1

Republic of the Philippines __________________________________________________

Department of Education __________________________________________________
Region III – Central Luzon ______________
SCHOOLS DIVISION OF CITY OF BALANGA
BATAAN NATIONAL HIGH SCHOOL – SENIOR HIGH Activity 2
SCHOOL Direction: Make a topical outline of the categories of
City of Balanga, Bataan quantitative research design. Use the box below.]

Quantitative Research Designs

NAME:___________ Year &Section:___________

ACTIVITY SHEET IN Practical Research 2

2nd Quarter, Week 1 – 3
(Chooses appropriate quantitative research design, CS_RS12-IIa-c-1)
Lecture

Background Information for Learners

Quantitative Research- It is also known as empirical research,
it is a type of inquiry where relations are established through Activity 3
the collection of numerical data which are analyzed to derive Direction: In the space/box provided, present the correct flow
generalization. It is a systematic analysis of data and their chart of the experimental research design stages.
relationships. It specifically refers to tests or experiments that
yield quantifiable values that can be analyzed using statistics, Experimental Research Design Stages
figures and mathematical models to provide information that
may be used in decision making.
There are three main assumptions in quantitative research:
observing and explaining an occurrence, collecting information
and analyzing the information. The combination of these three
parts will result to well-defined and well-researched finding.
Types of quantitative research designs
1. Experimental research design
2. Experimental research design stages
ACTIVITY SHEET IN PRACTICAL RESEARCH 2
3. Non-experimental research design
2nd Quarter, Week 1-3
Activity 1
Describes sampling procedure and sample
Direction: Answer each question intelligently and concisely.
(CS_RS12-IIa-c-2)
1. What should you be thinking of before designing your
Lecture
research?
__________________________________________________ Sampling is the process or technique of selecting a
__________________________________________________ representative sample from the entire population. Probability
__________________________________________________ and Non-probability sampling are the two types of sampling
__________________________________________________
procedure. Probability sampling is commonly used in
__________________________________________________
Quantitative Research since it is a technique wherein each of
______________
2. How do you know that your research is applying a the population unit has an equal chance of being drawn. Simple
quantitative research design? random sampling, systematic random sampling, stratified
__________________________________________________ random sampling, or cluster random sampling are the four kinds
__________________________________________________ of Probability sampling technique.
__________________________________________________
__________________________________________________ Simple random sampling is a sampling technique in
__________________________________________________ which every element of the population has the same probability
______________ of being selected for inclusion in the sample. It is the most basic
3. What do you mean by experimental and control sampling technique. It also uses a Table of Random Number
group? or a random number generator to select n distinct numbers
__________________________________________________ between 1 and N, inclusively.
__________________________________________________
__________________________________________________ Example: A researcher wants to study the effects of social
__________________________________________________ media on Grade 11 students in City of Balanga National High
__________________________________________________ School. He wishes to use the simple random sampling
______________ technique in choosing the members of his sample. If there are
4. Do you agree that the best research results come from 1,000 Grade 11 students in the school, how many students
experimental designs? Justify your point. should there be in his sample? Discuss the steps he must take if
__________________________________________________ he wishes to use the lottery method.
__________________________________________________
__________________________________________________ Step 1: Determine the number of students that should be on the
__________________________________________________ sample. Use the Slovin’s Formula:
__________________________________________________
𝑁
______________ n = 1 + 𝑁𝑒 2
5. If you were to conduct a quantitative research which
quantitative research design would you follow? Explain your where, n = number of samples needed
answer.
__________________________________________________ N = population size
__________________________________________________ e = margin of error
__________________________________________________

For margin of error, use 5% of 0.05
Solution:
1000
n = 1 + 1000(0.052 ) = 285.71 or 286
Step 2: Assign a number to each member of the population. In
this problem, assign a number to each of the 1,000 students.
Step 3: Write the numbers on pieces of paper with the same
size and shape. Fold the pieces of paper.
Step 4: Put all the folded pieces of paper in a bowl or box.
Step 5: Without looking, randomly pick out 286 folded pieces
from the bowl or box.
Systematic random sampling is convenient and
relatively easy to administer where population elements are an
ordered sequence. The first sample element is selected
randomly from the first k population elements. Thereafter,
sample elements are selected at a constant interval, k, from the
ordered sequence frame. Interval will be solved through the
𝑁
formula k = 𝑛 , where k = size of selection interval/sample
interval, N= population size and n= sample size.
Example: Accountancy, Business, Management (ABM) Strand
in Bataan National High School- Senior High School consists
of 250 students, how will you select a sample containing 71
students by using the systematic sampling technique?
Step 1: Prepare a sampling frame by randomly arranging the
250 students.
Step 2: Assign each student a number from 1 to 250.
Step 3. After assigning numbers from 1 to 250, determine the
𝑁
interval. Use the formula k = 𝑛 ,
250
From the given, we have k= k = = 3.52 or 4.
71
Step 4. After determining the interval, you can select from
1,2,3, or 4 by simply using the random technique. This value is
called as a random start.
Step 5. Assume that the randomly selected number is 2. Use 2
as the starting number.
Step 6: Select every 4th student from the sampling frame
starting from the 2nd student.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, …
The numbers of the sample will then be 2, 6, 10, 14, 18, …
Stratified Random Sampling is a sampling technique where
population is divided into nonoverlapping subpopulations
called strata, based on some characteristics like year level,
gender, age, ethnicity, etc. A random sample is selected from
each stratum.
Example: You want to interview 200 students in your school
to determine their opinion on the new school uniform. How are
you going to choose your sample by using stratified sampling if
there are 1,200 students in grade seven; 1,100 in Grade 8; 1,050
in Grade 9; 940 in Grade 10; 900 in Grade 11, and 810 in Grade
12?
Subdivide the population into several strata. In this problem,
subdivide the population into year levels. Then, make a table
similar to the following:
2
Population N = # of Students Sample N = 200
6,000 Per Stratum
Grade 7 1,200 40
Grade 8 1,100 37
Grade 9 1,050 35
Grade 10 940 31
Grade 11 900 30
Grade 12 810 27
Total 6,000 200
Cluster Random Sampling is the advantageous procedure
when the population is spread out over a wide geographical
area. It is also mean as a practical sampling technique used if
the complete list of the members of the population is not
available. A cluster refers to an intact group which has a
common characteristic. Multistage Sampling is more complex
sampling technique. If the number of elements in the subset of
clusters is larger than the desired value of n, these clusters may
be subdivided to form a new set of clusters and subjected to a
random selection process.
Example: A researcher wants to determine who among the
families in a small town are using the new detergent product.
How is she going to do this using the multistage sampling
technique?
Step 1: Divide the population into clusters. Use barrios as
clusters.
Step 2: Not all the barrios of the town will be included in the
sample. Choose the final barrios by using either the simple
random sampling or a systematic sampling technique.
Step 3: Not all the families in each selected barrio will be
included in the study. Select the final families to be included in
the sample by using either a simple random sampling or
systematic random sampling technique.
Activity 1
Directions: Identify the type of sampling technique used by the
researcher in each of the following situations: simple random
sampling, systematic random sampling, stratified random
sampling, or cluster random sampling.
1. The office clerk gave the researcher a list of 500
Grade 10 students. The researcher selected every 20th
name on the list.
2. In a recent research that was conducted in a private
school, the subjects of the study were selected by
using the Table of Random Numbers.
3. A researcher interviewed people from each town in
the province of Albay for his research on population.
4. 4. A researcher is doing a research work on the
students’ reaction to the newly implemented
curriculum in mathematics and interviewed every
10th student entering the gate of the school.
5. 5. A researcher who is studying the effects of
educational attainment on promotion conducted a
survey of 50 randomly selected workers from each of
these categories: high school graduate, with
undergraduate degrees, with master’s degree, and
with doctoral degree.

Activity 2
Direction: Describe the sampling procedure used in each
problem.
1. There are 120 teachers. Select a sample of 40 teachers by
using the systematic sampling technique.
2. The population consists of 1,200 people. How will a
researcher choose from this population a simple random
sample of 60 people?
Activity 3
Identify the sampling techniques used in your present study.
Describe the sampling procedure and identify the number of
sample.
ACTIVITY SHEET IN Practical Research 2
2nd Quarter, Week 1 - 3 (Constructs an Instrument and
Establishes its Validity and Reliability)
LECTURE
INSTRUMENTATION
➢ Refers to the whole process of preparing to collect data. It
involves not only the selection or design of the instruments
but also the procedures and the conditions under which the
instruments will be administered.
➢ During this process, the following questions must be
answered.
▪ Where will the data be collected?
▪ When will the data be collected?
▪ How often are the data to be collected?
▪ Who is to collect the data?
TRIANGULATION METHOD
➢ Is the process of collecting multiple types of data to
increase confidence in the findings
➢ It increases the validity and reliability of the data.
➢ When multiple techniques give the same results, it can
increase confidence in results
➢ When multiple resources fail to give same results, it can
raise follow-up questions
QUANTITATIVE DATA GATHERING TECHNIQUE
SURVEY QUESTIONNAIRE
➢ Refers to a paper containing series of questions
formulated for an individual and independent answering
by several respondents for obtaining statistical
information.
➢ The question must:
▪ Pertain to the variables of the study.
▪ Provide answers to the stated research questions.
▪ Attain research objectives.
▪ Be stated in words whose meaning is understood
in the same way by the respondent and the
researcher.
Types of Questions:
1. Open-ended questions
▪ No choices
▪ Respondents answer freely
2. Close-ended questions
▪ Choices are provided
3. Contingency questions
▪ Questions that are asked after a particular question is
answered.
▪ Follow-up question.
3
Question Format
1. Rating – The answers to the question are in the form of a
scale-meaning. A common rating scale is the Likert scale.
Example:
Indicate the answer to the following questions as (1) strongly
agree, (2) agree, (3) depends, (4) disagree, (5) strongly
disagree.
VALIDITY IN QUANTITATIVE RESEARCH
➢ Refers to whether one can draw meaningful and useful
inferences from scores on particular instruments.
➢ Establishing the validity of the scores in a survey helps to
identify whether an instrument might be a good one to use
in survey research.
The three traditional forms of validity to look for are:
1. Content validity (do the items measure the content
they were intended to measure?),
2. Predictive or concurrent validity (do scores predict
a criterion measure? Do results correlate with other
results?)
3. Construct validity (do items measure hypothetical
constructs or concepts?).
RELIABILITY IN QUANTITATIVE RESEARCH
➢ Refers to whether scores to items on an instrument are
internally consistent (i.e., are the item responses
consistent across constructs?), stable over time (test-retest
correlations), and whether there was consistency in test
administration and scoring.
Remember
➢ When one modifies an instrument or combines
instruments in a study, the original validity and reliability
may not hold for the new instrument, and it becomes
important to re-establish validity and reliability during
data analysis.
ACTIVITY 1:
Answer the following questions. You may use additional
references.
1. What instrument/s will you use to gather data to answer
your research questions? Describe the instrument/s. Cite
your references as well.
2. Why did you choose this/these instrument/s?
3. What are the major parts of your instrument, including the
major variables and sub-variables to be measured?
4. What rating scale will you use? Discuss it in detail.
5. What question can you formulate that centers on one of
your study variables or sub-variables? Mention at least
five indicators for your chosen variable/ sub-variable.
ACTIVITY 2:
Answer the following questions. You may use additional
references.
1. How will you establish the validity of your instrument?
Describe your step-by-step process.
2. Is your instrument valid and reliable? Justify your answer.
 4

ACTIVITY SHEET IN Practical Research 2 __________________________________________________

2nd Quarter, Week 1 – 3
(Describes intervention (if applicable), CS_RS12-IIa-c-4)
Background Information for Learners
Interventions- it is the act of interfering with the outcome or
course especially of a condition or process (as to prevent harm
or improve functioning).
__________________________________________________
__________________________________________________
__________________________________________________
________________________________________

Activity 1 ACTIVITY SHEETS in PRACTICAL RESEARCH 2

Direction: Give the meaning of the underlined word in each cluster of 2nd Quarter – Week 1-3, Day (Plans Data collection
words. Be guided by the other words in the cluster serving as clues. procedure]
1. ARBITRARY, PREJUDICIAL, BIASED, SUBJECTIVE
________________________________________________________
____________________________________ LECTURE
2. GRADUATED, RANKED, GRADATED, ORDERED
________________________________________________________ MOST FREQUECTLY USED DATA COLLECTION
____________________________________ AND PROCEDURE
3. FARAWAY, SECLUDED, DISTANT, REMOTE
________________________________________________________ Triangulation Method:
____________________________________
4. EXPRESS, CONOTE, DENOTE, SIGNIFY
________________________________________________________
____________________________________
5. ADVENT, ARRIVAL, COMING, APPROACH
________________________________________________________ • Is the process of collecting multiple types of data to
____________________________________ increase confidence in the findings
6. FALLACIOUS, ERRONEOUS, WRONG, INCORRECT • It increases the validity and reliability of the data.
________________________________________________________ • When multiple techniques give the same results, it
____________________________________ can increase confidence in results
7. OBLIVIOUS, ABSORBED, ENGROSSED, • When multiple resources fail to give same results, it
PREOCCUPIED can raise follow-up questions
________________________________________________________
____________________________________
1. OBSERVATION:
8. HIGHFALUTIN, COMPLEX, DIFFICULT, HIGH-
FL;OWN • This involves the researcher watching the
________________________________________________________ research situation.
____________________________________ • Through observation, the researcher collects
9. GUIDE, DIRECT, MANIPULATE, LEAD first-hand information, experiential and raw data.
________________________________________________________ • In doing observation,
____________________________________ • REMEMBER:
10. REAP, YIELD, PRODUCE, GENERATE Set aside personal beliefs, values, expectations to
________________________________________________________ avoid
____________________________________
Watch for both verbal and non-verbal behavior.
ACTIVITY 2 Set categories on the type of data you need.
Direction: Using the bubble graph surround it with words and phrases “what to observe”
the expression of the word in the middle. Afterwards explain your
answer on the lines provided. 2. QUESTIONNAIRE:
• Is a paper containing series of questions formulated
for an individual and independent answering by
several respondents for obtaining statistical
information.
• The question must:
• Pertain to the variables of the study.
• Provide answers to the stated research questions.
• Attain research objectives.
INTERVE • Be stated in words whose meaning is understood in
NTION the same way by the respondent and the researcher.
• Types of Questions:
Open-ended questions
Close-ended questions
Contingency questions
Types of Questions:
1. Open-ended questions
No choices
Respondents answer freely
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
 5

Unemployment ( )
Pollution ( )
Inflation ( )
Power Shortage ( )
Floods ( )
Example:
What do you think are the most pressing problems 3. INTERVIEW
faced by the company? A form of data gathering by talking to people who are sources
2. Close-ended questions of information.
Choices are provided Persons who are expected to be very knowledgeable in
providing answers are called key informants.
Instruments for interview

Structured interview
3. Contingency questions Uses set of fixed questions
Questions that are asked after a particular question is Non-structured interview
answered. The researcher allows the respondents to
Follow-up question. answer freely
TYPES OF QUESTIONNAIRE Non-scheduled interview
Question Format No pre-specified questions/ no specified order of questions
1. General format
For open-ended question: leave blanks for the Types of interview
answer. 1. Personal interview
Example: 2. Face-to-face interpersonal
What is your civil status? _________________ communication.
For close-ended question: give the possible answers 3. Group interview
and provide boxes to check 4. Gathering respondents in group
5. Telephone interview
2. Rating
The answers to the question are in the form of a 6. Intercept interview
scale-meaning. Quick interview by randomly
Example: approaching people.
Indicate the answer to the following questions as (1)
strongly agree, (2) agree, (3) depends, (4) disagree,
(5) strongly disagree. Order of Interview Questions
Items Choices First set of questions – opening questions to establish friendly
relationships, like questions about the place, the time, the
1. The professor comes to class on time 5 4 3 2 1 physical appearance of the participant, or other non-verbal
things not for audio recording.
2. The professor has mastery of the subject 5 4 3 2 1 Second set of questions – generative questions to encourage
matter open-ended questions like those that ask about the
respondents’ inferences, views, or opinions about the
3. The professor uses visual aids 5 4 3 2 1
interview topic.
Third set of questions – directive questions or close-ended
questions to elicit specific answers like those that are
answerable with yes or no, with one type of an object, or with
Question Format definite period of time and the like.
3. Semantic differential Fourth set of questions – ending questions that give the
Another type of rating scale. It measures the respondent’s respondents the chance to air their satisfaction, wants, likes,
reaction to some objects or concepts in terms of bipolar scales
defined by contrasting adjectives. dislikes, reactions, or comments about the interview.
Example:
Place a check in the space above the number that best describe Guidelines in Formulating Interview Questions
your judgement. 1. Use clear and simple language.
How will you rate your dining experience? 2. Avoid using acronyms, abbreviations, jargons, and
Good Bad
highfalutin terms.
3. Let one question elicit only one answer; no double-
4. Ranking
barrel question.
The respondents choose the degree of priority or place of
4. Express your point in exact, specific, bias-free, and
importance to the answers.
gender-free language.
5. Give way to how your respondents want themselves
Example:
to be identified.
Rank the following problems faced by the nation at present
6. Establish continuity or free flow of the respondents’
(from 1-5, 1 being the most important)
thoughts by using appropriate follow-up questions

(e.g., Could you give an example of it? Would you
mind narrating what happened next?).
7. Ask questions in a sequential manner; determine
which should be your opening, middle, or closing
questions.
EVIDENCE OF MISLEADING QUESTIONS
• Considerable difference in responses when the order
is changed.
• This maybe a change in the word order of an item or
a change in the order of questions.
• High proportion of omission or “no response”, “don’t
know” or “don’t recall”
If so many questions are left unanswered, either the
question is overlooked, or it is unclear, or it is
offensive, or there is no place to write the answer.
These responses may also indicate that the items are
improperly stated or inappropriate.
• High proportion of “other” answers
This is an indication that the choices or options for
selection are either inadequate or inappropriate.
Enough options should be provided and their
appropriateness should be studied carefully.
• Considerable number of added comments
If there are many comments on the margins or at the
end of the items, this indicates the enthusiasm of the
respondent or weakness of the items. If the comments
are irrelevant, the items are either unclear or the
alternatives are inappropriate.
Example:
Why are you studying Engineering?
____ I love to teach children
____ I can have a good job
____ I want to work in the office
4. CONTENT ANALYSIS
• Analysis of oral or written forms of communication
to find answers to your research questions.
• Analyzing information coming from book and non-
book materials like photographs, films, video tapes,
paintings, drawings, and the like.
VALIDITY IN QUANTITATIVE RESEARCH
➢ Refers to whether one can draw meaningful and useful
inferences from scores on particular instruments.
➢ Establishing the validity of the scores in a survey helps to
identify whether an instrument might be a good one to use
in survey research.
The three traditional forms of validity to look for are:
4. Content validity (do the items measure the content
they were intended to measure?),
5. Predictive or concurrent validity (do scores predict
a criterion measure? Do results correlate with other
results?)
6. Construct validity (do items measure hypothetical
constructs or concepts?).
6
RELIABILITY IN QUANTITATIVE RESEARCH
➢ Refers to whether scores to items on an instrument are
internally consistent (i.e., are the item responses
consistent across constructs?), stable over time (test-retest
correlations), and whether there was consistency in test
administration and scoring.
Remember
➢ When one modifies an instrument or combines
instruments in a study, the original validity and reliability
may not hold for the new instrument, and it becomes
important to re-establish validity and reliability during
data analysis.
ACTIVITY 1:
Think of one person that you always wanted to interview
on a certain subject. Write below at least 10 questions that
you want to ask them. Remember to apply the rules for the
proper wording of question.
Interviewee: ______________________________________
1. ___________________________________________
___________________________________________
___________________________________________
___________________________________
2. ___________________________________________
___________________________________________
___________________________________________
___________________________________
3. ___________________________________________
___________________________________________
___________________________________________
___________________________________
4. ___________________________________________
___________________________________________
___________________________________________
___________________________________
5. ___________________________________________
___________________________________________
___________________________________________
___________________________________
6. ___________________________________________
___________________________________________
___________________________________________
___________________________________
7. ___________________________________________
___________________________________________
___________________________________________
___________________________________
8. ___________________________________________
_______________________________________
9. ___________________________________________
_______________________________________
10. ___________________________________________
_______________________________________
ACTIVITY 2:
Answer the following questions thoroughly. You may use
additional references.
3. What methods and instruments will you use to gather data
to answer your research problem? Remember to cite your
references.
4. Why did you choose these methods and instrument?
5. What are the parts of your methods and instruments?
Include the major variables and sub-variables.
6. What rating scale will you use? Discuss it in detail
7. Formulate a question that centers on one of your study
variables or sub-variables. Cite at least five indicators for
your chosen variable and sub-variables.

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__
ACTIVITY SHEET IN PRACTICAL RESEARCH 2
2ND Quarter, Week 1 – 3
(Presents written Research Methodology, CS_RS12-IIa-c-7)
Background Information for Learners
Statistics is a term that pertains to your acts of collecting and analyzing
numerical data. It demands much of your time and effort, for it is not
merely a matter of collecting and examining data, but in involves
analysis, planning, interpreting, and organizing the data in relation to
the design of the experimental method.
Activity 1
Direction: Answer the following questions intelligently and
concisely.
1. Do non-experimental research methods use statistics? Justify
your answer.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________________________
2. Which research method fits inferential statistics? Give
reasons for your answers.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________________________
3. Do you agree that standard deviation can measure variable
relationships? Explain.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________________________
7
4. Is it correct to say, “To be a quantitative researcher is to
know much about statistics”? Justify your point.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________________________
5. Could you possibly do any of the research methodologies
you have learned? Explain.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________________________
Activity 2
Direction: Compare and contrast the following expressions.
1. UNIVARIATE, BIVARIATE, MULTIVARIATE
________________________________________________________
________________________________________________________
________________________________________________________
________________
2. QUALITATIVE, QUANTITATIVE
________________________________________________________
________________________________________________________
________________________________________________________
________________
3. SPEARMAN’S R VS PEARSON’S R
________________________________________________________
________________________________________________________
________________________________________________________
________________
Activity 3
Direction: Using a topical outline, organize the concepts you have
learned about research methodologies. Outline your ideas in the space
provided.
RESEARCH METHODOLOGY
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
ACTIVITY SHEETS in PRACTICAL RESEARCH 2
nd
2 Quarter – Week 4-7 (Collects Data Using Appropriate
_______________________________________
Instruments)
_______________________________________
_______________________________________
LECTURE _______________________________________
_______________________________________
In collecting data, consider the following principles:
_______________________________________
➢ Disclose_______________________________________
purpose of the study. In developing the purpose
_______________________________________
statement or the central intent and questions for a study,
proposal developers need to convey the purpose of the
_______________________________________
study that will be described to the participants. Deception
_______________________________________
occurs when participants understand one purpose but the
_______________________________________
researcher has a different purpose in mind. It is also
_______________________________________
important for researchers to specify the sponsorship of their
study. For example, in designing cover letters for survey
_______________________________________
research, sponsorship is an important element in
_______________________________________
establishing trust and credibility for a mailed survey
_______________________________________
instrument.
_______________________________________
_______________________________________
_______________________________________

➢ Do not pressure participants into signing consent
forms. When collecting consent for a study, the researcher
should not force participants to sign the informed consent
form. Participation in a study should be seen as voluntary,
and the researcher should explain in the instructions for the
consent form that participants can decide not to participate
in the study.
➢ Respect norms and charters of indigenous cultures. The
researcher needs to anticipate any cultural, religious,
gender, or other differences in the participants and sites that
need to be respected. Recent discussions about the norms
and charters of indigenous populations, such as American
Indian tribes, need to be observed. As American Indian
tribes take over the delivery of services to members, they
have reclaimed their right to determine what research will
be done and how it will be reported in a sensitive way to
tribal culture and charters.
➢ Respect the site, and disrupt as little as possible.
Researchers need to respect research sites so that they are
left undisturbed after a research study. This requires that
inquirers, especially in qualitative studies involving
prolonged observation or interviewing at a site, be
cognizant of their impact and minimize their disruption of
the physical setting. For example, they might time visits so
that they intrude little on the flow of activities of
participants. Also, organizations often have guidelines that
provide guidance for conducting research without
disturbing their settings.
➢ Make sure that all respondents receive the benefits. In
experimental studies, investigators need to collect data so
that all participants, not only an experimental group,
benefit from the treatments. This may require providing
some treatment to all groups or staging the treatment so that
ultimately all groups receive the beneficial treatment (e.g.,
a wait list). Further, both the researcher and the participants
should benefit from the research. In some situations, power
can easily be abused and participants can be coerced into a
project. Involving individuals collaboratively in the
research may provide reciprocity. Highly collaborative
studies, popular in qualitative research, may engage
participants as co-researchers throughout the research
process, such as the design, data collection and analysis,
report writing, and dissemination of the findings.
➢ Avoid deceiving respondents. Participants need to know
that they are actively participating in a research study. To
counteract this problem, provide instructions that remind
the participants about the purpose of the study
➢ Respect the privacy of respondents. How will the study
protect the anonymity of individuals, roles, and incidents
in the project? For example, in survey research,
investigators disassociate names from responses during the
coding and recording process. In qualitative research,
inquirers use aliases or pseudonyms for individuals and
places, to protect the identities of participants.
➢ Avoid disclosing information that would harm
respondents. One issue to anticipate about confidentiality
is that some participants may not want to have their identity
remain confidential. By permitting this, the researcher
allows the participants to retain ownership of their voices
and exert their independence in making decisions. They do,
however, need to be well informed about the possible risks
of non-confidentiality, such as the inclusion of data in the
final report that they may not have expected, information
that infringes on the rights of others that should remain
concealed, and so forth. In planning a study, it is important
to anticipate the repercussions of conducting the research
on certain audiences and not to misuse the results to the
advantage of one group or another
➢ Communicate in clear straightforward, appropriate
language. Discuss how the research will not use language
or words that are biased against persons because of gender,
sexual orientation, racial or ethnic group, disability, or age.
8
ACTIVITY 1:
1. What specific principles will you consider to use in your
actual data collection procedure? Cite the most applicable,
and state the reason.
2. What steps do you follow in collecting the data of your
study?
ACTIVITY SHEET IN PRACTICAL RESEARCH 2
2nd Quarter, Week 4-7
Presents and interprets data in tabular or graphical forms
(CS_RS12-IId-g-2)
Lecture
Presentation and Interpretation of Data
The next step after editing, coding, and tabulating the
data is to present them into graphical or visual presentation
called non-prose materials. The purpose of presenting the data
in this way is to make the outlined of the results more
presentable. Non-prose materials are composed of graphs, bars,
tables, charts, diagrams, illustrations, drawings, and maps.
In quantitative research, tables and graphs are usually
used. Standard format in presenting the data into a table or a
graph like its title, labels, contents, and many more can be
followed as well when school institutional format is not
provided or identified. You may visit APA, CMOS, or MLA on
how to do so.
Tables
Table helps summarize and categorize data using
columns and rows. It contains headings that indicate the most
important information about your study.
To interpret the tables, one needs to do the following:
1. Analyze the connections among the details of the
headings.
2. Check the unusual pattern of the data and
determine the reason behind these.
3. Begin with the table number and the title.
4. Present the significant figures (overall results, high
and low values, the unusual pattern).
5. Refrain from repeating again what’s inside the
table.
6. Support your findings with literature and studies
that confirms or contrasts your results.
7. Establish the practical implications of the results.
This will add value to your research findings.
8. End with a brief generalization. Sample
Interpretation for the Given Table
Graphs
Graphs focuses on how a change in one variable
relates to another. Graphs use bars, lines, circles, and pictures
in representing the data. In interpreting the graph, it is the same
process in table. In choosing what type of graph to use,
determine the specific purpose of the presentation. Line Graph
illustrates trends and changes in data over time, Bar Graph
illustrates comparisons of amounts and quantities, while Pie
Graph (Circle Graph) displays the relationship of parts to a
whole.
 9

Activity 1 Uses statistical techniques to analyze data-study of

Directions: Present the following data using a specific non-
prose material according to its purpose. Use a separate paper
for your presentation.
According to the latest Facebook post of Department of
Health-Philippines DOH COVID19 CASE BULLETIN #106,
dated June 28, 2020. Source: https://bit.ly/3dMehug;
https://bit.ly/31nmgv2.
differences and relationships limited for bivariate analysis
(CS_RS12-IId-g-3)
STATISTICAL TECHNIQUES
1. Percentage is any proportion from the whole.
Formula: 𝑃𝐸𝑅𝐶𝐸𝑁𝑇𝐴𝐺(%) = ( 𝑃𝐴𝑅𝑇 / 𝑊𝐻𝑂𝐿𝐸)𝑋 100
Example:

Here’s a data gathered by Bataan National High

1. There are a total of 24, 137 Active Cases of COVID-19 in School – Senior High school administration regarding the
the Philippines (Data as of June 27, 2020) with the following number of Grade 12 parents who opted to receive digital
breakdown: copies of the learning modules.

Asymptomatic - 898 persons Table 1: Percentage of Parents who Opted to Receive

Mild - 23, 090 persons Digital Copies of Learning Modules
Severe - 125 persons Sections Total Number of Percentage
Critical - 24 persons Number of Parents who (%)
Parents opted to
received
digital
2. These are the data on hospital beds and mechanical copies of
ventilators for COVID-19 patients with the following learning
breakdown: modules
Ward beds - 3, 179 (41.15% occupied) Platinum 30 24 (24/30)X100
Isolation Beds - 8,925 (37.93% occupied) =80%
ICU Beds - 1, 313 (36.63% occupied) Chromium 25 25 (25/25)X100
Ventilators - 1, 883 (22.89% in use) =100%
Sy 32 16 (16/32)X100
=50%
Activity 2 Tan 30 11 (12/30)X100
Directions: Interpret each figure given below. Follow the =40%
Gold 117 76 (76/117)X10
guidelines in interpreting the graph. Write a brief
0=64.96%
interpretation of the data on the space provided for each
figure.
2. Mean or average is the middlemost value of your list of
values and this can be obtained by adding all the values and
Number of COVID-19 cases in the Philippines as of April 2, divide the obtained sum to the number of values.
2020, by gender
Formula: 𝑀𝐸𝐴(𝑋̅) = 𝑆𝑈𝑀 𝑂𝐹 𝐴𝐿𝐿 𝑉𝐴𝐿𝑈𝐸𝑆 /𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹
𝑉𝐴𝐿𝑈𝐸𝑆

Example:
Number of Covid 19 Cases
1. Ungrouped Data Refer to Table 1 above, to get the
in the Philippines as of April mean or average number of parents who opted to receive
2, 2020 digital copies of learning modules, do the following:

3000
𝑀𝐸𝐴(𝑋̅) = 24+25+16+11/ 4 = 76 /4 = 19
2633
Number of Cases

2500 2. Grouped Data Here’s the data gathered from the

2000 1603 survey on Study Habits conducted by the Grade 12 students to
1500 1030
the 150 Grade 7 students of Purok A City High School.
1000
500
0 3. Standard Deviation shows the spread of data around the
1 2 3 mean.
Male Gender
Female Total

ACTIVITY SHEET IN PRACTICAL RESEARCH 2

2nd Quarter, Week 1-3
Plans data analysis using statistics and hypothesis testing Example: Table 2: Mean and Standard Deviation
(if appropriate) Distribution of the Study Habits of Students
(CS_RS12-IIa-c-6)
2nd Quarter, Week 4-7
 10

Table 3. Grade in Math and Grade in English of Five Students

5. Regression Analysis is can be used to explain the

relationship between dependent and independent variables.

Three major uses:

a. Causal analysis -shows you the possible causation of

changes in Y by changes X.
One need to get the range from which the mean of a b. Forecasting an Effect- allows you estimate and predict the
five-point Likert can be interpreted. There are two methods to value of Y given the value of X.
do this, if we treat the Likert scale as interval/ratio. First, the
usual way is to calculate the interval by computing the range c. Linear Trend Forecasting- helps you trace the line best fit
(e.g. 5 − 1 = 4), then divided it by the maximum value (e.g. 4 to tine series
÷ 5 = 0.80). Ultimately, we get the following result:

From 1 to 1.80 represents (strongly disagree).

From 1.81 to 2.60 represents (do not agree).

Example:
From 2.61 to 3.40 represents (true to some extent).
Using the same data from Table 3, answer the following
From 3:41 to 4:20 represents (agree). From 4:21 to questions:
5:00 represents (strongly agree).
a. What linear equation best predicts the grade in English
The other way is to treat the selection as the range themselves, given the grade in Math?
and so we get these results:
Step 1: Compute the 𝑏 and 𝑚.
From 0.01 to 1.00 is (strongly disagree);

From 1.01 to 2.00 is (disagree);

From 2.01 to 3.00 is (neutral);

From 3.01 to 4:00 is (agree);

From 4.01 to 5.00 is (strongly agree) Step 2: Substitute the value of m and b to the regression
formula. The regression equation for predicting the grade in
English given the grade in Math is 𝑌 = 𝑋 + 1.

b. If a student made a grade of 91 in Math, what grade would

you expect the student to obtain in English?

Using the obtain equation 𝑌 = 𝑋 + 1, substitute 91 in X. 𝑌 = 91

+ 1 = 92 (Grade in English)
4. Correlation Analysis (Pearson’s r) is a statistical method
According to this model, for every 1point increase in the Math
used to estimate the strength of relationship between two
grade, there is a corresponding average increase of 1 point in
quantitative variables.
the English grade.

c. How well does the regression equation fit the data?

Example:

Here’s a data of five students with their corresponding grade

in Math (Independent Variable) and grade in English
(Dependent Variable). Is there a significant relationship
between the grade in Math and the grade in English?

Interpretation:
The Math grade is directly proportional to the English grade
because the slope is positive.
6. Hypothesis testing. A hypothesis test helps you determine
some quantity under a given assumption. The outcome of the
test tells you whether the assumption holds or whether the
assumption has been violated.
From Module 3, you were exposed to creating your Null
hypothesis (𝑯𝟎) which states that there is no difference
between the two values or variables and the Alternative
hypothesis (𝑯𝟏) which states that there is a difference
between two values or variables.
The statistical test uses the data obtained from a sample to
decide about whether the null hypothesis should be rejected.
In a one-tailed test (left-tailed or right-tailed test), when the
test value falls in the critical region on one side of the mean,
the null hypothesis should be rejected.
On the other hand, in a two-tailed test, the null hypothesis
should be rejected when the test value falls in either of the two
critical regions.
To perform hypothesis testing, you compute the mean from
the sample and compare it with the mean from the population.
Then, you decide whether to reject or not reject the 31 null
hypothesis. If the difference is significant, the null hypothesis
is rejected. If the difference is not significant, then the null
hypothesis is not rejected. In the hypothesis testing, there are
four possible results.
The four possibilities are as follows:
1. It would be an incorrect decision and would result in a Type
I error when you reject the null hypothesis when it is true.
2. It would be a correct decision when you reject the null
hypothesis when it is false.
3. It would be a correct decision when you do not reject the
null hypothesis when it is true.
4. It would be an incorrect decision and would result in a Type
II error when you do not reject the null hypothesis when it is
false.
The basic format for hypothesis testing:
1. State the hypotheses and identify them.
2. Find the critical value(s).
3. Compute the test value.
4. Make the decision.
5. Summarize the result.
Hypothesis testing can be done using the following t-value
approach or critical value approach and 𝑝-value approach.
11
1. The Critical Value Approach is used to determine
whether the observed test statistic is more extreme than a
defined critical value. Hence, the observed test statistic
(calculated on the basis of sample data) is compared to the
critical value, from t-table. If the test statistic (𝒕 ∗ ) is more
extreme than the critical value (t), the null hypothesis is
rejected. If the test statistic is not as extreme as the critical
value, the null hypothesis is not rejected.
One-Sample t-test Formula:
Example:
A random sample of 10 Grade 7 students has grades in
Math, where marks range from 90 (Good) to 98 (Excellent). The
general average grade (Gen. Ave.) of all Grade 7 students as of
the last 5 years is 93. Is the Gen. Ave. of the 10 Grade 7 students
different from the population’s Gen. Ave? Use 0.05 level of
significance.
Computational Procedure:
1. Define the Null and Alternative Hypothesis
𝐻0: There is no significant difference between the
gen. ave. of 10 Grade 7 students from the population’s gen.
average of 93.
𝐻0: 𝜇 = 93 𝐻1: There is a significant difference
between the gen. ave. of 10 Grade 7 students from the
population’s gen. average of 93.
𝐻1: 𝜇 ≠ 93
2. State the alpha and the degree of freedom. 𝛼 = 0.05 𝐷𝑓 = 𝑛
− 1 = 10 − 1 = 9
3. State the decision rule.
One-tailed Test: |𝑡| > 𝑧𝑎; Reject 𝐻0
Two-tailed Test: |𝑡| > 𝑧𝑎 2 ; Reject 𝐻0
4. Calculate the Test Statistic. 𝑡 = 𝑋̅−𝜇0 𝑠 √𝑛 = 94−93 2.68
√10 =1.18
5. State results (use t table to get the critical value, see
procedure below). 𝑡𝛼 2 𝑛−1 = 𝑡0.05 10−1 = 𝑡0.0025 =2.263
|1.18| < 2.262
6. Decision: Accept 𝐻0
7. Conclusion: Therefore, the average grade of 10 Grade 7
students is not different from the population’s average grade in
Math which is 93.
2. P-value Approach involves determining the
probability (assuming the null hypothesis were true) of
observing a more extreme test statistic in the direction of the
alternative hypothesis than the one observed. If the P-value is
less than (or equal to) 𝛼 then the null hypothesis is rejected in
favor of the alternative hypothesis. And, if the P-value is
greater than 𝛼, then the null hypothesis is not rejected.

Example:
Use the same data from Example 1 of Critical value
app
Computational Procedure:
1. Define the Null and Alternative Hypothesis
𝐻0: There is no significant difference between the
gen. ave. of 10 Grade 7 students from the population’s gen.
average of 93.
𝐻0: 𝜇 = 93
𝐻1: There is a significant difference between the gen.
ave. of 10 Grade 7 students from the population’s gen. average
of 93.
𝐻1: 𝜇 ≠ 93
2. State the alpha and the degree of freedom.
𝛼 = 0.05 𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9
3. State the decision rule.
One-tailed Test: |𝑡| > 𝑧𝑎; Reject 𝐻0 Two-tailed Test: |𝑡| > 𝑧𝑎 2
; Reject 𝐻0
4. Calculate the Test Statistic.
5. Use statistical software or an online calculator
(https://www.statology.org/t-score-p-valuecalculator/) to find
the corresponding p-value. One-tailed P-value: 0.13412 Two-
tailed P-value: 0.26825 33
6. State results. One-tailed |0.13412| > 0.05 Two-tailed
|0.26825| > 0.05
7. Decision: Accept 𝐻0 Since this p-value is not less than our
chosen alpha level of 0.05, we can’t reject the null hypothesis.
8. Conclusion: Therefore, the average grade of 10 Grade 7
students is not different from the population’s average grade in
Math which is 93.
Here are the steps in finding the t-value or critical value at
the t-table:
1. Locate your confidence level (alpha level) at the top row of
the t-table found below (this tells you which column you
need).
2. Intersect this column with the row for your 𝑑𝑓 (degrees of
freedom). The number you see is the critical value (or the t-
value) for your confidence interval. Table of T-Values
12
ACTIVITY SHEETS in PRACTICAL RESEARCH 2
2nd Quarter – Week 8-9(Draws Conclusions from Research
Findings]
LECTURE:
SUMMARY OF THE PROBLEM:
This section includes the summary of the statement of the
problem, hypothesis, the research method/design, the
respondents, the instrument data gathering procedure and
the treatment of data.
FINDINGS:
This section summarizes the result based on chapter 4. If
there are only four specific problems/ questions stated in
chapter 1 and answered in chapter 4, there are four results
summarized in this section and no presentation of tables.
CONCLUSIONS:
Conclusion should fit together with the findings of the
study. If there are four summarized results, there are four
conclusions. It contains insights drawn from findings of
each problem. These insights answer the questions
presented at the beginning of the research paper. However,
the conclusion to be drawn should not come from the
indirect implications of the study. It should be limited
within the information actually yielded by the conducted
investigations.
EXAMPLE:
The Intrapersonal and Interpersonal Competencies of
School Managers:
Basis for a Human Intervention Program
[Cristobal, 2003]
Based on the findings of the study, the following
conclusions were drawn,
Intrapersonal and interpersonal competencies are highly
related to each other. The home management styles, hobbies,
involvement to civic and cultural organizations, self-esteem,
self-monitor, and intrapersonal competency are positively but
negligibly related to school effectiveness, while age,
educational attainment, training home atmosphere and all other
specific variables of interpersonal competency are negatively
and lowly related to school effectiveness.
ACTIVITY 1: CONCLUDING THE RESEARCH PAPER
Provide the required information below. Refer to your
proposed study.
1. Proposed research
___________________________________________
___________________________________________
___________________________________________
___________________________________________
2. Write the summary of findings of your research paper
below.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
 13

___________________________________________
___________________________________________
3. Write the conclusion section of your research paper
below.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
4. Write the recommendation section of your research
paper below.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
ACTIVITY SHEET IN PRACTICAL RESEARCH 2
2nd Quarter, Week 8-9
Formulates recommendations
(CS_RS12-IIh-j-2)
Lecture
Research Recommendations
Recommendations can be described as a suggestion
regarding the best course of action to take as a result of your
summary of findings and conclusion. The purpose of a
recommendation is to provide a useful guide that will not only
address certain problems but result in a successful outcome.
Activity 1
Direction: Read the statement at the left column and write
your recommendation at the right column.
Situation I’ll recommend you to…
1. You failed in your
posttest.
2. You had a heated
conversation with your
friend.
3. You are forgetful.
4. You can’t sleep.
5. You’re stressed. Guide
Questions:
1. Reflect on your given recommendations, do you think it is
valid? Explain your answer.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
____________
2. In writing research recommendations, what factors should
be considered?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
____________

Take note that, no matter how similar the studies are

in content and context, their findings may be different because Activity 2
they will depend heavily on the outcomes and current situations
that have occurred during the timeframe of the study. Your Formulate the research recommendation of your
recommendations should point specific actions to be addressed. present study.
An excellent advice would direct those affected by the situation
to take concrete action on what needs to be done to solve the
issue or to resolve the situation.

Generally, recommendations include how to further

improve the pertinent variables or treatment used in the study,
suggestions to concerned individuals or agencies, future
researchers who may want to pursue similar studies, and
suggests variables or research methods for future use.

Two Functions of Recommendations

Two major purposes of the research recommendations

should be considered to craft a good recommendation.

1. Implications of your findings must identify the

areas of concern that needs to be addressed.

2. How can future studies address the limitations you

encountered in your research?