PR1 M6-Research

Subject: Practical Research 1
Governor Pack Road, Baguio City, Philippines 2600

Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph
First Trimester, SY 2021 – 2022 Subject Teacher:

MODULE 6
Dear Student,
Welcome to the PRACTICAL RESEARCH 1 Course offered by The

University of the Cordilleras, Integrated School, Senior High School. This
course module emphasizes on self-directed, research-based, and
outcome-based learning. The key in successfully passing this subject lies in
your commitment in learning and complying with the requirements. It is our
desire that you pass this subject fully equipped with the necessary 21st
Century skills. This module was designed to provide you with a fun and
meaningful learning experiences and opportunities. You will be enabled to
process the content of this module while being an active learner.
Enjoy and maximize the learning while in your own homes.
Subject Teacher
In this module, you will be encountering the following parts and icons. (Parts depending per subject)
This part enumerates the objectives of the module. This part shall give
TARGET you an idea of the skills or competencies you are expected to
acquire upon completion of this module.
This part includes an activity that aims to check what you already
TESTER know about the lesson to take.
In this portion, a new lesson will be introduced. This section provides a

TEACHING discussion of the lesson. This section aims to help you explore and
understand new concepts and skills.
This involves the reflective part of the module. It contains various

TAKE AWAY activities that will allow you to reflect and state what you have
learned.
This is the assessment presented at the end of each module. This

section aims to check how much have you learned from the module.
TOUCHSTONE This will also evaluate your level of mastery in achieving the learning
competency.
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MODULE 6
RESEARCH METHODOLOGY: QUANTITATIVE RESEARCH

At the end of the lesson, you will be able to:
1. choose appropriate quantitative research design (CS_RS12-IIa-c-1)

2. describe sampling procedure and sample (CS_RS12-IIa-c-2)
3. construct an instrument and establishes its validity and reliability (CS_RS12-IIa-c-3)
4. describe intervention (if applicable) (CS_RS12-IIa-c-4)
5. plan data collection procedure (CS_RS12-IIa-c-5)
6. plan data analysis using statistics and hypothesis testing (if appropriate) (CS_RS12-IIa-c-6)
7. present written research methodology (CS_RS12-IIa-c-7)
METHODOLOGY
QUANTITATIVE RESEARCH DESIGN
A. DESCRIPTIVE RESEARCH DESIGN

Descriptive research design is a research method that describes the characteristics or
behavior of the subjects or phenomenon that is being studied. It involves overall overview of
the variables without influencing or manipulating it in any way.
Types of Descriptive Research Design

1. Descriptive Normative Survey. This type attempts to establish norms based on a large number
of survey data. It is used to describe trends in a large population of individuals. The survey data
may be demographic data or data on average perception of a set of respondents.
Example: A group of researchers wants to know the profile of all principals of public and private
schools in the Philippines, they may include in their instruments variables like age, sex,
educational attainment, IQ, languages spoken, civil status, average family size, and others.
2. Correlational Research Study. This design is used when the researcher wishes to find out the
extent of which different variables are related to one another. In this design, you will have two
or more quantitative variables in the same group of subjects. It is design to find the similarities of
the variables, not a difference between their means.
Example: Finding the correlation between mental ability and grade in math; gender and
math performance; and advertising cost and sales.
3. Descriptive Evaluative Studies. This study focuses on judging the “goodness of a criterion
measure”. It can be done in short or long period of time.
a. Longitudinal Studies. It is a study that establish changes in criterion measure over a long
period of time.
Example: The researchers want to study the changes in IQ of 9-10 years old kids over a five-
year period, the researchers must test the same group of subject over the five-year period.
b. Cross-sectional Studies. It is a study designed to evaluate changes over time by

comparing at the same point of time, but different subject representing different stages.
Example: The researchers test children IQ simultaneously, 9-10, 11-12, 13-14, 15-16, 17-18
years old to see changes in criterion.
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4. Assessment/ Evaluation Study. It is undertaken to assess the worth, success, effectiveness, or

efficiency of a certain policy, or practices when applied to a group of subjects. Assessment
studies imply measurement of certain key indicators without attaching any judgement to
them, however evaluation implies putting judgment and valuing too the measurements
obtained. Assessment and evaluation always go together for one cannot go together without
basis for such.
Example: A research on measuring the effectiveness of K-12 program six years from today on
the basis of such factors such as cost, efficiency and impact on quality.
5. Descriptive Comparative Studies. This is a study design to establish a formal procedure to

compare and conclude that one variable is better than the other if significant difference
exists. It endeavors to find the significant differences between two or more groups of subjects
on the basis of a criterion measure.
Example: gender (male vs. female), preschool attendance vs. no preschool attendance, or
children with working mom and without working mom.
B. EXPERIMENTAL RESEARCH DESIGN

Experimental research is used to investigate cause and effect relationship between the
variables. It also known as intervention because you do more than just observe the subject.
This design manipulates one variable (dependent variables) to see if it has an effect to the
other variable (dependent variables).
A factor treatment is introduced into the research investigation and the researcher
attempt to isolate the effects of such treatment by means of control.
Types of Experimental Research Design

1. Pre-test/ Post-test Control Group Design. This design requires two groups in equal standing:
one is control group; and the other is experimental group. Both groups will be given pre-
test. During the experimental period, only the experimental group will receive the
treatment. After the experimental period, both groups will be given posttest. Then the
researcher may now compare the result of the post-test of both groups.
Take note: This design is threatened by certain factors: maturation; test-wiseness; and
natural attrition.
Group Pre-test Treatment Post-test
Experimental O X O
Control O O
Legend: O= Observation; X= Treatment
2. Single Group Pre-test/ Post-test Design. It is used when there is a limited number of
respondents in the study. The single group will be given a pre-test followed by the usual
practices then post-test will be administered. Afterwards, same group will be given a pre-
test followed by treatment and then post-test.
Take note: This design is threatened by certain factors: maturation; test-wiseness; and
natural attrition.
Group A O X O
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MODULE 6
Group A O O O
3. Solomon Four Group Design. It makes use of four group in equal standing (two
experimental group and two control group). The first two group followed the pretest, post-
test controlled group. The third group is given no pre-test but has treatment and post-test.
The last group given no pre-test and treatment but has post-test.
Experimental A O X O
Control A O O
Experimental A X O
Control A O
DETERMINING THE SAMPLE (TREATMENT)
SAMPLE SIZE DETERMINATION USING SLOVIN’S FORMULA

Sample- an individual that represent the entire population of a target respondents of the study. This is
the subgroup of the population
Population- a group of individuals that the researcher is interested in studying that usually has common
or similar characteristics.
Sampling frame- a complete list of all cases in the population from which the sample will be drawn.
It is important that the researchers know the sample size of their study. It is a waste of resources
if the researchers include all the elements in their target population.
Slovin’s formula
Slovin’s formula is a statistical formula used to obtain an accurate sample size (n) given the
population (N) and margin of error (e). Margin of error (e) is the allowable error margin in research.
Slovin's Formula calculates the number of samples required when the population is too large to directly
sample every member.
The sample size can be obtained using the formula

𝑵
𝐧=
𝟏 + 𝑵𝒆𝟐
where n = sample size; N = total population; e= margin of error
Example: A researcher wants to conduct a survey. The population of a big school where the
researcher wishes to get his respondents is 11,000. Find the sample size if the margin of error is 5%.
Using the Slovin’s formula, substitute the given data.

11,000
n = 1+(11,000)(0.05)2 = 385.96 or 386
**Take note: Change the percent to decimal number by dividing it by 100 (Ex: 5% to 0.05). For
the answer, always round up (or round to the next higher number) the value that you obtain.
Then the sample size that researchers need is 386.
PROBABILITY SAMPLING TECHNIQUE

Sampling Technique is the selection of components of the sample that will give a representative
view of the whole. Selecting sample can be biased or unbiased. This lesson focuses on selecting
sample unbiasedly. This is called probability sampling.
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MODULE 6
Probability Sampling refers to a sampling technique in which samples are obtained using some
objective chance mechanism, thus involving randomization.
Please take note that

1. If your population is LESS THAN 50, go away from probability sampling and
2. your sample size should be AT LEAST 30.
Types of probability sampling

1. Simple Random Sampling. The basic probability sampling design in which the chance of
selection is the same for every member of the population.
Two ways of selecting samples:
• by means of a TABLE OF RANDOM NUMBERS
• by using the LOTTERY TECHNIQUES
2. Systematic Random Sampling. A sampling that follows regular intervals from a list. It has a
specific steps and procedures in doing the random selection of the samples.
Steps to follow:
a. Divide population to the desired sample size (population ÷ sample size= kth)
b. Choose one number from 1 to value you obtain from letter a
c. Start counting from the number you choose in letter b, you take every kth of the number
counts.
Example:
Population= 500 and Sample size= 100
500 ÷ 100 = 5 (I will count every 5th in the list)
For instance, I choose 4 from 1-5. Therefore, my sample will be the student number 4, 9, 14, 19,
24… until it reaches the maximum number which is 500.
3. Stratified Random Sampling. The population is divided into groups (strata) then simple random
sampling is applied in selecting samples from each group.
Example: The target population is 1200 junior high school with the desired sample size of 300.
The researcher will get the number of students per level. Divide each number of students per
level by the total population of 1200 and then multiply by the desired sample size of 300.
JHS Population: 1200 Sample Size= 300

Grade 7 350 88
Grade 8 300 75
Grade 9 280 70
Grade 10 270 67
1styear=350/1200 X 300 = 88
2nd year = 300/1200 X300 = 75
4. Cluster Sampling. The largest scale surveys used cluster sampling method. It is used when the
target respondents in a research study is spread across a GEOGRAPHICAL LOCATION. In this
method, the population is group into what we called CLUSTER. Simple random sampling is used
in selecting the cluster.
5. Multi- Stage Sampling. Refers to the procedure as in cluster sampling which moves through a
series of stages.
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MODULE 6
Population → group into ten cluster → randomly select one cluster

randomly select five cluster from the selected one cluster
NON-PROBABILITY SAMPLING TECHNIQUE

There is a time where a researcher encounters some hindrances on his research where it is not
possible to draw random probability sampling due to lack of time or budget. This is where the non-
probability sampling can be useful.
If probability sampling gives equal chance of selection to all members of the population, non-
probability sampling is a sampling technique that does not give all the samples in the population equal
chances of being selected. The selection of sample is based on the subjective judgement of the
researchers.
Types of Non-Probability Sampling
1. Convenience Sampling. This is a method of selecting samples that are conveniently available
to participate to the researchers’ study. This method is also called availability sampling.
Example: The researchers conducted survey on public area like mall and park to quickly
obtain public opinion on an issue about election of public officials.
2. Purposive Sampling. This is also called judgmental or subjective sampling. In this method, the
researcher chooses only those respondents that he thinks suitable to the study.
Example: The researchers conducted a study on why Grade 11 chooses TVL tracks over
Academic tracks. They find samples by asking first the question “Are you planning to go to the
university?”, Those who will say “No” would not be included in the study.
3. Quota Sampling. A sampling technique wherein the researcher makes sure of equal or
proportionate representation of subjects depending on which trait is considered as basis of the
quota. The bases of the quota are usually age, gender, education, race, religion and
socioeconomic status.
Example: If basis of the quota is college year level and the researcher needs equal
representation, with a sample size of 100, he must select 25 1st year students, another 25 2nd
year students, 25 3rd year and 25 4th year students.
4. Snowball Sampling. A sampling technique wherein the researcher looks for a respondent to
participate in the study then ask that respondent to refer another respondent who can
participate in the study. This is used when researcher finds it difficult to locate special numbers
of a population.
Example: The researcher conduct research involving eight ethnic group called Mangyans
maybe 8,000 according to official records. But it is difficult to locate those subjects because of
distance and some have little contact with outside world.
INSTRUMENT DEVELOPMENT AND DATA GATHERING PROCEDURE
DATA COLLECTION PROCEDURE

Data collection refers to the process of gathering information. In quantitative research, data
collection method relies on random sampling and data collection instruments that fit various
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MODULE 6
experiences into predetermined responses categories that produce results that are easy to summarize,
compare and generalize.
Sources of data
1. Primary sources. Are known as raw data which can be collected from original source like
experimental test results, questionnaire survey, and observation.
2. Secondary sources. Data that has already been collected by someone else such as books,
reports, journals, magazines, and others.
A. INTERVIEW
This method of collecting data involves presentation of verbal reply from the
respondents. This is done by asking questions to the respondents verbally. This method
assumes that the participant’s point of view is more meaningful and their perspectives affect
the success of the project.
1. Structured Interviews. The researcher asks a standard set of questions and nothing more.
The researcher follows a specific format with the same line of questioning. This is to ensure
that each interview is delivered in the same format and same order to every respondent.
It usually performs by well-experienced researchers.
2. Face-to-face interviews. This is the most frequently used in quantitative research method
and it can be done anywhere.
3. Telephone Interviews. It is used when the researchers have no time to meet the
respondents personally. However, the response rate of the respondents is not as high as
the face-to-face interview.
4. Computer-Assisted Personal Interviewing. A form of personal interview where in the

interviewer bring along laptop and directly enter the information or response of the
participant to the database.
B. QUESTIONNAIRE
Its main purpose is to extract data from the respondents. It serves a standard guide of
the researchers in asking information from the respondents.
Sections of a questionnaire:
1. Respondents’ identification data. It includes the profile of the respondents.
2. Introduction. It may include the researcher’s request for help, and purpose of study.
3. Instruction. The respondent’s direction on how to move through the questionnaire.
4. Information. The series of questions and statements that seek response.
Types of Questionnaire
1. Paper-pencil questionnaire. This method is commonly used by the researchers. It can
be sent to large number of respondents and save researcher’s time and money.
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MODULE 6
2. Web-page questionnaire. It is an internet-based research where in the respondents

will receive an email which contain an address that would take them to a secure
web-site to fill in the questionnaire.
3. Self-administered questionnaire. Usually distributed through mail, filled out and

administered by respondents where they return this to the researchers via email. It
can be used to elicit detailed information from respondents who might not be
accessible.
Note: Questionnaires usually make use of checklist and rating scale to help researchers
simplify and quantify respondents’ behaviors and attitude.
Nature of Questionnaire
1. Adopted. If there is a readily available questionnaire that may be used for your
research, you may adopt that questionnaire without changing anything in the
material, provided the original author already tested the tool’s validity and reliability.
If this is the case, you do not need to do a pre-testing of the questionnaire but mention
the complete reliability and validity result of the tool, with proper citation of the
original source.
2. Modified. You can modify a questionnaire based on two instances:

a. if the context is not suitable for the current population but it can measure the
problem being asked.
b. the items need to be further developed because they cannot completely answer
the problem but the tool is anchored from an appropriate theory or framework that
is applicable for the particular study.
3. Self-constructed. When your topic is specific and could not be answered through the
use of readily available tools or questionnaires around, you may make your own
questionnaire. However, crafting your own questionnaire is a systematic process that
needs consideration of theories and series of testing to make it standardized.
C. OBSERVATIONS
This is a way of collecting data by watching behavior, events or noting physical
characteristics in natural setting. This method is usually used in in the situation where the
subjects are unwilling or unable to provide the needed data through survey or interview.
1. Overt Observation. An observation where the respondents are aware that they are
being observed.
2. Covert Observation. An observation where the respondents are unaware that they
are being observed.
3. Direct Observation. The observation occurs during the interaction.
4. Indirect Observation. The observation occurs on the result of the interaction.
Note: Observation can make use of recording sheet and checklist which is the
standardized way of collecting data. Field notes are least standardized way of
collecting observation data.
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D. TESTS
This method provides a way to assess subject’s knowledge and capacity to apply
knowledge to new situations.
Types of Tests
1. Norm-referenced test. Provides information on how the subject performs against a
normative group.
2. Criterion-referenced test. Determine whether or not the subjects have attained
mastery of skills.
3. Proficiency test. Provides an assessment against level of skills attainment, but
includes standards for performance at varying levels of proficiency.
DESIGNING THE INSTRUMENT

One of the important parts of research study is the instrument because the quality of the
research findings depends on the quality of research instrument. In research, instrument is the general
term use by the researcher for measuring device such as surveys, questionnaire, test, and etc.
On the other hand, instrumentation is the action which is the process of developing, testing and
using the instrument. Take note that instrument is the device while instrumentation is course of action
(Prieto et al., 2017).
Background
1. Do basic research on the chosen variables or construct of the research study.
2. Choose a construct that you can use to craft the objective of the questionnaire. Construct means
the characteristics that you wish to measure or evaluate (e.g. weight, academic performance,
etc.).
3. After identifying the construct, it is easily to state the purpose or objective of the questionnaire and
the research questions as well.
4. These variables may be considered: dependent variables; independent variables; control
variables; continuous variables; and discrete variables.
Questionnaire Conceptualization
1. Choose response scale where the respondents answer the question in your study.
Example of scales are:
▪ Yes / No
▪ Yes / No / Neither
▪ Likert Scale. It is used to measure behavior quantitatively.
Here is an example of Likert Scale
Rate Frequency of Use Agreement Frequency of
Occurrence
4 Always Strongly Agree Very Frequently
3 Often Agree Frequently
2 Rarely Disagree Rarely
1 Never Strongly Disagree Very Rarely
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2. Generate questions based on the objectives of the research study. These are the guidelines in
developing questions for your questionnaire:
▪ The questions should be clear, concise and simple. Avoid lengthy and confusing
questions
▪ Classify question under each statement based on your problem statement
▪ Questions should be consistent within the needs of study
▪ Avoid sensitive and debatable question ▪ Avoid jargon or unfamiliar words
3. Choose type of questions in developing the statement. It can be:

a. Dichotomous questions. A question with only two choices such as “Yes/No” or “Like/Dislike”.
b. Open-ended questions. A question that normally answers the question “why”.
c. Closed questions. It is also called multiple-choice questions. It consists of three or more
choices.
d. Rank- order Scale questions. A type of question that ask for ranking the given choices or
items.
Example: Rank the following based on their importance in work as SHS student (3= highest
and 1= lowest)
____ doing homeroom activities
____ going to library
____ using computer
e. Rating Scale questions. It is the Likert scale form.

Statement 3 2 1
I feel lazy doing homework
I am motivated to learn because of interesting learning tools
ESTABLISHING VALIDITY AND RELIABILITY OF THE INSTRUMENT

A. Establishing the validity of the questionnaire
Validity refers to a degree to which the instrument measures what it intends to measure.
It involves collecting and analyzing data to assess the accuracy of an instrument.
1. Face Validity. A subjective type of assessment. This is the simplest and easiest type of validity
where in the validator skim the surface of the instrument in order to form an opinion.
Moreover, it is often criticized as the weakest form of validity (Stephanie, 2015).
2. Content Validity. It refers to the appropriateness of the content of an instrument. A type of
validity that most often includes expert or people familiar with the construct being
measured. The expert make judgement about the degree to which the items in the
questionnaire match the objective of the study.
3. Criterion Validity. This type of validity measures how well the relationship between a measure
and an outcome.
4. Construct Validity. Defines how well a test measures what it claims to measure. It is used to
know whether the operational definition of a construct align to the true theoretical meaning
of a concept.
B. Establishing the reliability of the questionnaire

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Reliability refers to how accurate and precise the measuring instrument. It yields for
consistent responses over repeated measurements. In order to have a reliable instrument, you
need to have questions that yields consistent scores when asked repeatedly.
1. Stability or Test-retest reliability. This is the simplest type of reliability where in the same
questionnaire is administered twice and correlation between two set of score is
computed.
2. Split-half method. Also called equivalent or parallel forms. This is done by administering
two different set of questionnaires but with same topic and correlation between two set
of score is computed.
3. Internal consistency. This is when the instrument measures a specific concept. It is
estimate based on a single form of test administered on a single occasion.
C. Pilot testing of the questionnaire

Pilot testing is like pre-testing the instrument. You may find 10-15 people to answer the
questionnaire. In this process, participants could put remarks on some questions. This could
help you to enhance your questions.
D. Revise the questionnaire
After identifying some problem in your questionnaire, revise the questionnaire based on the
feedback of the participants during pilot testing. However, do not forget that the
questionnaire should match the research objective.
DATA ANALYSIS
You cannot draw conclusion from a raw data. That is why we have data analysis. Data
Analysis is a way to organize, analyze, and interpret data. In general, quantitative research
uses statistics in analyzing the gathered data. In addition, visualizations (graphs and tables)
are used in the presentation of data and for further interpretations.
It is important to consider three things when identifying the statistical tool to be used in
your research, these include the following:
1) What is the objective of your research? (i.e., describe, relate, differentiate)
2) What type of variable is involved in your research? (i.e., nominal, ordinal, interval/ratio)
Numeric variables
a. Continuous variables. These variables can assume any value between a certain set
of real numbers. The values depend on the scale used. Continuous variables are also
called interval variables.
Examples: time, age, temperature, height, and weight
b. Discrete variables. These variables can only assume any whole value within the limits
of the given variables.
Examples: number of registered cars, number of business locations, number of
children in the family, population of students, and total number of faculty members.
Categorical variables
a. Ordinal variables. These variables can take a value which can be logically ordered
or ranked.
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Examples: academic grades such as A, B, C; clothing size such as X, L, M, S; and

measures attitude like strongly agree, agree, disagree, or strongly disagree.
b. Nominal variables. These are variables whose values cannot be organized in a

logical sequence.
Examples: business types, eye colors, kinds of religion, various languages, and types
of learners.
c. Dichotomous variables
These variables represent only two categories.
Examples: gender (male and female), answer (yes or no), and veracity (true or false).
d. Polychotomous variables. These are variables that have many categories.

Examples: educational attainment (elementary, high school, college, graduate, and
postgraduate), level of performance (excellent, very good, good, satisfactory, or
poor
3) How many groups are being compared or related? (i.e., 1, 2, 3 or more)
STATISTICAL TOOL FOR DATA ANALYSIS
1. Descriptive Statistics
If the aim of your research is simply to describe the phenomenon, particularly on the level,
frequency, trends, etc., the statistical tool that you should use is Descriptive Statistics,
regardless of variable type and groups.
When you aim to organize data, tables and graphs (e.g., bar graph, line graph, pie
graph) are the most appropriate, while summarizing a data involves Central Tendency
(e.g., mean, median, mode) and Variation (e.g., range, interquartile range, variance,
standard deviation).
The table below summarizes the appropriate tools based on the type of data in a
descriptive research.
Type of data Appropriate statistical tool/s
Nominal For 2 categories: Frequency table, Proportion (percentage)
For more than 2 categories: Frequency table, Proportion (percentage),
mode
Ordinal Rank order
Median
Interval Arithmetic mean
Ratio Means
2. Correlation Statistics
If the aim of your research is to know the relationship between variables to explain a
phenomenon, the statistical tool that you should use is Correlation Statistics.
The type of data is the biggest factor in this analysis, regardless of the number of groups.
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The table below summarizes the appropriate tools based on the type of data when doing
correlation research.
Type of data Appropriate statistical tool/s
Nominal Contingency Coefficient
Phi and Cramer’s V
Ordinal Spearman’s Rank
Kendall’s Tau
Interval Pearson Product Correlation
The presentation and analysis of findings derived from the use of the aforementioned
statistical tools are commonly described through the strength of the relationship
observed from the data.
The table below shows the strength of relationship based on the computed correlation
coefficient.
Type of data Strength of relationship
±.70 or higher Very strong relationship
±.40 to +.69 Strong relationship
±.30 to +.39 Moderate relationship
±.20 to +.29 Weak relationship
±.01 to +.19 No or negligible relationship
3. Difference Test
If the objective of your research problem is to test hypothesis or find the significant
difference between variables to explain a phenomenon, the statistical tool that you
should use is Difference Statistics.
The type of data and the number of groups compared are the bases for determining
appropriate tool for this kind of study.
In summary, the table below illustrates the appropriate tools for the different types of data
when doing correlation
Type of data Number of Appropriate statistical tool/s
groups
Nominal N/A Chi-square
Ordinal 2 Wilcoxon
Mann-Whitney Test
3 or more Kruskall Wallis Test
Interval 2 Independent Sample t-test
3 or more Analysis of Variance
References:
Baraceros, E.L. (2019). Practical Research 2 (2nd ed.) Rex Book Store, Inc.
Cristobal, A. P. and De La Cruz-Cristobal, M. C. (2017). Practical Research for Senior High School 1. C
& E Publishing, Inc.
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MODULE 6
Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for
SHS). Lorimar Publishing Inc.
Lumen Learning (n.d.). Research Methods for the Social Sciences: Chapter 5 Research Design.
https://courses.lumenlearning.com/suny-hccc-research-methods/chapter/chapter-5-
research-design/.
Practical Research: A Step-by-Step Guidebook for the SHS and Beyond, Galanza et al,
2018.
Practical Research 1: An Introduction to Qualitative Research, Torneo et al, 2017
Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 112-114). Lorimar
Publishing Inc.
https://www.scribbr.com/methodology/reliability-vs-validity/#:~:text=Reliability
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MODULE 6 ASSESSMENT
WRITTEN TASK:
(Individual Task) Make sure to read the Module first before answering this quiz. Choose only the
best and correct answer.
1. Which of the following BEST defines quantitative research?

a. Which of the following BEST defines quantitative research?
b. It is an exploration associated with libraries, books and journals
c. It is an exploration associated with libraries, books and journals
d. It is an activity of producing or proving a theorem
2. Which of the following is NOT a characteristic of quantitative research?

a. It seeks to gather a more comprehensive understanding of activities related to
human behavior and the attributes that rule such behavior
b. Data are gathered before proposing a conclusion or solution to a problem
c. Data are gathered before proposing a conclusion or solution to a problem
d. Figures, tables or graphs showcase summarized data collection in order to show
trends, relationship or differences among variables
3. It is done to check the correctness and verify the findings of the study.
a. Replication
b. Large Sample Size
c. Objective
d. Numerical Data
4. Which of the following illustrates a quantitative study?

a. academic performance of high school students
b. Incorrect It is an exploration associated with libraries, books and journals attributes
to malnutrition in children
c. public opinion to the corruption in our country
d. all of the above choices
5. In quantitative research, researchers know in advance what they are looking for.
a. True
b. False
6. It is conducted by researchers whose aim would be to find out the directions,
associations, and/or relationships between different variables or groups of respondents
under study.
a. Survey
b. Correlational
c. Ex-Post Facto
d. Normative
7. It involves comparing and contrasting two or more samples of study subjects on one or
more variables, often at a single point of time.
a. Evaluative
b. Normative
c. Comparative
d. Ex-Post Facto
16
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;

MODULE 6
8. It is a process used to determine what has happened during a given activity or in an

institution.
a. Comparative
b. Evaluative
c. Nominal
d. Methodological
9. Which of the following is NOT one of the strengths of quantitative research?

a. Real and unbiased
b. Analyzed in quick and easy way
c. Analyzed in quick and easy way
d. Replicable
10. It uses numbers in stating generalizations about a given problem or inquiry.

a. Basic Research
b. Qualitative Research
c. Applied Research
d. Quantitative Research
PERFROMANCE CHECK:
(Group Task) Based from the comments and suggestions of your research adviser and your
initiative as a group, start writing Chapter 2: Methodology. Aside from the guidelines discussed
by your adviser, you are encouraged to read more on how to improve your paper. Submit a
well-written output on the scheduled date. The rubrics below will be used to evaluate your
output.
5 4 3 2 1
Introductory Matter
Introduction summarizes research purpose and
major areas of the chapter.
Research design is described
The population is defined and defended
The sampling procedure and data collection is
described
Instrument and/or intervention is described and
defended.
Statistical or qualitative methodology is logically
described
Tone is consistently professional, sentences are well
phrased and flow smoothly, word choice is
appropriate and accurate, and writing is free of
errors.
Ideas flow smoothly, ideas are not unnecessary
repeated, all ideas relate to the thesis statement (no
unnecessary ideas).
17

PR1 M6-Research

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PR1 M6-Research

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Subject: Practical Research 1

Governor Pack Road, Baguio City, Philippines 2600

First Trimester, SY 2021 – 2022 Subject Teacher:

Welcome to the PRACTICAL RESEARCH 1 Course offered by The

Enjoy and maximize the learning while in your own homes.

In this portion, a new lesson will be introduced. This section provides a

This involves the reflective part of the module. It contains various

This is the assessment presented at the end of each module. This

First Trimester, SY 2021 – 2022 Subject Teacher:

RESEARCH METHODOLOGY: QUANTITATIVE RESEARCH

1. choose appropriate quantitative research design (CS_RS12-IIa-c-1)

A. DESCRIPTIVE RESEARCH DESIGN

Types of Descriptive Research Design

b. Cross-sectional Studies. It is a study designed to evaluate changes over time by

First Trimester, SY 2021 – 2022 Subject Teacher:

4. Assessment/ Evaluation Study. It is undertaken to assess the worth, success, effectiveness, or

5. Descriptive Comparative Studies. This is a study design to establish a formal procedure to

B. EXPERIMENTAL RESEARCH DESIGN

Types of Experimental Research Design

First Trimester, SY 2021 – 2022 Subject Teacher:

DETERMINING THE SAMPLE (TREATMENT)

SAMPLE SIZE DETERMINATION USING SLOVIN’S FORMULA

The sample size can be obtained using the formula

Using the Slovin’s formula, substitute the given data.

Then the sample size that researchers need is 386.

PROBABILITY SAMPLING TECHNIQUE

First Trimester, SY 2021 – 2022 Subject Teacher:

Please take note that

Types of probability sampling

JHS Population: 1200 Sample Size= 300

First Trimester, SY 2021 – 2022 Subject Teacher:

Population → group into ten cluster → randomly select one cluster

NON-PROBABILITY SAMPLING TECHNIQUE

Types of Non-Probability Sampling

INSTRUMENT DEVELOPMENT AND DATA GATHERING PROCEDURE

DATA COLLECTION PROCEDURE

First Trimester, SY 2021 – 2022 Subject Teacher:

4. Computer-Assisted Personal Interviewing. A form of personal interview where in the

First Trimester, SY 2021 – 2022 Subject Teacher:

2. Web-page questionnaire. It is an internet-based research where in the respondents

3. Self-administered questionnaire. Usually distributed through mail, filled out and

2. Modified. You can modify a questionnaire based on two instances:

First Trimester, SY 2021 – 2022 Subject Teacher:

DESIGNING THE INSTRUMENT

First Trimester, SY 2021 – 2022 Subject Teacher:

3. Choose type of questions in developing the statement. It can be:

e. Rating Scale questions. It is the Likert scale form.

ESTABLISHING VALIDITY AND RELIABILITY OF THE INSTRUMENT

B. Establishing the reliability of the questionnaire

First Trimester, SY 2021 – 2022 Subject Teacher:

C. Pilot testing of the questionnaire

First Trimester, SY 2021 – 2022 Subject Teacher:

Examples: academic grades such as A, B, C; clothing size such as X, L, M, S; and

b. Nominal variables. These are variables whose values cannot be organized in a

d. Polychotomous variables. These are variables that have many categories.

3) How many groups are being compared or related? (i.e., 1, 2, 3 or more)

STATISTICAL TOOL FOR DATA ANALYSIS

First Trimester, SY 2021 – 2022 Subject Teacher:

First Trimester, SY 2021 – 2022 Subject Teacher:

Practical Research 1: An Introduction to Qualitative Research, Torneo et al, 2017

First Trimester, SY 2021 – 2022 Subject Teacher:

1. Which of the following BEST defines quantitative research?

2. Which of the following is NOT a characteristic of quantitative research?