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Learning Module: Senior High School Quantitative Research

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DOI: 10.13140/RG.2.2.23090.63689/1

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LEARNING MODULE
Senior High School Quantitative Research
Teachers: Jose Mari Calamlam
Fritz Ferran Year/Level: 12
Term Module: 1 Title: Quantitative Research
CONTENT STANDARD
The learner demonstrates the understanding of…
A1. the characteristics, strengths, weaknesses, and kinds of quantitative
research
A2. the importance of quantitative research across fields
A3. the nature of variables
B1. the range of research topics in the area of inquiry
B2. the value of research in the area of interest
B3. the specificity and feasibility of the problem posed
C1. the criteria in selecting, citing, and synthesizing related literature
C2. the ethical standards in writing related literature
C3. the formulation of conceptual framework
C4. the research hypotheses (if appropriate)
C5. the definition of terms as used in the study
D1. quantitative research designs
D2. description of sample
D3. instrument development
D4. description of intervention (if applicable)
D5. data collection and analysis procedures such as survey, interview,
and observation
D6. guidelines in writing research methodology
E1. data collection procedures and skills using varied instruments
E2. data processing, organizing, and analysis
F1. guidelines in making conclusions and recommendations
F2. the techniques in listing references
F3. the process of report writing
Subject: Quantitative Research
Time Frame: 70
PERFORMANCE STANDARD
The learners will be able to…
A1. decide on suitable quantitative research in different areas of interest
B1. formulate clearly the statement of research problem
C1. select, cite, and synthesize judiciously related literature and use
sources according to ethical standards
C2. formulate clearly conceptual framework, research hypotheses (if
appropriate), and define terms used in study
C3. present objectively written review of related literature and
conceptual framework
D1. describe adequately quantitative research designs, sample,
instrument used, intervention (if applicable), data collection, and
analysis procedures
E1. gather and analyze data with intellectual honesty, using suitable
techniques
F1. form logical conclusions
F2. make recommendations based on conclusions
F3. write and present clear report
 BIG IDEA/ENDURING UNDERSTANDING (EU):
Students will understand that ...
A. The different features quantitative research is important in deciding on a research.
B. Research questions are formulated by narrowing down a broad topic to a specific topic that requires further studies.
C. An organized set of reliable related literature is important in making the research method valid.
D. An appropriate research design must be used to provide answer to each research questions.
E. There are appropriate procedures that must be followed thoroughly in collecting, analyzing, and interpreting data.
F. There are elements that must be considered in reporting a research in writing or orally.
ESSENTIAL QUESTION(S):
Students will find the answer to the question…
A. Why is it important to consider the different features of Quantitative Research before deciding on a research method?
B. How to narrow down a broad topic to a specific and feasible research questions?
C. How to collect, organize, and synthesize different literature in order to support your research method?
D. What are the factors to consider in designing a data gathering procedure to answer the research questions?
E. How to collect, analyze, and interpret data appropriately?
F. What are the good elements in writing and presenting a research paper?

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING IN GRASPS FORMAT

GOAL: To produce a research paper that will be presented to a set of panelists

ROLE: The students will be researchers
AUDIENCE: Research panelists
SITUATION: Students are tasked to contribute to the body of knowledge of the strand they chose thru a research.
PRODUCT: Full research paper (with chapters 1 to 5) and poster presentation
STANDARDS:
 4 pts 3 pts 2 pts 1pt
Quality Indicators Mastery Level Proficient Level
Approaching
Proficiency Level
Beginning Level

CHAPTER 1: BACKGROUND OF THE STUDY

• The introduction emphasizes the researcher’s interest on the topic and how it
All quality One quality Two quality
serves as a framework to the whole research. All indicators
indicators are indicator is indicators are
• The conceptual framework justifies the links between variables using valid are missing
present. missing. missing
literature, theory, findings, principles, etc.
• The research questions are well articulated in testing previous findings.
CHAPTER 2: REVIEW OF RELATED LITERATURE
• The introduction states the general findings of the review to establish arguments
for the whole paper. All quality One quality Two quality
All indicators
• The body includes scholarly literatures that collectively support the process and indicators are indicator is indicators are
are missing
purpose of the study. present. missing. missing
• The synthesis includes notable commonalities between works, whether favorable
or not.
CHAPTER 3: METHODOLOGY
• The research design justifies the suitability of the approach in addressing the
research questions.
All quality One quality Two quality
• The setting and participants describes the locale, respondents, sample size, and All indicators
indicators are indicator is indicators are
sampling techniques used in the study. are missing
present. missing. missing
• The procedure describes and justifies methods on how the data were collected
and analyzed.

CHAPTER 4: DATA ANALYSIS AND INTERPRETATION

• The data is processed and analyzed appropriately. All quality One quality Two quality
All indicators
• The results are displayed in suitable presentation and visual methods. indicators are indicator is indicators are
are missing
• The data analysis accurately and completely answers the research questions present. missing. missing
using the results of the study.
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
• The summary of findings appropriately describes and organizes results to answer
the research questions. All quality One quality Two quality
All indicators
• The conclusions include insightful discussion of impact of the findings to the indicators are indicator is indicators are
are missing
research topic. present. missing. missing
• The recommendations show how the research contributes to the current body of
knowledge and to future researches.
STAGE 3: LEARNING PLAN FLOW

LESSON PROPER

Day 1:

Objectives:
At the end of the period, students will be able to…
• Identify the requirements of the course

Task 1: Course Introduction (Out-of-Class)

Students will be given a document reiterating the course title, course description, materials needed, requirements, grading system,
and guidelines.

Course Title: Practical Research 2 – Quantitative Research in Daily Life

Course Description: This course develops critical thinking and problem-solving skills through quantitative research. (from DepEd)

I. Course Outline
A. Nature of Inquiry and Research
• Introduction to Quantitative Research
• Variables in Research
B. Identifying the Inquiry and Stating the Problem
• Research Topic Area identification
• Formulating Research Questions and Objectives of the Study
• Writing Scope, Limitation and Significance
• Writing Chapter 1
C. Learning from Others and Reviewing the Literature
• Selecting and Organizing Related Literature
• Organizing Related Literature
• Writing Chapter 2
D. Understanding Data and Ways to Systematically Collect Data
• Quantitative Research Designs
• Sampling Techniques
• Data Gathering Procedure
 • Choosing a Statistical Treatment
• Instrumentation
• Writing Chapter 3
E. Finding Answers through Data Collection
• Data Collection
• Data Organization
• Data Analysis and Interpretation
• Writing Chapter 4
F. Reporting and Sharing Findings
• Writing Conclusions and Recommendations
• Writing Chapter 5
• Writing and Revising Full Paper

II. Materials needed for the course

1. Laptop Computer (at least one per team/group) – for researching literature, accomplishing task sheets, and writing research
chapters.
2. Long Clear Book (one per team/group) – for compilation of checked drafts of task sheets, research chapters, and full paper with
teacher’s comments.
3. Note book (individual) – for note taking during lectures.
4. Black/Blue/Red Ball pen and Pencil (individual) – for editing drafts of task sheets, research chapters, and full paper.
5. Google Team Drive (one per team/group) – for compilation of soft copies of task sheets, research chapters, and full paper.
6. Hard copy or soft copy of Books, Research Journals, Research Articles, etc. (must be related to the topic of the research) – for
researching related literature.

III. Course Requirements

1. Research Task Sheets
• Research task sheet 1: Identifying a topic
• Research task sheet 2: Formulating research questions
• Research task sheet 3: Related literature
• Research task sheet 4: Methodology
• Research task sheet 5: Answering research questions
• Research task sheet 6: Conclusion and recommendations
2. Research Chapters
• Chapter 1: Background of the Study
 • Chapter 2: Review of Related Literature
• Chapter 3: Methodology
• Chapter 4: Data Analysis and Interpretation
• Chapter 5: Conclusion and Recommendations
3. Full Research Paper
4. Portfolio – compilation of checked drafts of task sheets, research chapters, and full paper
5. Oral Defense

IV. Grading System

• Formative Assessment
o Not graded
• Summative Assessment
o Knowledge (15%)
o Process (25%)
o Understanding (30%)
o Performance (30%)

V. Course Guidelines
[1] In every class, there shall be at most ten teams/groups with four members each. An exception will be allowed for a team/group
to have 5 members if the number of students in a class is not exactly divisible by four. The composition of each team/group w ill
be based on their groupings for Qualitative Research.
[2] Each team/group are expected to bring at least one laptop computer every period. Students must first secure a gadget slip
before they could use their laptop. Any students who will be caught using their laptop other than for research purposes durin g
class will be sanctioned accordingly.
[3] Each team/group must have a Google Team Drive to be shared among members and their teacher. Students will put all the soft
copy documents in their team drive.
[4] Research task sheets are given prior to the actual writing of the research chapters. As stated in the grading system, research
task sheets are formative in nature, thus will not be graded. However, the teacher will NOT check the research chapter withou t
the submission of the research task sheets.
[5] Each team/group could submit up to three (3) drafts per research chapter. In submitting a revised draft, a team/group must
provide a summary of comments and revisions (format will be posted by your teacher next week) together with the checked
preceding draft.
[6] The grade of a research chapter will only be based on the final draft. The team/group must inform the teacher before submitting
the draft whether it is the final or not. The third draft will automatically be the final draft. The number of drafts submitt ed will not
affect the grade for the chapter.
[7] The full research paper could only be submitted twice. First submission will be before the oral defense, while the second
submission will be after the oral defense where the full research paper is revised depending on the comments of the panelist.
[8] The teacher will NOT accept the full research paper for first submission without the submission of the final drafts of all the
research chapters. Furthermore, the team/group will NOT be allowed to take the oral defense without the first submission of the
full research paper.
[9] The grade of a full research paper will be based on the second submission. The grade for oral defense will be based to the
average score given by the panelists.
[10] Submissions of all initial and final drafts of task sheets, research chapters, and research full papers must be in HARD COPY.
For task sheets, print them in a folio sized (8.5’ x 13’) bond paper. Research chapters and full papers must be printed on le tter
sized (8.5’ x 11’) bond paper.
[11] All initial and final drafts of task sheets, research chapters, full research paper, and summary of comments and revisions must
be compiled in a Portfolio.

Task 2: Course Introduction (In-Class)

1. The teacher will discuss the schedule and flow of activities as shown below. Students are reminded that all submission deadlines
are discussed prior to the start of the term.
2. Students will be tasked to log-in to their dlszobel account and join the Google Classroom assigned to them. Also, the teacher will
introduce to them how to make and use google drive, docs, and forms.

3. The teacher will give accounts to online journals available in the school. The teacher will demonstrate on how to use the following
research journals.

Day 2:

Objectives:
At the end of the period, the students will be able to…
• Answer the pre-test
• Group themselves into teams of 10 members

Task 1: Pre-test
Students will be given the google form links for the Pre-Test. The test will consists 30 multiple-choice type questions regarding the
basics of research. The students are expected to finish the pre-test in 30 minutes.

Task 2: Groupings
1. The students will be grouped into 10 teams with 4 to 5 members each.

2. Using the pre-test scores, the teacher will cluster the class into four. First cluster will consists of students with the highest scores.
They will be automatically the leaders of the 10 teams. Then, the second cluster will consists of students with the highest scores
next to the first cluster. The third cluster will consists of students with scores next to the second cluster, and the fourth cluster will
consists of students with the lowest scores.

3. The leaders (who belong to the first cluster) will pick one member from the second, third, and fourth clusters. Leaders will pick the
student they want to be their team member from the second and third cluster. Order of picking will be based on draw lots. On the
other hand, members from the fourth cluster will be randomly assigned to their respective teams.

4. Each team will be tasked to make their own google Team Drive and title it in this format GRP1_12F_Quanti. All output of the team
must be uploaded on their respective Team Drive. The students must include their teacher as members of their team drive.
I. INTERACTION (all activities after the introduction of the EQ)

Day 3

Objectives:
At the end of the period, the students will be able to…
• Define quantitative research
• Determine the strength and weaknesses of quantitative research
• Differentiate quantitative and qualitative research
• Overview quantitative research designs

Task 1: Introduction to Quantitative Research

1. The teacher will discuss the following terms…
Research - is the acquisition of new knowledge through PURPOSIVE, ORGANIZED, and DESIGNED program of activities. It
seeks to find the answers to the problems and generate new information for a better understanding of the concepts under study.

Quantitative Research - is a type of inquiry where relations are establish through the collection of NUMERICAL DATA where are
analyzed TO DERIVE GENERALIZATION. It specifically refers to tests or experiments that yield quantifiable values that can be
analyzed using statistics, figures, and mathematical models to provide information that may be used in decision making.

2. The teacher discuss the strengths and weaknesses of Quantitative Research.

STRENGTH WEAKNESS

Data collection is relatively faster and easier to do. The statistical aspects may be too technical for
average readers to comprehend.

Useful in a large sample or population because it Too much emphasis on statistical significance,
could speedily generate accurate, precise, and disregarding the importance of the effects involved in
credible results. the study.

Data analysis is done through the use of statistical The results might be too abstract and extensive for
software. direct application to particular local conditions and
 The results are more objective, and free from personal personages.
bias of the researcher.

The samples are randomly selected and are not in a Results of the study may also be too limited as they
way known or related to the researcher. only provide numeric interpretations rather than
detailed narrative accounts of an individual insights.
The study is replicable and the instruments used may
be re-used to further researchers in the different fields
and contexts.

3. The teacher will discuss the difference between Quantitative and Qualitative research.
QUANTITATIVE STEPS IN THE PROCESS OF QUALITATIVE
CHARACTERISTIC RESEARCH CHARACTERISTIC

Description and explanation IDENTIFYING A RESEARCH Exploratory and understanding

oriented PROBLEM oriented

❑ Major role REVIEWING THE LITERATURE ❑ Minor role

❑ Justification for the ❑ Justification for the

research problem and research problem
specification for the need
for the study

❑ Specific and narrow SPECIFYING A PURPOSE ❑ General and broad

❑ Measurable, observable ❑ Participants’ experiences

data

❑ Predetermined instruments COLLECTING DATA ❑ General, emerging form

❑ Numeric (numbered) data ❑ Text or image data

❑ Large number of ❑ Small number of

individuals individuals or sites
 ❑ Statistical analysis ANALYZING AND ❑ Text analysis
INTERPRETING DATA
❑ Description of trends, ❑ Description, analysis, and
comparison of groups, or thematic development
relationships among
variables ❑ The larger meaning of
findings

❑ Standard and fixed REPORTING AND EVALUATING ❑ Flexible and emerging

RESEARCH
❑ Objective and unbiased ❑ Reflexive and biased

4. The briefly teacher will discuss the four designs for quantitative research.
• A correlational research looks into the degree of association between variables.
• An experimental research is one where a group of respondents are RANDOMLY selected to undergo a particular
researcher–imposed treatment to determine the effect of such treatment.
• A historical quantitative research makes use of historical data to predict the behavior of a variable.
• A causal research looks into the cause-and-effect relationships between variables.

DAY 4

Objectives:
At the end of the period, students will be able to…
• Define a variable
• Introduce the characteristics of a variable
• Introduce the types of variables
• Differentiate dependent and independent variable

Task 1: Introduction to Variables

1. The teacher will define variable A variable is an object, event, idea, feeling, time, period, or any other type of category which can
be measured (Kalof, Dan, & Dietz, 2008).
2. The teacher will discuss the characteristics of a variable.
• They have a prescriptive period/duration when they start and stop.
• They may have a pattern such as daily, weekly, and monthly.
• They are detailed though the summary is thorough and profound.
• There may be dormancy which is the time gap between measuring dependent and independent variable, because some
things do not take effect right away.

Task 2: Types of Variables

1. The teacher will discuss the types of variables in general.

2. The definition of each type of variables will be discussed.

Dependent Variable - the variable that depends on other factors that are measured. These variables are expected to change as a
result of an experimental manipulation of the independent variable or variables. It is the presumed effect.

Independent Variable - The variable that is stable and unaffected by the other variables you are trying to measure. It refers to the
condition of an experiment that is systematically manipulated by the investigator. It is the presumed cause.

Intervening variable - (sometimes called a mediating variable) a hypothetical variable used to explain causal links between
other variables.
 Confounding variable - a variable that occurs when the experimental controls do not allow the experimenter to reasonably
eliminate plausible alternative explanations for an observed relationship between independent and dependent variables.

DAY 5-7

Objectives:
At the end of the periods, the students will be able to…
• Writes a research title
• Describes background of research

Task 1: Discussion in Identifying a Problem

The teacher will discuss the steps in identifying a problem.

Step 1: Choose a General Topic of Interest

As a team, decide a general topic you want to research on.
e.g. general topic is Education

Step 2: Add Layers of Specificity

From the related literature, identify subtopics that could narrow down your general topic (Step 1). Arrange the specific topics from
general to specific. You may add more subtopics if needed. The last subtopic (being the most specific one) will serve as the
research topic. Note the sources where did you find the specific topics.

e.g.
Step 3: Choose a particular issue
Select a particular issue you want to focus regarding the research topic identified in step 2. Choose an issue with inadequate
number of studies. Show why is it significant to further research on that issue. Note the source/s where did you find the significance
of that particular issue.

e.g.
Effectiveness of Flipped Classroom Modality or Students’ Perception on Flipped Classroom Modality

Step 4: Identify variables to link to your topic

From related literature, identify variables that could be linked to your research topic pertaining a particular issue. It is not required to
complete all three variables. Also, you may add if you decide to consider more than three variables. Give a brief description of the
variable, then discuss why it is linked to your topic. Note the sources where did you find your variables.

e.g.
Research Topic: Effectiveness of Flipped Classroom Modality
Variable 1: Teaching method
Description: A teaching method comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning by
students.
Why is it linked to your research topic? A basic conjecture of Variation Theory is that... Thus, a variation in teaching method promotes learning.

Step 5: Write a Problem Statement

Given the variables identified in step 3, write the problem statement by making a question on connection of the variables to the
research topic.

e.g.
Research Topic: Effectiveness of Flipped Classroom Modality
Variables: Teaching Method, Students’ Engagement, and Technology Acceptance
Problem Statement: How teaching method, students’ engagement, and technology acceptance related to the effectiveness of flipped classroom?

Step 6: Formulate a working title for the study

From the problem statement identified in step 4, formulate a title for your study. Write the problem statement (which is in question
form) into a research title. Note in the title the respondents or the setting of the research.

e.g.
Problem Statement: How teaching method, students’ engagement, and technology acceptance related to the effectiveness of flipped classroom?
Research Title: Teaching method, students’ engagement, and technology acceptance as factors in effective execution of flipped classroom of Mathematics
Teachers.
Task 2: Research Task Sheet 1
Students will decide on a broad topic. Then, they will be given a time to research on subtopics and possible variables. Finally, the
students will work on research task sheet 1: identifying a topic.

DAY 8-12

Objectives:
At the end of the periods, the students will be able to…
• States research questions
• Presents written statement of the problem

Task 1: Discussion in Formulating Research Questions

The teacher will discuss the steps in formulating a research question.

Step 1: Identify the Research Title

Use your research title in research task sheet 1, step 5.

e.g.
Research Title: “Teaching method, and students’ engagement, as factors in effective execution of flipped classroom of
Mathematics Teachers”

Step 2: Identify the Variables

Use your variables in research task sheet 2, step 3. Include the research topic in your variables.

e.g.
Variables:
[1] Teaching Method,
[2] Students’ Engagement, and
[3] Effectiveness of Flipped Classroom (research topic).
Step 3: Identify Dependent and Independent Variables
From the identified variables in Step 1, identify which of the following is/are the dependent and independent variables.

e.g.
Dependent Variable: Effectiveness of Flipped Classroom
Independent Variable: Teaching Method, and Students’ Engagement

Step 4: Connect the Variables (Conceptual Framework)

Connect the variables, present it by using a graphic organizer. Each connection made between variables must be supported by a
theorem, principle, postulate, research findings, or any other source of valid proof.

e.g.
(V2) Teaching
Method
Variation Theorem

(V1) Effectiveness of
Flipped Classroom

Constructivism
(V3) Students’
Engagement

Step 5: Justify the Connection Between Variables (Conceptual Framework)

Identify connections between variables made in your graphic organizer. You are not required to have all three connections. Also,
you may add more connections if needed. Validate each connection by providing an argument in favor of the said connection.
Support your argument by stating theorems, principles, postulates, research findings, or any other source of proofs to make it more
substantial. Note the sources you used in justifying the connections.

e.g. 1
Connection between Teaching Method and Effectiveness of Flipped Classroom

How are the variables connected?

As stated in variation theorem that…, hence differentiation of teaching method contributes to the effectiveness of flipped classroom.
e.g. 2
Connection between Students’ Engagement and Effectiveness of Flipped Classroom

How are the variables connected?

According to constructivism…, thus emphasizing student engagement in a flipped classroom results to a better quality of student
output.

Step 6: Write the Purpose of the Study

From the conceptual framework in step 3, write the purpose of the study. It is suggested (but not required) that the purpose is to
prove (or disprove) in a context different from the related studies.

e.g.
The purpose of the study is to relate the variation of teaching methods and students’ engagement to the effectiveness of flipped
classroom in teaching Mathematics of grade 10 in De la Salle Santiago Zobel.

Note that the context of the study is Mathematics of grade 10 in De la Salle Santiago Zobel

Step 7: Formulate Research Questions

Formulate a research question that will correspond each connection of variables identified in step 3. You are not required to have all
three research questions. Also, you may add more research questions if needed.

e.g.
Connection (1) between Teaching Method and Effectiveness of Flipped Classroom

Research Question 1: How does the variation of teaching method relate to the effectiveness of flipped classroom?

Connection (2) between Students’ Engagement and Effectiveness of Flipped Classroom

Research Question 2: At what extent does the degree of the students’ engagement affect their achievement in a flipped
classroom?

Task 2: Research Task Sheet 2

The students will be given time to research for theorems and principles that to connect the identified variables. Then, they will work
on research task sheet 2: formulating research questions.
DAY 13-17

Objectives:
At the end of the periods, the students will be able to…
1. Write chapter 1 of their research

Task 1: Writing Chapter 1

1. The students will finish Chapter 1. Note the following:
(1) Background of the study will come from research task sheet 1: identifying a topic.
(2) Conceptual Framework and Research Questions will come from research task sheet 2: formulating research questions.
(3) Scope and Delimitations, Significant of the Study, and Definition of Terms will be written directly to chapter 1.

2. Chapter 1 will be graded using the rubric below:

DAY 18-22

Objectives:
At the end of the periods, the students will be able to…
1. Selects relevant literature
2. Cites related literature using standard style
3. Synthesize information from relevant literature
4. Writes coherent review of literature

Task 1: Discussion of Review Related Literature

The teacher will discuss the steps in selecting, organizing, and synthesizing literatures.

Step 1: Identify Categories

Identify the categories you are going to research. These categories may be the variables you considered, the subtopics you chose,
the theories/principles applied, or the methodology you plan to use.

The literatures you are going to search will be based on these categories.

Step 2: Select Literatures

Select and download number of literatures for each category. Please use literatures from Google Scholars or any Online Journals
(e.g. ProQuest, Taylor and Francis).
Step 3: Excerpt Contents from Literatures
Excerpt contents from the literature that you may use in your study. Contents are usually found in the Methodology, Findings,
Conclusions, or Recommendations of the study.

Definitions of terms, indicators of a variable, data gathering procedures, or adopted instruments are the usual contents that are
extracted from the literatures.

Step 4: Tag Literatures

Once contents are excerpted from the literatures, tag those literature on how you used the content for your research.

Remember that the contents are usually used for definitions of terms, indicators of a variable, data gathering procedures,
and adopted instruments.
Step 5: Synthesize Review of Related Literature
Combine the literatures with the same tags. Then, briefly discuss each literature. Chapter 2 will be written with at least one paragraph
per tag (e.g. one paragraph for definition and two paragraphs for indicators of a variable)

The last paragraph/s of Chapter 2 will consists of a synthesis generalizing how the literatures are used in the study.

Task 2: Research Task Sheet 3

The students will be given time to research for theorems and principles that to connect the identified variables. Then, they will work
on research task sheet 3: related literature.

DAY 23 – 27

Objectives:
At the end of the periods, the students will be able to…
1. Presents written review of related literature and conceptual Framework
2. Write Chapter 2 of their research
Task 1: Writing Chapter 2
1. The students will finish Chapter 2. Note just need to write in paragraph form what they have written in research task sheet 3:
related literature.

2. Chapter 2 will be graded using the rubric below.

DAY 28 – 29

Objectives:
At the end of the period, the students will be able to…
1. Chooses appropriate quantitative research design
2. Describes sampling procedure and the sample

Task 1: Discussion of Research Designs

The teacher will discuss in detail the four designs for quantitative research

1. A correlational research looks into the degree of association between variables.

2. An experimental research is one where a group of respondents are RANDOMLY selected to undergo a particular researcher –
imposed treatment to determine the effect of such treatment.

3. A historical quantitative research makes use of historical data to predict the behavior of a variable.
4. A causal research looks into the cause-and-effect relationships between variables.

Task 2: Discussion of Population and Sample

1. The teacher will explain sample and population.

• The population used by the researcher in generalizing the conclusion of the study is known as target population.
• Sample is the group selected to represent the target population.

2. The teacher will introduce Solvin’s formula.

n = Sample Size
N = Population Size
e = Margin of Error (0.05 or 0.01)
3. An example will be used to discuss how to use the formula in determining the number of samples per group.

Example: Get the sample size that will represent Grade 12 ABM students of DLSZ for A.Y. 2017-2018
Population: 12 E = 38 students, 12 F = 41students, 12 G = 39 students

Solution:
a. Identify the population size:
Population Size = 38 + 41 + 39 = 118

b. Compute for the sample size using Slovin’s Formula. Given N = 118 and e = 0.05 (since we aim to have 95% confidence level)
solve for n.

c. Get what percentage of the population size is the sample size. Divide sample size by population size.

d. Determine the (see step 3) percentage of each section. Round-up the following values to the nearest whole number.
12 E = (38)(0.77) = 29.26 = 30, 12 F = (41)(0.77) = 31.57 = 32, 12 G = (39)(0.77) = 30.03 = 31

The sample size per section: 30 students for 12 E, 32 students for 12 F, and 31 students for 12 G

4. The teacher will define the probability sampling techniques as the method of drawing samples where every member of the target
population has an equal chance of being selected.

5. The four probability sampling techniques will be discussed: (a) Random Sampling, (b) Systematic Sampling, (c) Stratified
Sampling, and (d) Cluster Sampling.
a. Random Sampling – there is no particular order used in the actual selection of samples. This method may be done by lottery
or by use of the table of random numbers.
b. Systematic Sampling – a pre-selection system is in place to complement the randomness of the selection process.
 c. Stratified Sampling – the target population is first divided into strata according to certain predefined characteristics.
d. Cluster Sampling – Used when the population is dispersed over a wide geographic region, and it is costly to gather a complete
list of the members of the population. It is also similar to stratified sampling.

Task 3: Discussion of Data Collection

1. The teacher will review the data measurement scales.
 Nominal Scale – specific values are assigned to a particular group. (e.g. SHS Strands: STEM = 1, ABM = 2, HUMMS = 3,
A&D = 4)
 Ordinal Scale – provide the rank or order of the values. (e.g. Socioeconomic Status: Lower = 5, Upper Lower = 4, Middle = 3,
Upper Middle = 2, Upper = 1)
 Interval Scale – intervals are consistent but does not have a true zero point. (e.g. Temperature: 20ºC, 21ºC, 22ºC, …)
 Ratio Scale – similar to interval, except for the presence of an absolute zero point which means absence of whatever is being
measured. (e.g. Length: 0m, 5m, 10m, 15m, …)

2. The teacher will discuss the different data measurement scales.

 Interview method where data is obtained through oral exchange of questions and answers by the researcher and the
respondents.
 Questionnaire method where data is provided by respondents in a set of questions provided by the researcher.
 Document method where data previously gathered and stored may be availed by the researcher.
 Observational method where data is acquired on an actual situation and recorded through the direct observation by the
researcher.
 Experimental method where data is gathered by the researcher through experimentation process.

DAY 30 – 34

Objectives:
At the end of the period, the students will be able to…
1. Determine the statistical treatment appropriate in answering the research questions
2. Operate different statistical treatments in excel
3. Interpret results of statistical treatments to answer research questions
Task 1: Online Material for Statistical Treatments
1. The teacher will provide an online material that covers basic statistical treatments commonly used in research namely z-test, t-test,
chi-square, correlation, and regression.
2. Discussions focus on how to perform the following treatments in Microsoft Excel. Activities for each treatments are provided for
practice.
3. Teams will be given five days to complete the online material. They are allowed to ask their teacher if the video is inade quate for
them.

The link for the online material: https://goo.gl/forms/EjJToIb0cLx7bHy13

DAY 35 – 39

Objectives:
At the end of the period, the students will be able to…
1. Plans data collection procedure
2. Presents written research methodology
3. Write chapter 3 of their research

Task 1: Research Task Sheet 4

1. The teacher will discuss the steps on planning a data gathering procedure:
(i) Revisit the research questions and identify the variable each question correspond
(ii) Identify the sources of data to for each variable
(iii) Identify the instruments to be used in order to gather the data for each variable
(iv) Identify the data analysis procedure.
2. Students will do the following steps in the latter lecture part in order to accomplish research task sheet 4: methodology.

Task 2: Writing Chapter 3

1. The students will finish Chapter 3. Note just need to write in paragraph form what they have written in research task sheet 4 :
methodology.
2. Chapter 3 will be graded using the rubric below.
DAY 40 – 44

Objectives:
At the end of the period the students will be able to…
1. Constructs an instrument and establishes its validity and reliability

Trask 1: Introduction to Instrumentation

1. The teacher will introduce what a research instrument is.

A research instrument is a measuring device. In conducting a study, a research instrument may be used to gather data of the
study

2. The teacher will discuss the process of deciding what instrument to use. A flow chart will be used to illustrate the process of
decision-making.
Task 2: Constructing a Research Instrument
1. The teacher will provide an online hand-out on constructing a research instrument. The hand-out is shown below.

RESEARCH INSTRUMENTATION

A research instrument is a measuring device. In conducting a study, a research instrument may be used to gather data
of the study. Recall that a research variable is an object, event, idea, feeling, time, period, or any other type of category which
can be measured. Hence, an instrument is used to measure a specific variable.
If your variable refers to duration of time, then your instrument is a clock. And if your variable refers to the height of a
person, then your instrument is a measuring tape. This concept is similar to more abstract variables such as personality,
preference, and perception. If your variables refer to these types of variables, then your instrument is a questionnaire to measure
them.

Steps in Making a Research Instrument

There are times that there is no available instrument to measure your variable. Thus, you need to make your own. Here
are the steps in making a research instrument. The example presented is on measuring the quality of Flipped Classroom.
 The first step in making a research instrument is to gather indicators from the related literature or experts. Remember
that each item of an instrument must be based to a valid source. Formulating questions only depending on personal experience
will give you items that may not be applicable to your respondents, since personal experience is not absolute.
 The second step is to make instrument items from the indicators you gathered. Formulate your items in question form or
statement form depending on the format of your instrument. Relate your items to your expected respondents. Though your
research paper must be written in third person, it is suggested to write your instrument in first person. Especially if you a re asking
for their own preference or perception.

Indicators Instrument Items

1. Topics for discussion must be compelling. 1. The topics for discussion are compelling.

2. Topics must meet the immediate needs of particular 2. The topics met my immediate needs.
students.
3. Contributors must be trustworthy experts. 3. The contributors are trustworthy experts.

4. Contributors’ ideas must be as timely and relevant to a
changing workplace.
5. Teachers must be an overseer who was responsible for
steering the discussion and promoting friendly, respectful
conversation.
4. Contributors’ ideas are timely and relevant to me.
5. The teacher steers the discussion and promotes friendly,
respectful conversation.

6. Student progress must be integrated into the instructional 6. My progress is integrated into the instructional materials.
materials.
7. Student progress must be virtually indistinguishable from 7. My progress is indistinguishable from the day-to-day
the day-to-day classroom activities. classroom activities.

The third step is to decide on the type of responses you want. This material will only discuss closed-ended items since
this type is suggested for quantitative research. These types of items have limited responses which are predetermined. Below are
examples of closed-ended items.
Dichotomous items – require respondents to answer two-point questions such as “yes” or “no”.
Instrument Items
1. The topics for discussion are compelling. [ ] Yes [ ] No
2. The topics met my immediate needs. [ ] Yes [ ] No
3. The contributors are trustworthy experts. [ ] Yes [ ] No
4. Contributors’ ideas are timely and relevant to me. [ ] Yes [ ] No
5. The teacher steers the discussion and promotes friendly, respectful conversation. [ ] Yes [ ] No
6. My progress is integrated into the instructional materials. [ ] Yes [ ] No
7. My progress is indistinguishable from the day-to-day classroom activities. [ ] Yes [ ] No

Rating scale – requires the respondents to rate their agreement or disagreement with a particular statement. See the link for
Likert Type Scale Response Anchors: http://gg.gg/LikertScaleResponses.

Strongly Strongly
Instrument Items Disagree Agree
Disagree Agree
1. The topics for discussion are compelling. O O O O
2. The topics met my immediate needs. O O O O
3. The contributors are trustworthy experts. O O O O
4. Contributors’ ideas are timely and relevant to me. O O O O
5. The teacher steers the discussion and promotes friendly, respectful
O O O O
conversation.
6. My progress is integrated into the instructional materials. O O O O
7. My progress is indistinguishable from the day-to-day classroom activities. O O O O
Semantic Differential Scale – a variation of rating scale that requires respondents to check their respondents between two
extreme values at the opposite ends of the scale.

Instrument Items

1. The topics for discussion are compelling. Yes __ __ __ __ No

2. The topics met my immediate needs. Yes __ __ __ __ No
3. The contributors are trustworthy experts. Yes __ __ __ __ No
4. Contributors’ ideas are timely and relevant to me. Yes __ __ __ __ No
5. The teacher steers the discussion and promotes friendly, respectful
Yes __ __ __ __ No
conversation.
6. My progress is integrated into the instructional materials. Yes __ __ __ __ No
7. My progress is indistinguishable from the day-to-day classroom activities. Yes __ __ __ __ No

The last step is to write the instructions for your instrument above the items. It is suggested to include the purpose of the
instrument.

To the student,
We are conducting a research on the perceptions of students in the Quality of Flipped Classroom. We are interested to
find out about your views on how flipped classroom is implemented to your class last term. The items in these questionnaires ar e
indicators that determine good flipped classroom. The choices given will ask for your agreement or disagreement on the said
indicators. Please read each statement carefully and select the option that best represents your views. Thank you for
taking the time to complete this questionnaire.
 Strongly Strongly
Instrument Items Disagree Agree
Disagree Agree
8. The topics for discussion are compelling. O O O O

9. The topics met my immediate needs. O O O O

10. The contributors are trustworthy experts. O O O O

11. Contributors’ ideas are timely and relevant to me. O O O O

12. The teacher steers the discussion and promotes friendly, respectful
O O O O
conversation.
13. My progress is integrated into the instructional materials. O O O O

14. My progress is indistinguishable from the day-to-day classroom activities. O O O O

2. Students will develop or adopt an instrument for their research. The instruments will be checked to three to five teachers for
validation. Then, with accordance to the comments, the instrument will be revised.

DAY 46 – 49

Objectives:
At the end of the period, the students will be able to…
1. Collects data using appropriate instruments

Task 1: Securing Permission for Data Collection

1. Each team will write a letter of request for data gathering which is addressed to the Senior High School Head. The teacher will sign
the request letter once their chapter 3 and their research instrument are approved.
2. The teams will perform any of the four probabilistic sampling procedures to identify their respondents. Once the SHS Head signed
their request letter to gather data, the teams need to seek permission to the students and to their respective teachers that might
be affected by their data gathering procedure.

Task 2: Data Collection

The students will collect data with respect to the procedures stated in their chapter 3. The students will be given five school days to
gather all the data they need for their research.

DAY 50 – 54

Objectives:
At the end of the period, the students will be able to…
1. Presents and interprets data in tabular and graphical form
2. Uses statistical techniques to analyze data – study of differences and relationships limited for bivariate analysis
3. Presents analysis and interpretation of data
4. Write the chapter 4 of their research

Task 1: Data Analysis and Interpretation

1. Each team will perform the statistical treatment to analyze and interpret the data they gathered (Note that they are given 5 school
days to accomplish an online material for statistical treatments). They are free to use any statistical software to analyze their data.
2. Teachers should make sure that the analysis of data of each team is correctly done and will answer their own research ques tions.
Students are free to consult with their respective teachers if their data analysis and interpretation are appropriate.

Task 2: Writing Chapter 4

1. The teacher will provide an online handout in writing chapter 4. It is emphasized in the handout that th ere must be one analysis
and interpretation of data per research question. The hand out is shown below.
 Data Organization
Organizing Data
After data are collected, they have to be properly organized. Organization of data refers to the process of classifying data
collected for ease of presentation. It may be done by encoding data in a spreadsheet. Before encoding, make sure that the dat a set
is accurate and complete. If ever you encounter missing values or a respondent failed to answer some of the items, do not encode
anything on that item and just leave it blank. Same thing if you are using secondary data. However, it is better if you have a complete
data or no missing values.

Example of organizing your data

Assuming that a researcher is interested in determining the relationship between salary of employees, and years of
experience, age, and gender. The summary of the data after conducting the survey is presented in Table 4.1.

Table 4.1 presents the salary, years of experience, age, and gender of the employees.

Organizing Data from your Instruments

Note: If your variables are abstract by nature, then you are required to have an instrument (adopted or self-made) to measure these
variables. Examples of variables that are abstract in nature are the following:

Examples of variables that can be measure directly using survey questionnaire.

1. Age
2. Gender
3. Birthweight
4. Strand Choice
5. Time (average hours of sleep, average travel time, etc.)
6. College Program
7. Student Organization
8. Any Dichotomous (Yes/No, Gamer/Non-Gamer, etc.) Questions

What is Chapter Four of Quantitative Research?

Chapter four of Quantitative Research presents the findings from the data gathered by the researcher. The nature of the
design determines the presentation of the data. For example, one student’s “purpose of this quantitative correlational study was to
determine the relationship between superintendent tenure and academic achievement scores” (Segori, 2006, p. 73).
Section titles organize the data in a logical manner. Findings are presented in detail, in sufficient manner (Simon, 2006), a nd
describe the systematic application of the methodology (Simon). Literature reviews for similarity are not part of chapter four and are
generally part of chapter five (Creswell, 2004).
 ACADEMIC YEAR 2017 - 2018

Sample Format of your Chapter 4

Dissecting Chapter Four of Quantitative Research

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Research Question 2: How effective is blended e – learning approach in a flipped classroom environment for high performing students? Moderate to Low
performing students?

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References:
[1] Uy C., et. al (2016). Practical Research 2. Vibal Group, Inc.

[2] How to write a standard research article. (n.d). Retrieved from:

https//education.exeter.ac.uk/ojs/index.php/inspire/pages/view/research_article

[3] Blum, K. (2006). Teaching Students How to Write a Chapter Four and Five of a
Dissertation.

[4] Simon, M. (2006). Dissertation and Scholarly Research: Recipes for Success.
Dubuque, IA: Kendall Hunt Pub Co.

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 ACADEMIC YEAR 2017 - 2018

2. The students will finish Chapter 4. The chapter will be graded using the rubric below.

DAY 55 – 57

Objectives:
At the end of the session, the students will be able to:
1. Draws conclusions from research finding
2. Formulates recommendations
3. Write the chapter 5 of their research

Task 1: Writing Chapter 5

1. The teacher will discuss guidelines and steps on writing conclusions and recommendations.
2. The students will write Chapter 5 of their research.
3. The chapter will be graded using the rubric below.

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III. INTEGRATION

DAY 58 – 64

Objectives:
At the end of the session, the students will be able to…
1. Presents written research report
2. Writes full research paper
3. Make a poster that presents their research paper

Task 1: Writing Full Research Paper

1. Students will collate accepted chapters 1 to 5 with all the references and appendices listed.
2. The full paper will be submitted to the teacher for comments and revision. Final revisions must be done first before the team could
have their poster defense.
3. The Full Research Paper will be graded according to standards stated in stage 2.

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Task 2: Constructing a Research

Present the guidelines for the poster to the students.

GUIDELINES FOR POSTER

1. Dimensions of the poster must be 2.5ft x 4ft (76.2cm x 121.92cm) in ‘Portrait’ orientation. A 1-inch (2.54 cm) margin must be
included to each side. Font size must be at least 30 and paragraphs must be ‘Justified’.

2. Contents of the poster must follow the specifications stated below.

Title
Research title must be written with larger font size.

Proponents
Name of member must be included in below the research title. It must be arranged with the leader on the top with other
members in alphabetical order. Below the names, put Strand (Abbreviation and Acronym), Department, School, Address of
School, and e-mail Address. Example is shown below:
Juan P. De la Cruz
Accountancy, Business, and Management (ABM)
Senior High School Department
De la Salle Santiago Zobel School – Vermosa
Pasong Buaya 2, Imus City, Cavite, Philippines
juandelacruz@dlszobel.edu.ph

Background of the Study

Background must be shortened to a single paragraph with 3 to 7 sentences. It should contain broad to specific topics and
overview of the conceptual framework. The conceptual paradigm (graphic organizer) must be put at the end of the background.

Problem Statement
Statement of the problem must be introduced by the purpose of the study followed by enumerated research questions. The
same problem statement in chapter 1 could be used if it will not take too much space.

Research Design
Research design should be written in a single paragraph. The same research design in chapter 3 could be used if it will not take
too much space.

Procedure

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Data gathering procedure must be summarized either in paragraphs or graphic organizers. It should contain systematic
procedure and brief definition of the instrument.

Results
Presentation of results must be written by research questions. It should include important values (no need to put all the data)
with their respective interpretation and discussions. In case a table is needed to present data, it must be labeled above with
table no. and title.

Conclusions
Conclusions must be written by research questions. Each conclusion should be shortened into one paragraph with 3 to 5
sentences each.

Recommendations
Recommendations must be enumerated. It must be shortened to not more than 3 sentences each.

3. Color, font style, content placements, illustrations, and other visual designs of the poster will be up to the teams’ discretion. Just
be sure that design will not make the content unreadable.

4. Soft copy design of poster must first be seen and approved by the research teacher on or before August 31, 2017 (Friday). Do
not print without the approval of the teacher to avoid reprinting.

5. The poster is a component of the team’s poster presentation grade.

DAY 65 – 70

Objectives:
At the end of the session, the students will be able to…
1. Present their research output using a poster.

Task 1: Poster Presentation

1. Each team will post their research poster in an exhibit room. Members of the team will station on their post and await for their turn
to be visited by the panelists.
2. Three panelists will be invited to judge the research paper of the students. Teams will discuss their research for 5 minut es, then to
be followed by an answer and question portion for a maximum of 10 minutes.
3. The poster presentation will be graded using the rubric below.

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EXCEEDS STANDARD NEARLY MEETS DOES NOT MEET

CRITERIA
Language Use and Delivery
The students communicate
ideas effectively (different
score per member)
(4PTS)
 Effectively uses eye contact.
 Speaks clearly, effectively, and
confidently using suitable volume
and pace.
 Fully engages the panelists.
 Selects rich and varied words
for context and uses correct
grammar
MEETS STANDARD (3PTS)
 Maintains eye contact.
 Speaks clearly and uses
suitable volume and pace.
 Takes steps to engage the
panelists.
 Selects words appropriate for
context and uses correct
grammar.
STANDARD (2PT)
 Some eye contact, but not
maintained.
 Speaks clearly and unclearly in
different portions.
 Occasionally engages panelists.
 Selects words inappropriate for
context; uses incorrect grammar.
STANDARD (1)
 Uses eye contact ineffectively.
 Fails to speak clearly and
audibly and uses unsuitable pace.
 Does not engage panelists.
 Selects words inappropriate for
context; uses incorrect grammar.

Questions and Answers
(different score per member)
Visual Aid/Presentation
Material
The quality of the poster
(same score for the whole
group)
 Demonstrates extensive
knowledge of the topic by
responding confidently, precisely,
and appropriately to all audience
questions and feedback.
 Graphics/visual materials
enhanced presentation and
supported its purpose.
 The presentation material
contains all required information
that is discerned with clarity and
precision.
 Demonstrates knowledge of the
topic by responding accurately
and appropriately to questions
and feedback.
 Graphics/visual materials
enhanced presentation that
somehow supported its purpose.
 The presentation material
contains required information that
is discerned with clarity and
precision.
 Demonstrates some knowledge
of the topic by responding
accurately and appropriately to
questions and feedback.
 Graphics/visual materials
somehow enhanced presentation.
 The presentation material
contains required information but
lacks a few information.
 Demonstrates incomplete
knowledge of the topic by
responding inaccurately and
inappropriately to questions and
feedback.
 Graphics/visual materials does
not enhance presentation.
 The presentation material does
not contain required information.

Task 2: Submission of Final Paper

1. Teams are expected to revise their full research papers in accordance to the comments of the panelists.
2. A soft copy (MS Word or Google Docs) of the full research paper will be submitted thru e-mail on. The email must follow the
subject format: "12A GRP0 Final Paper"
3. The teams’ grade for Full Research Paper (which is under Performance Task) will be based on this submission. 3. It will be graded
according to standards stated in stage 2.

-=End of Learning Module=-

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