Practical Research 2

Quarter 2 – Module 1:
Quantitative Research Design
and Sampling Procedures
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 Practical Research 2
Quarter 2 – Module 1:
Quantitative Research Design
and Sampling Procedures
Introductory Message
For the facilitator:

Welcome to the Practical Research 2 – Grade 12 Alternative Delivery Mode

(ADM) Module on Quantitative Research Design and Sampling Procedure !

This module was collaboratively designed, developed and reviewed by

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

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

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

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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

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For the learner:

Welcome to the Practical Research 2 – Grade 12 Alternative Delivery Mode

(ADM) Module on Quantitative Research Design and Sampling Procedure!

The hand is one of the most symbolized parts of the human body. It is often
used to depict skills, actions and purposes. Through our hands we may learn, create
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This module was designed to provide you with fun and meaningful
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contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson. If you get all the correct answers
(100%), you may decide to skip the module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you have learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Read the instruction carefully before doing each task.

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

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is part of Understanding Data and Ways to Systematically Collect Data:
however, it will focus only quantitative research design and description of sample.
This module will help you gain understanding and knowledge about these topics.

At the end of the lesson, the learners will be able to:

1. Choose appropriate quantitative research design (CS_RS12_IIa – c – 1);
2. Describe sampling procedure and the sample (CS_RS12_IIa – c – 2);

1
 What I Know

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

1. This is a type of non – experimental research where the researcher uses interviews,
questionnaires, and sampling polls to get a sense of behavior with intense precision.

A. Comparative C. Descriptive

B. Correlational D. Survey

2. This research design tests the relationship between two variables.

A. Comparative C. Descriptive
B. Correlational D. Survey

3. Why is correlational research used to test between two variables?

A. It is done to establish the effect of one on the other and how that affects the
relationship.

B. It is used to survey or do a normative approach to study prevailing conditions.

C. It intends to examine patterns of similarities and differences across a moderate
number of cases.

D. All of the above.

4. Which of the non – experimental research is used to examine the patterns of

similarities and differences across a moderate number of cases?
A. Ex – Post – facto C. Correlational

B. Descriptive D. Comparative

5. Which of the following research design involves selection of groups, upon which
a variable is tested without random pre – selection process?

A. Quasi – Experimental C. True Experimental

B. Quasi – Non – Experimental D. True – Non – Experimental

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6. The researcher would like to know further the type of social media used between
the male and female SHS students of Bataan National High School. What is the
appropriate research design to be used in his study?

A. Quasi – Experimental C. Descriptive

B. Experimental D. Correlational

7. What is the difference between quasi – experimental and experimental research?

A. Only one dependent variable is used in experimental, while multiple dependent

variables can be used in quasi – experimental research.

B. Intact groups are used in experimental, while quasi – experimental randomly

assigned individuals into groups.
C. The researcher controls the intervention in the experimental group, but not in
quasi – experimental research.
D. Participants for groups are randomly selected in experimental, but not in quasi
– experimental research.

8. What research design aims to determine a cause from already existing effects?
A. Correlational C. Ex – Post – Facto

B. Descriptive D. Quasi – Experimental

9. It refers to the method or procedure of choosing respondents that will answer the
question in the study.

A. Population C. Sampling
C. Research D. Sampling frame

10. Why probability sampling is the best type of sampling technique used in a
research study?

A. There is higher complexity compared to non-probability sampling.

B. There is absence of systematic error and sampling bias.

C. It is very cost-and-time effective.

D. Both A and B.

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11. Which of the following is the type of probability sampling that uses a pure chance
selection process?
A. Systematic sampling C. Simple random sampling

B. Stratified sampling D. Cluster sampling

12. When do you use non – probability sampling in your study?

A. When time is limited to conduct research or there is budget constraint.

B. When the intention is not to generate results that will generalize the entire
population.

C. When there is a need to observe whether a particular issue needs in-depth

analysis.
D. All of these.

13. What sampling technique is used when the researcher would like to consider
giving equal chances to the members of the accessible population being selected as
part of the study?

A. Systematic C. Simple Random

B. Stratified D. Cluster

14. When can we consider a research sample as the “best”?

A. Systematically chosen C. Purposely selected

B. Representative of the population D. Conveniently represented

15. What is the main objective of using stratified random sampling?

A. Sample is proportionately drawn from the different categories of the population.

B. Sample is taken from an accessible population than the target population.
C. Every individual will be given an equal chance to be selected.

D. Those who will possibly respond to treatment are chosen.

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 Lesson
Quantitative Research
1 Design

What’s In

Quantitative research is more systematic and controlled than qualitative research

which you have learned in Practical Research 1 last school year. However, these two
research methods have a statement of the problem to investigate. At this point, it is
assumed that you are capable to state a research problem, write a background of the
study, scope and delimit, hypothesize, make a conceptual framework, and review
related literature.

Each type of research follows a particular design which aims to answer specific
questions. The research design leads to the direction of sampling procedure, data
gathering and data analysis.

Variables of the study must be given important considerations in your research

study. These types of variables which you will be using in your study will provide a
paradigm (conceptual framework) which helps the researcher decide on what will be
the design of the study.

So, it is very important that you have completed the previous tasks diligently to
maximize your learning in this module. In this lesson, you will be taught how to
select an appropriate research design.

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 What’s New

Directions: Arrange the jumbled letters below to identify the correct word/s which
will be discussed comprehensively in this lesson.

Jumbled Letters Answer

1. ocvamripatae rsserhace
2. acalroinetol srsreahec
3. eispvdricte cehaesrs
4. exrmetpnilea haceesrs edinsg
5. xe – tosp – afotc ressarehc
6. nno – exeipertmanl aceehrrss
7. uniqiatatetv ascsererh gedins
8. uqias – elxneaipertm ssacrreeh
9. usvyre hacersser
10. teru emltxrneaipe rrsseeach

What is It

According to Barrot (2017), research design is defined as the logical and coherent
overall strategy that the researcher uses to integrate all the components of the
research study. It will give meaning in the overall process of your research study.

Quantitative research is one type of factual investigation. It means that its analysis
focuses on verifiable observations and expressed in numbers. It is also a process of
collecting and analyzing numerical data. It can be used to find patterns and
averages, make predictions, test causal relationships, and generalize results to wider
populations.

There are two types of Quantitative Research Design, the non – experimental and
experimental.

1. Non – experimental Research Design

According to Kowalczyk (2015), non – experimental research means there is a
predictor variable of group of subjects that cannot be manipulated by the
experimenter. This suggests that different routes should be accustomed draw
conclusions, like correlation, survey or case study.
2. Experimental Research Design
It is guided by a hypothesis. Sometimes experimental research can have
several hypotheses. A hypothesis is a statement to be proven or disapproved.
Once that statement is formed experiments are begun to seek out whether the
statement is true or not.

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 1. Survey Research
- uses interviews, questionnaires, and sampling polls.
- allows the researchers to review behavior and then present the
findings in an accurate way.
- usually expressed in percentage.
- can be conducted around one group specifically or used to
compare several groups.
- Example quantitative research title. Covid 19: How do
Filipinos View the Government’s Measures. This research
will assist decision – makers in formulating more acceptable
policies to control the spreading of the virus in the short term
and also help restore confidence in government for the long
term.

2. Correlational Research
- tests for the relationships between two variables.
- determines what the effect of one on the opposite that affects
QUANTITATIVE RESEARCH DESIGN

the relationship.
- predicts the magnitude of the association.
- Example quantitative research title: A Study on Internet
Usage of Adolescents in relation to Aggression and
Psychological Well – being. This research aims to investigate
the relationship among internet usage, aggressive behavior and
NON - EXPERIMENTAL

psychological well – being of adolescents.

3. Descriptive Research
- is oftentimes as a survey or a normative approach.
- is a study of prevailing conditions.
- Example of quantitative descriptive research: A Study on the
Preparation of Student Teachers to Work with Diverse
Population. This study aims to describe the degree to which
the education programs prepared the students to work with
diverse population.

4. Comparative Research
- examines patterns of similarities and differences across a
moderate number of cases.
- uses limited number of cases.
- concerns to establish familiarity with each case included in a
study.
- Example of quantitative comparative research: A Study of the
Use of Library and Internet as Sources of Information by
Students. This study was conducted to compare the Internet
use and Library use among students. It was based on the
assumption that students use the internet more than library.

5. Ex – Post – facto Research

- examines patterns of similarities and differences across a
moderate number of cases.
- used in studies which measure the pre – existing effects.
- is a study where the researcher has no control over the
variables.
- Example of Ex – Post – facto Research: A study on One – to –
One Mobile Technology and Standardized Testing. This study
examined the impact of one – to – one mobile technology on
the number of students who passed the standardized test.

7
 1. Quasi - Experimental Research
QUANTITATIVE RESEARCH DESIGN - involves selecting groups, upon which a variable is tested
without any random pre – selection process.
- is a study where the groups are known to be already
established before the research.
- Example of Quasi – Experimental Research: Evaluating the
EXPERIMENTAL Cooperative Component in Cooperative Learning. This
study examined the efficacy of the cooperative learning
pedagogy (Think – Pair – Share exercises) in problem solving
exercises.
2. True Experimental Research
- is thought to be the most accurate type of experimental
research.
- establishes cause and effect relationship.
- contains three criteria: control and experimental group;
researcher – manipulated variable; random assignment.
- Example of True Experimental Research: The effectiveness of
family planning programs. This study describes the
magnitude of effects for family planning programs.

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Below is a table that may help you in deciding what quantitative research design
fits your study based on the relationship between the variables in the study.

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 What’s More

Directions: Determine the quantitative research design appropriate for the sample
research titles.

1. Relationship between Academic Stressors and Learning Preferences of Public

Senior High School Students in Bataan
2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1
Pupils of Balanga Elementary School.

3. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens in

Balanga.

4. Measuring the Gadgets Usage of Grade 11 Students at Home during Covid

Community Quarantine
5. Level of Academic Achievement of Senior High Schools in Balanga in Different
Learning Modalities

What I Have Learned

Directions: Answer the given questions below briefly according to your

understanding on about this lesson?

1. What is the difference of non – experimental research design to experimental

research design?

2. How do the five (5) types of non – experimental design differs?

3. What is the difference between the two types of experimental research design?

10
 What I Can Do

Directions: Determine what is the appropriate quantitative research design for

each research title and give a brief justification for your answer.

Research Title Research Design Justification

1. Impact of the
Implementation of Covid
– 19 Health Protocols in
Public Markets on
Consumer Behaviors
2. Effects of Story Telling
on Quality of Sleep of
Children

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 Lesson
Sampling Procedure and the
2 Sample

What’s In

Do you remember your lesson on writing scope and delimitation? In that lesson, you
stated the subjects, participants, or respondents of your study. You also described
their characteristics which qualify them to be the source of your research data.

The next question you have to answer is how many of the subjects, participants, or
respondents should be selected as a source of data? This lesson will teach you how
to describe sampling procedures in quantitative research. Always remember that the
sampling procedure must be aligned to your chosen research design.

What’s New

You are almost finished cooking your favorite dish. In order to check if it tastes good
and ready for serving, what will you do?

I will …

. https://bit.ly/2BfQXHJ

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 What is It

Population and Sample

The first step in determining the sample size is identifying the population of the topic
of interest. The population is the totality of all the objects, elements, persons, and
characteristics under consideration.

There are two types of population used in research: target population and accessible
population. The target population is the actual population, for example, all Senior
High School Students enrolled in Accountancy, Business and Management (ABM)
Strand in the Division of Bataan. While the accessible population is a portion of
the population in which the researcher has reasonable access, for example all Senior
High School enrolled in ABM strand at Bataan National High School.

When the whole population is too costly or time–consuming or impractical to

consider by the researcher, then, a sample representative is identified. Sample is
the specific group that you will collect data from. Its size is always less than the
population. For example, the sample that you will be using are the two (2) sections
of ABM class of Bataan National High School.

Sampling

Sampling pertains to the systematic process of selecting the group to be analyzed in

the research study. Sampling, in research, is a word that refers to the method or
procedures of choosing respondents to answer the question. According to Paris
(2013), the bigger the group from where you can choose the sample is called
population, and sampling frame is the list of members of such population from where
you will get the sample.

There are two kinds of sampling: the probability sampling or unbiased sampling and
non – probability sampling

1. Probability Sampling

This kind of sampling requires a researcher like you to have a list of your target
respondents focused on your study. This sampling provides an equal chance of
participation in the selection process given to every member listed in the sampling
frame. As a researcher, always remember that the smaller the sample is, the higher
chance of sampling error. Therefore, the bigger the number of respondents will avoid
sample errors. Sample errors yield if the selection does not take place in the way it
is planned by the researcher.

2. Non – probability Sampling

It disregards random selection of respondents. According to Edmond (2013), the
subjects are chosen based on the availability or the purpose of the study, in some
cases it is the discretion of the researcher.

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 1. Simple Probability Sampling
- uses a pure chance selection process.
- runs from making a list of all respondents, writing each name on
the card, choosing cards through a pure chance selection.
- uses any of the following ways: fish bowl technique, roulette
wheel, or table of random numbers.
Example: population: 30; sample: 15
The researcher may write all 30 names in a clean sheet of paper,
place it in a bowl and draw 15 papers out of the bowl.

2. Systematic Probability Sampling

- uses sampling interval that will be used as quasi-random
selection method.
- runs from determining sampling interval, determining the
PROBABILITY SAMPLING
SAMPLING TECHNIQUES

number of population and sample and computing for the

sampling ratio.
Example: population: 1500; sample: 150
150/1500 = 0.1 x 100 = 10%. The sampling interval is 10.

3. Stratified Probability Sampling

- is used in a study needing group – by – group analysis.
- divides population according to strata or groups before selecting
samples.
Example: group the population according to age, gender, etc.

4. Cluster Probability Sampling

- samples economically while retaining the characteristics of a
probability sample.
- runs through multiple clusters of people from the chosen
population will be created to have homogenous characteristics.
Example: population: 1000; sample: 150
The researcher can randomly select at least three (3) groups with
50 participants to represent the sample

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 1. Quota Sampling
- is used when the researcher knows the characteristics of the
target population.
- is used when the budget is tight and time is limited for the study.
Example: population: 200 (100 males and 100 females) sample:
100 (25% males and 75% females).
SAMPLING TECHNIQUES

2. Voluntary Sampling
- is a sampling technique wherein the subjects for the study are
the ones volunteering to be part of the sample.
- has no selection process.
Example: The researcher puts out a request from the members
NON - PROBABILITY SAMPLING

of the population to join the sample, and the people will decide
whether or not to be in sample.

3. Purposive or Judgmental Sampling

- is used when the researcher chooses the people who are sure to
correspond to the objectives of the study.
Example: The study is about choosing a course in college. The
researcher will interview students who will pursue college
education.

4. Availability Sampling
- is used when the researcher automatically includes the persons
who show willingness to participate in the study.
- Also known as convenience sampling
Example: A marketing student needs to get feedback regarding
the taste of a new variant of certain food endorsed in the market.
He can create an online survey, send a link to all the contacts on
his phone, share the link in social media, and talk to people he
met on a daily basis.

5. Snowball Sampling
- does not give a specific set of samples.
- is used for a study involving unspecified group of people.
Example: a researcher is conducting a study among homeless
Badjao families in Bataan. The first homeless Badjao family he
met will be the primary data. The researcher can collect data
from other homeless Badjao families who are referred by the first
Badjao family. Referral of other homeless Badjao family may
continue until the researcher completed the number of Badjao
families he will include in the study.

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 What’s More

Directions: Identify the sampling procedure used in each given situation. Give a
brief justification for your answer.

Sample Situation Sampling Justification

Procedure
1. Richard’s target population for his study is the
employees of hotels in Bataan. Since there are too
many employees in these establishments, he
randomly selected two (2) hotels and considered all
its employees as participants in his study.

2. Rina wants to know if the new learning

modalities in the semester affect the academic
performance of senior high school students. He
listed all students in her school and selected every
6th name to be part of her study.

3. Luis wants to survey all the parents in Bataan

who opt to enroll their senior high school children
to an online class. All in one there are 30 000
parents. Luis decided to have 450 from the target
population.

16
 What I Have Learned

Directions: Answer each question briefly. Write your answers on a separate paper.

1. How do population differs with sample?

2. How will you differentiate two types of sampling techniques?

3. Describe each type of sampling technique in you own words.

17
 What I Can Do

Directions: Assume the size of the population and identify the sample you will be
using for the given title below and explain the sampling technique you will use.
Example: Using Competitive Flashcard Games to Improve Math Facts in Special
Pupils of Balanga Elementary School

Size of the population 200

Sample size of the study 133
(include computation if applicable) 𝑁
=
200 200 200
𝑛=
1+𝑁𝑒 2 2 =
1+220 (0.05)
=
1+0.5 1.5
= 133

where N = population
E = Margin of error (0.01, 0.1, or
0.05)
n = sample size

The method you will use to determine Stratified Sampling

the sample size (include computation if Gender Population Sample
applicable) Male 90 60
Female 110 73
Total 200 133

Male: 133/200 = 0.665(90) = 59.85 =

60
Female: 133/200 = 0.665(110) = 73.15
= 73
Sampling procedure to be employed 1. Determine the sample size by using
(explain the steps) Slovins Formula.
2. Divide the sample size by the
population.
3. Multiply the quotient to the number
of male and female.
Who will be your respondents? Grade 1 special pupils of Balanga
Elementary School

Research Title:
Level of Academic Achievement of Senior High Schools in Balanga in Different
Learning Modalities

Size of the population

Sample size of the study
The method you will use to determine
the sample size (include computation if
applicable)
Sampling procedure to be employed
(explain the steps)
Who will be your respondents?

18
 Assessment

Directions: Choose the letter of the correct answer.

1. Why survey research is useful in your study?

A. It is a way of gathering data that makes the researcher verbally asks the subjects
or respondents to give answer to what the researcher is trying to look for.

B. The simplest way of quickly gaining some general details regarding one’s
population of interest.

C. Data collected are fresh and first-hand and original in character.

D. All of these.

2. In this this type of non – experimental research, the researcher uses interviews,
questionnaires and sampling polls to get a sense of behavior with intense precision.
A. Comparative C. Descriptive

B. Correlational D. Survey

3. This research design aims to test the relationship between two variables.

A. Comparative C. Descriptive

B. Correlational D. Survey

4. Which of the following non – experimental research uses to examine the patterns
of similarities and differences across a moderate number of cases?
A. Ex – Post – Facto C. Correlational

B. Descriptive D. Comparative

5. Which of the following research design involves selection of groups, upon which
a variable is tested without any random pre – selection process?

A. True – Non – Experimental C. Quasi – Non – Experimental

B. True Experimental D. Quasi Experimental

19
6. What is the aim of Ex – Post – Facto research design?

A. Determine a cause from already existing effects.

B. Establish cause and effect relationship.

C. Observe and describe a phenomenon.

D. Identify association among variables.

7. “Effects of Type of Music to Aesthetic Performance of Ballet Dancers”, what is the

appropriate research design for the given title?
A. Correlational C. Experimental

B. Descriptive D. Survey

8. It refers to the method of choosing respondents to answer the question.

A. Sampling frame C. Research

B. Sampling D. Population

9. It refers to the portion of population in which the the researcher has reasonable
access.
A. Accessible Population C. Sample

B. Research Design D. Target Population

10. Which of the following is NOT under probability sampling technique?

A. Cluster sampling C. Stratified sampling

B. Quota sampling D. Systematic sampling

11. This sampling technique automatically considers the respondents who show
willingness to answer the questions of the researcher.
A. Voluntary sampling C. Simple random sampling
B. Systematic sampling D. Availability sampling

12. Why do we need to consider bigger number of respondents in research study?

A. Because it will make the research more challenging for the researcher.

B. Because research is time consuming and cost–efficient.

C. Because it will make the research process easier.

D. Because it will avoid sample errors.

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13. It is a sampling technique where it uses sampling ratio in selecting its sample.

A. Cluster sampling C. Stratified sampling

B. Simple random sampling D. Systematic sampling

14. It is a sampling technique wherein the researcher chooses people who

correspond to the objectives of their study.

A. Availability sampling C. Quota sampling

B. Purposive sampling D. Voluntary sampling

15. Which of the following is NOT a non – probability sampling technique?

A. Voluntary Sampling C. Purposive Sampling

B. Systematic Sampling D. Availability Sampling

Additional Activities

Directions: Based on your approved research title, identify the research design
appropriate to your study and determine also the sample and sampling technique
you will use.

21
 22
Lesson 2: What I Lesson 2: Lesson 1:
Have Learned
What’s More: What I can do:
ANSWERS MAY
VARY 1.Simple random 1. correlational
Lesson 2:
sampling. 2. comparative
Because of the What’s New 3. correlational
term used 4. survey
“randomly ANSWERS MAY 5. descriptive
selected”. VARY
2.Systematic
sampling.
Because of the
sampling interval
of “every 6th
name”
Quota sampling.
Because he just
selected a
certain number
of sample.
Lesson 1: Lesson 1:What’s What I Know:
Lesson 1: New:
What’s More: 1. D
1. comparative 2. B
What I have 1. correlational research
learned: research. It will 3. A
study if there is a 2. correlational 4. D
ANSWERS MAY relationship research 5. A
VARY. between the Covid 6. C
19 health protocols 3. descriptive research 7. D
and the
consumers’ 4. experimental 8. C
behavior research design 9. C
2. True Experimental 10. B
research. The 5. ex – post – facto 11. C
study will use research
control and
12. D
experimental 6. non – experimental 13. C
group. One group research design 14. A
of children will be 15. A
undergoing story 7. quantitative
telling before bed research design
time and the other
will not. 8. quasi –
experimental research
9. survey research
10. true experimental
research
Answer Key
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Assessment:
1. A
2. D Lesson 2:
3. B
4. A What I Can Do
5. D
6. A ANSWERS MAY
7. A VARY
8. B
9. A
10. B
11. A
12. D
13. D
14. B
15. B
References
Baraceros, Esther L. 2016. Practical Research 2. Sampaloc, Manila: Rex Bookstore,
Inc.

Barrot, Jessie S. 2017. Practical Research 2 for Senior High School. Quezon City,
Philippines: C & E Publishing Inc.

Caintic, Helen E. and Cruz, Juanita M. 2018. Scientific Research Manual. C & E
Publishing.

Cortez, Shiahari I, et.al. 2020. The Basics of Quantitative Research Design.

Philippines: John 14 – 14 Book Publishing Center

Fraenkel, Jack R. and Wallen, Norman E. 2006. How to design and Evaluate
Research in Education. Asia: Mc – Graw Hill Companies

2020. https://www.scribbr.com/methodology/quantitative-research/ populations

2020. https://humansofdata.atlan.com/2016/04/quota-sampling-when-to-use-
how-to-do-correctly

2020. https://www.questionpro.com/blog/descriptive-research

2020.https://www.scribbr.com/methodology/quasi-experimental-design

2020. https://www.tnstate.edu/eduadmin/Facto%20Designs.pdf

2020. https://www.academia.edu/Documents/in/Survey_Research

2020. https://www.academia.edu/Documents/in/Correlation

2020. https://core.ac.uk/download/pdf/60530176.pdf

2020.https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3473&context=li
bphilprac

2020.https://www.forestoftherain.net/uploads/3/5/8/2/3582998/aquil_f._bayya
n.pdf

2020. https://eric.ed.gov/?q=quasi+AND+experimental&pg=2&id=EJ1051438

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2020. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1380852/
2020. https://www.slideshare.net/kontorphilip/very-simple-way-of-choosing-an-
appropriate-quantitative-research-design-for-your-study

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph

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