awareness. By graduation, the high school students will have
knowledge and experience of the local communities adequate enough to be competent and
responsible citizens.

Course/Subject Description

Practical Research 2 is a course offered to the Grade 12 students of the Notre Dame of
Dadiangas University-Integrated Basic Education Department. The course is the introduction to
critical thinking and problem-solving skills through quantitative research. The course covers the:
(1) nature of inquiry and research; (2) identifying the inquiry and stating the problem; (3) learning
from others and reviewing the literature; (4) understanding data and ways to systematically
collect data; (5) finding answers through data collection; and (6) Reporting and sharing findings.
This course aims to develop the critical thinking and problem-solving skills of the students
through quantitative research.

Grade Level Standard

In Practical Research 2 subject, students will be exposed to empirical investigation of social

phenomena using statistical, mathematical or numerical data or computational techniques. It
develops critical thinking and problem-solving skills of the students through quantitative research.

Work Instruction
 Welcome Marista!

One of the most challenging situations today is the delivery of education since students and
teachers have no face-to-face interaction. Yet, here at NDDU-IBED Lagao Senior High School
Department, the institution continues to provide quality education and live with our Vision-Mission
in our ongoing quest to deliver academic excellence.

We have prepared this module which intends to develop your life skills even during these
most challenging times. Our learning resources are set for the new normal of learning delivery
that ensures effective and efficient delivery of lessons.

Our Learning Modality comes in two parts:

1) Online Class – This is where your teachers hold lectures and discussions using different
online platforms. Furthermore, you are expected to receive the instructions for your
synchronous learning. The schedule for the online classes will be Monday & Friday for Set
A subjects and Wednesday & Friday for Set B subjects. If you cannot attend the online
class due to valid reasons, your teachers will provide you with instructions to suffice your
missed classes.

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 2) Module – This modality is intended for your independent learning. Each subject teacher
provides you with a module that contains intensive discussion of the lesson for a specific
week. You are given different activities that you need to accomplish on a weekly basis.
Since this is asynchronous learning, you are expected to comply the task on your own.
Components of the Module:
1) Topic – This includes the specific subject matter to be discussed on a particular week. This
will guide you on what you are expected to learn in the scheduled session.
2) Learning Targets – These are the objectives that you need to attain and do at the end of
each lesson.
3) Introduction/Review/Content – This contains the overview of the lesson and brief
summary of the previous discussion. Moreover, you are expected to read and comprehend
the supplementary information written in this part to be able to achieve the learning targets
intended for the lesson.
4) Check your Understanding – This part contains drill/s that aim/s to test the level of your
understanding on the topic.
5) Enrichment – This contains activities that will help you develop your critical thinking and
problem-solving skills essential for your learning to be more meaningful and valuable.
Attached in your module is/are separated activity sheet/s intended for your answers. The
accomplished activity sheets will then be submitted to your Subject Matter Expert for
checking on the announced date of submission through the assigned online platform/s.
6) References and Materials – These are the sources and tools used for the delivery of the
lesson.

Should there be questions and clarifications, please contact your Subject Matter Expert or
subject teacher on your scheduled day and time for consultation.

Remember that learning should never stop. As we are all challenged with the uncertainties
brought by the new normal, please know that we are with you in this journey of achieving your
dreams.

Soar high, Senior High! Laban Marista!

Quart Content Standards Performance Standards

er/
Term

Midterm Practical Research 2 is divided into two
terms. In the first term, the learner
demonstrates understanding of the
characteristics, strengths, weaknesses;
and kinds of quantitative research;
importance of quantitative research
across fields. It also designs a research
useful in daily life; writes a research title;
describes the background of the
research; states research questions; and
presents written statement of the
The following are the performance
standards for the learner. In the first unit of
the first term, the learner is able to decide
on suitable quantitative and/or qualitative
research in different areas of interest and
formulate clearly the statement of
research problem. Then on the second
unit, he/she is able to formulate clearly
conceptual framework, research
hypothesis (if appropriate) and define
terms used in the study. Finally, the
 problem. Lastly, the learner formulates learner presents

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conceptual framework, list hypothesis (if objectively written review of related
applicable) and define terms as used in literature and conceptual framework.
the study.

Finals In this term, the learner In the second term, the following
demonstrates understanding of are the performance standards of the
quantitative research designs, the learner for the second term. For the fifth
description of sample, instrument unit of the course Practical Research 2,
development, description of intervention the learner is able to describe
(if applicable) data collection and adequately quantitative research
analysis procedures (e.g. survey, designs, sample, instrument used,
interview, and observation), guidelines in intervention (if applicable) and data
writing research methodology, data collection and analysis procedures.
collection procedures and skills using He/she is also able to apply
varied instruments, data processing and imaginatively art/design principles to
organizing, and analysis. Then, he/she create artwork. In the sixth unit, the
understands the guidelines in making learner is able to gather relevant
conclusions and recommendations. information with intellectual honesty.
While in the seventh unit the learner is
able to analyze data with intellectual
honesty. Finally in the last unit, the
learner is able to form logical
conclusions, make recommendations
based on conclusions, and write and
present a clear report of his research.
 Course/Topic Outline

Midterm:

1. Nature of Inquiry and Research

2. Identifying the Inquiry and Stating the Problem
3. Learning from others and Reviewing the Literature

Final:

1. Understanding Data and Ways to Systematically Collect Data

2. Finding answers through Data Collection
3. Reporting and Sharing of Findings

NDDU-IBED-F-081
NOTRE DAME OF DADIANGAS UNIVERSITY
Integrated Basic Education Department
Senior High School
Lagao, General Santos City

Research in Daily Life 2

Quarter/Term: Midterm Date: 2021.08.23 – 2021.08.27 Week No.: 1 21st Century

Skills:
Damean’s Beat: Family Spirit ☐ Critical Thinking
NDDU’s 4Cs: ☐ Christian Leaders ☐ Computing/ICT Literacy ☐ Competent
Professionals ☐ Communication
☐ Community-Oriented Citizens ☐ Creativity
☐ Culture-Sensitive Individuals ☐ Collaboration
Teacher/s: Jirah Canilao ☐ Cross Cultural Understanding Shahani Consigna ☐ Career and
Learning Self Reliance Wilfredo M. Sionosa Jr.
Mary Jane T. Timola

Module No.: 1.
I. Topic: Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research

II. Learning Targets:

At the end of the lesson, I can:

1. describe the characteristics of quantitative research

2. state the importance of choosing appropriate quantitative research design 3. complete
a T-Chart summarizing the strengths and weaknesses of quantitative research

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III. Introduction/Review/Content:

Module 1 covers the definition, characteristics, strengths and weaknesses, and kinds of
quantitative research.

Lesson 1: DEFINITION OF QUANTITATIVE RESEARCH

Quantitative research is an objective, systematic empirical investigation of

observable phenomena through the use of computational techniques. It highlights numerical
analysis of data hoping that the numbers yield unbiased results that can be generalized to
some larger population and explain a particular observation. Simply, quantitative research is
concerned with numbers and its relationship with events.

The quantitative research suggests that the data concerned can be analyzed in
terms of numbers. An example that we can give for this study is a study comparing the
performance
of Grade 12
in Notre
Dame of
Dadiangas
University in
Physical
Science
when ICT is integrated in teaching. This can be approached by getting the average
performance of both schools before and after integrating ICT. Then the averages can be
compared and analyzed to see the differences or effectiveness. In this case, numbers are
used as data for analysis. Another is surveying what do viewers in General Santos City
prefer to watch: is it GMA dramarama or ABS-CBN Golden Kapamilya noontime show. In
here, it may be approached by making a survey questionnaire asking for the preference of
viewers in city of General Santos.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. OBJECTIVE. Quantitative research seeks accurate measurement and analysis of target
concepts. It is not based on mere intuition and guesses. Data are gathered before
proposing a conclusion or solution to a problem.

2. CLEARLY DEFINED RESEARCH QUESTIONS. 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 are carefully designed before data are gathered.

3. STRUCTURED RESEARCH INSTRUMENTS. Standardized instruments guide data

collection, thus, ensuring the accuracy, reliability and validity of data. Data are normally
gathered using structured research tools such as questionnaires to collect measurable
characteristics of the population like age, socio-economic status, number of children,
among others.

4. NUMERICAL DATA. Figures, tables or graphs showcase summarized data collection in

order to show trends, relationships or differences among variables. In sum, the charts and
tables allow you to see the evidence collected.

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5. LARGE SAMPLE SIZES. To arrive at a more reliable data analysis, a normal population
distribution curve is preferred. This requires a large sample size, depending on how the
characteristics of the population vary. Random sampling is recommended in determining
the sample size to avoid researcher’s bias in interpreting the results.

6. REPLICATION. Quantitative methods can be repeated to verify findings in another setting,

thus strengthening and reinforcing validity of findings eliminating the possibility of spurious
conclusions.

7. FUTURE OUTCOMES. By using complex mathematical calculations and with the aid of
computers, if-then scenarios may be formulated thus predicting future results.
Quantitative research puts emphasis on proof, rather than discovery.

ACTIVITY 1

On the space provided

before the number,
 identify the characteristics of quantitative research being described in each of the
following statements. Write your answer on the space provided before the number.
(Write your answer on the provided worksheet.)

________________1. In presenting the results in quantitative research, researchers commonly

use numbers and statistics.
________________2. Normally, the researcher uses structured research tools such as
questionnaires to collect measurable characteristics of the population.
________________3. In quantitative research, the researcher can predict future results
through complex mathematical calculations and with the aid of computers.
________________4. The researcher must not make the interpretation of the data with mere
intuitions and guesses.
________________5. Quantitative research requires a large population size, depending on
how the characteristics of the population vary.
________________6. Conclusions and problem solutions are proposed by the researcher after
gathering data.
________________7. Reliable quantitative research can be repeated to verify and confirm the
correctness of the results in another setting.
________________8. The research questions are well defined and stated in advance for which
objective answers are sought.
________________9. All aspects of the study are carefully designed before data are gathered.
________________10. The researcher used pencil and paper tests to determine the attributes
of the respondents of the study.

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Lesson 2:
STRENGTHS and WEAKNESSES OF QUANTITATIVE RESEARCH
STRENGTHS OF QUANTITATIVE RESEARCH

The strengths of quantitative research are the following:

1. It is objective. The most reliable and valid way of concluding results, giving way to
a new hypothesis or to disproving it. Because of the bigger number of the sample
of a population, the results or generalizations are more reliable and valid. Since it
provides numerical data, it can’t be easily misinterpreted.
2. The use of statistical techniques facilitates sophisticated analyses and allows you
to comprehend a huge amount of vital characteristics of data.
3. It is real and unbiased. If the research is properly designed it filters out external
factors, and so can be seen as real and unbiased.
4. The numerical data can be analyzed in a quick and easy way. By employing
statistically valid random models, findings can be generalized to the population
about which information is necessary.
5. Quantitative
studies are
replicable.
 Standardized approaches allow the study to be replicated in different areas or over
time with formulation of comparable findings. 6. Quantitative experiments are useful for
testing the results gained by a series of
qualitative experiments, leading to a final answer, and narrowing down possible
directions to follow.

WEAKNESSES OF QUANTITATIVE RESEARCH

The weaknesses of quantitative research are as follows:

1. Quantitative research requires a large number of respondents. It is assumed

that the larger the sample is, the more statistically accurate the findings are.

2. It is costly. Since, there are more respondents compared to qualitative research,

the expenses will be greater in reaching out to these people and in reproducing
questionnaires.

3. The information is contextual factors to help interpret the results or to explain

variations are usually ignored. It does not consider the distinct capacity of the
respondents to share and elaborate further information unlike the qualitative
research.

4. Much information are difficult to gather using structured research instruments,

specifically on sensitive issues like pre-marital sex, domestic violence, among
others.

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5. If not done seriously and correctly, data from questionnaires may be incomplete
and inaccurate. Researchers must be on the look-out for respondents who are
just guessing in answering the instrument.

ACTIVITY 2

Summarize the strengths and weaknesses of quantitative research by

completing the T Chart below. (Write your answer on the provided worksheet.)

The Strengths and Weaknesses of Quantitative Research

Strengths Weaknesses
Lesson 3:
KINDS OF QUANTITATIVE RESEARCH DESIGNS

Research design refers to the overall strategy that you choose in order to integrate the
different components of the study in a coherent and logical way, thereby ensuring you will
effectively address the research problem. Furthermore, a research design constitutes the
blueprint for the selection, measurement and analysis of data.

Quantitative methods emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls, questionnaires, and
surveys, or by manipulating pre-existing statistical data using computational techniques.

NDDU-IBED-F-081
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.

There are four (4) main types of quantitative designs:

(1) Descriptive;
(2) Correlational;
(3) Quasi-experimental; and
(4) Experimental
1. DESCRIPTIVE RESEARCH is a study designed to depict the participants in an
accurate way. More simply put, descriptive research is all about describing people
who take part in the study.

There are three ways a researcher can go about doing a descriptive research
project, and they are:
• Observational, defined as a method of viewing and recording the participants • Case
study, defined as an in-depth study of an individual or group of individuals • Survey,
defined as a brief interview or discussion with an individual about a specific topic
2. CORRELATIONAL STUDY is a quantitative method of research in which you have 2 or
more quantitative variables from the same group of subjects, & you are trying to
determine if there is a relationship (or co-variation) between the 2 variables (a similarity
between them, not a difference between their means).

Theoretically, any 2 quantitative variables can be correlated (for example, midterm

scores & number of body piercings!) as long as you have scores on these variables from
the same participants; however, it is probably a waste of time to collect & analyze data
when there is little reason to think these two variables would be related to each other.

3. QUASI-EXPERIMENTAL DESIGN involves selecting groups, upon which a variable is

tested, without any random pre-selection processes.

For example, to perform an educational experiment, a class might be arbitrarily

divided by alphabetical selection or by seating arrangement. The division is often
convenient and, especially in an educational situation, causes as little disruption as
possible.

After this selection, the experiment proceeds in a very similar way to any other
experiment, with a variable being compared between different groups, or over a period
of time.

4. EXPERIMENTAL RESEARCH is commonly used in sciences such as sociology and

psychology, physics, chemistry, biology and medicine etc. It is a collection of research
designs which use manipulation and controlled testing to understand causal processes.
Generally, one or more variables are manipulated to determine their effect on a
dependent variable.

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 The experimental method is a systematic and scientific approach to resear
which the researcher manipulates one or more variables, and controls and meas
any change in other variables.

The word experimental research has a range of definitions. In the strict sense
experimental research is what we call a true experiment.

This is an experiment where the researcher manipulates one variable,

controls/randomizes the rest of the variables. It has a control group, the subjects h
been randomly assigned between the groups, and the researcher only tests one e
at a time. It is also important to know what variable(s) you want to test and measu

ACTIVITY 3

Why is there a need to consider appropriate research design in solving a

research problem? (Write your answer on the provided worksheet.)

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IV. Check your Understanding:

Answer the following questions concisely.

1.) What are the strengths of quantitative research? Cite and explain briefly.
_______________________________________________________________
__
_______________________________________________________________
__
_______________________________________________________________
__

2.) What are the weaknesses of quantitative research? Cite and explain briefly.
_______________________________________________________________
__
_______________________________________________________________
__
_______________________________________________________________
__

V. Enrichment:

Instruction:
On the space provided before each number, identify whether the statement describes a specific
characteristic or type of quantitative research. Choose the letter of your answer from the choices
inside the box.

a. Objective h.) Large samples

b. Descriptive i.) Experimental
c. Replication j. ) Numerical data
d. Correlational k.) Clearly defined Research
e. Quasi-Experimental
f. Structured research instrument

________1. Even the result of the study is not the same with his expectations; Mario did
not manipulate any data on his research.
________2. The researcher selected 315 students from the 1500 students in
Grade 7 ________3. Gene interpreted the data based on the findings collected.
________4. To determine if there is the same result in Makati City, Martin repeated the
study conducted on the effect of smoking on pregnant women in Pasig City.
________5. Divina makes sure that all of the questions to the data needed in her study are
included in her study.
________6. The researcher aims to determine the degree of the relationship of height to the job
applicants’ self-esteem.
________7. The researcher wants to determine the effect of ICT if implemented in the students’
participation in the classroom. He compares the students’ participation in two groups
(one group with ICT, one group without ICT).
 NDDU-IBED-F-081
________8. The researcher wants to determine the academic achievement of the children in rural
areas of Pasig City.
________9. Maria made sure that she had collected the necessary data before making a
conclusion. ________10. Questions are close-ended and require objective answers.

VI. References/Materials
Barrot, J. S. PhD. (2017). Practical Research for Senior High School 2.

Cristobal, A. P., Jr., & Cristobal, M. D. (2017). Practical Research 2 for Senior High
School. Quezon, Philippines: C & E Publishing.

Mariano, J. (2020). Practical Research 2 Module. Retrieved August 10, 2020,

from
https://www.scribd.com/document/356714282/Practical-Research-2-Modul
e

https://www.kpu.ca/sites/default/files/NEVR/High%20School%20Rubrics.pdf

http://home.snu.edu/~hculbert/criteria.pdf

RUBRIC for
Written
Answer:

Sources: https://www.kpu.ca/sites/default/files/NEVR/High%20School%20Rubrics.pdf
http://home.snu.edu/~hculbert/criteria.pdf
Criteria Inadequate Adequate Above Average Exemplary
(1) (2) (3) (4)

Organization Writing lacks logical org Writing is coherent Writing is Writing shows
It shows and logically s coherent and high degree of
coherence but ideas la organized. logically attention to
Serious errors. Some points organized with logic and
remain transitions used reasoning of
misplaced and between ideas and p points. Unity
stray from the create the reader to clearly leads
topic. thecoherence. Overa
Transitions ideas is
evident but not present. conclusion and
used stirs thought
throughout essay. regarding the
topic.
 Level of Shows some Content indicates Content indicates Content indicates
Content thinking and
reasoning but thinking and original thinking synthesis of
most reasoning applied and develops ideas, indepth
ideas are with original ideas with analysis and
underdeveloped thought on a few sufficient and evidences original
and unoriginal. ideas. firm evidence. thought and
support for the
topic.

Development Main points lack Main points are Main points well Main points well detailed development.
present with limited developed with developed with high
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Ideas are vague with detail and quality supporting quality and quantity little evidence of critical
development. Some details and quantity. support. Reveals thinking critical thinking is Critical
thinking is high degree of present. weaved into points critical thinking.
Mechanics Spelling, Most spelling, Essay has few Essay is free
punctuation, grammar correct spelling,
and allowing reader punctuation, distracting
and grammatical errors to progress and grammatical spelling,
Grammar punctuation, andcreate though errors allowing punctuation
making reading reader to follow grammatica
difficult; fragments, co remain. ideas clearly. errors; abse
run-ons essay. Some e Very few fragments,
Errors are fragments or comma splic
frequent. run-ons. and run-ons
Style

Support Provides little or Supports main Supports main Persuasively

no support for the point with some point with supports
main point underdeveloped developed main point w
reasons and/or reasons and/or well develop
examples reasons and
examples

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