Republic of the Philippines

UNIVERSITY OF THE PHILIPPINES

OPEN UNIVERSITY
Vigan City, Ilocos Sur

DL RS 299B
RESEARCH METHODOLOGY
Module 1-The Meaning of Research
Pre-test Questions
1. False
2. True
3. False
4. False
5. True
6. False
7. False
8. False
Checkpoint Exercise A, page 8
1. Search again
2. Critical
3. Objective
4. Cyclical
5. Systematic
6. Replicability
7. Controlled
8. Scientific
9. Comprehensive
10.Empirical
Exercise B
1. Deductive
2. Learning by doing
3. Inductive
4. Aristotle
5. Francis Bacon
6. Scientific Method
7. Charles Darwin
8. Conclusion
9. Deductive
10.Inductive
Assignment
Using deduction in individual cases can prove the falsifiability and testability of theoretical
hypothesis in a population. Integrate current findings with existing facts. Replicating previous
procedures of published research. Developing a more parsimonious hypothesis based from existing
research. Falsifying existing research hypothesis.
Checkpoint-Post Test
1. Reduction
2. Objective
3. Controlled
4. Universal
5. Scientific
6. Replicability
7. Deductive
8. Inductive
9. Charles Darwin
10.John Dewey

Module 2-Selecting A Problem and Preparing A Research Proposal

Lesson 1-The Research Problem
Checkpoint-Pre-Test
1. False
2. False
3. True
4. True
5. True
6. False
7. True
8. True
9. True
10.False
11.True
12.True
13.True
14.True
15.False

Checkpoint- page 19
Theory is supposition or a system of ideas intended to explain something, especially one based
on general principles independent of the thing to be explained.
Checkpoint- page 20
The possible topics that I can derive from my readings are:
1. Impact of the COVID-19 pandemic on stress and emotional reactions as an educator
2. Impact of Covid-19 on the academic of learners due to the absence of face-to-face classes

Checkpoint- page 24
There are two types of research objectives: primary and secondary objectives. Research
objectives describe what the researcher wants to achieve from the research/study. They are
formulated after the research problem is finalized. They provide meaning and defines the research
to the readers. Their purpose is to find answers to the research problem.

Checkpoint- page 28
The difference between a hypothesis and an assumption is that the first is normally explicit
and the second implicit. A hypothesis is what is being tested explicitly by an experiment. An
assumption is tested implicitly. By making your assumptions as well as your hypotheses explicit
you increase the clarity of your approach and the chance for learning.

Lesson 2- The Variables in Research

Checkpoint- page 33
a. A researchable research question is one that can generate a hypothesis that can be tested
through a structured and rigorous process of data collection, analysis and testing, either
quantitatively, or qualitatively or a hybrid of methods.
b. A good research is:
 great interest to the research
 relevant and useful
 novel
 well-defined or specified
  measurable
 time-bound
 contribute to the refinement o certain concepts, creation of improvement
 basic of the researcher’s capability to meet what it requires

c. Defining a research problem is crucial in defining the quality of the answers and determines
the exact research method used. A quantitative experimental design uses deductive
reasoning to arrive at a testable hypothesis.
d. Considerations to be remembered:
 Is the problem a current and timely one?
 Is it persuasive of widespread?
 Does it affect special group of people?
 Does it relate to ongoing programs?
 Does it relate to broad social, economic and health issues?
 Who else is concerned about the problem?
 What are its direct and indirect, short and long range contributions to the
welfare of a group or to the whole society?
e. Characteristics of a good research objectives:
 Stated in simple language
 Measurable concepts
 Attainable
 Result-oriented
 Time-bounded
f. There are basically two types, namely, null hypothesis and alternative hypothesis. A
research generally starts with a problem. Next, these hypotheses provide the researcher with
some specific restatements and clarifications of the research problem.

The criteria of the research problem in the form of null hypothesis and alternative hypothesis
should be expressed as a relationship between two or more variables. The criteria is that the
statements should be the one that expresses the relationship between the two or more
measurable variables. The null hypothesis and alternative hypothesis should carry clear
implications for testing and stating relations. The major differences between the null
hypothesis and alternative hypothesis and the research problems are that the research
problems are simple questions that cannot be tested. These two hypotheses can be tested,
though.
g. A good research hypothesis must be reasonable, testable and conform.
h. Because it facilitates understanding of the problem investigated for here the key concepts are
defined according to how they are used in a particular study.
i. A conceptual definition tells you what the concept means, while an operational definition
only tells you how to measure it. A conceptual definition tells what your constructs are by
explaining how they are related to other constructs. This explanation and all of the
constructs it refers to are abstract. On the other hand, your operational definitions
describe the variables you will use as indicators for your constructs and the procedures you
will use to observe or measure the variables.
j. Independent variable is a variable based on which the dependent variable is predicted. This
variable is chosen, manipulated and measured by the researcher aimed at figuring out its
relationship with other variables. Dependent variable is a variable in which the researcher is
interested and in contrary to the independent variable, the dependent variable is not in the
control of the researcher, and he/she is not able to manipulate it. In its definition, it could be
stated that it is a variable which is affected by the independent variable, it is changed based
on the independent variable’s changes and the researcher’s goal is predicting and describing
its changeability. The intervening variable changes the relationship between the
independent and dependent variable. In points of the fact, the presence of the third variable
affects the relationship which was expected from the main variables; thus, it can be
considered as the second independent variable.
k. Contributions of study will be emphasized:
 To the accumulation of knowledge
 To building, validating or refining prevailing theories
 To meeting a pressing need of a specific group
 To refining concepts, improving research instrumentation
  To meeting the concerns or priorities of funding instruction like improved income,
health, inter-relations and the like.

Lesson 3- Research Proposal Preparation

Post Questions
1. Blueprint
2. SMART
3. Objective
4. Sub-problems
5. Question form
6. Research model
7. Research hypothesis
8. Null hypothesis
9. Assumptions
10.Tentative stated generalizations

Module 3-Descriptive Research

Lesson 1-Meaning of Descriptive Research
Checkpoint – Exercise A page 49
1. C. describe past situations
2. D. Lifestyle of people in hinterlands
3. J. All of the above

Lesson 2-Qualitative Research Design

Checkpoint-Exercise B
1. CS
2. DA
3. E
4. E
5. CS
Lesson 4-Quantitative Research Design
Self Test- page 60
1. Survey research
2. Norm/standard
3. Impact studies
4. Correlational design
5. Normative case study
6. Values judgment
7. Census
8. Evaluation research
9. Assessment study
Assignment
1. The Relationship Between Cheating on Homework and Educational Success: A Longitudinal
Study-CORRELATINAL RESEARCH
2. Effects of Modular Learning in the Philippines's Education System-NORMATIVE
3. Modified Learner Enrollment And Survey Form School Year 2021-2022-SURVEY
4. Speaking and writing features: distinguishing IELTS proficiency levels and progression over
time-EVALUATION
5. Exploring the speaking construct in academic settings in a digital age-EVALUATION

Module 4-Historical Research

Lesson 1-Description of Historical Research
1. The situation talks about history research wherein the researcher makes use of past data
and people who experience activism and knowledgeable.
2. No.
3. He examined documents and records related to activism and interviewed people who are
knowledgeable about student activism and at the same time people who have experienced the
activities themselves.
4. He makes use of documents and interviewed people.

Lesson 3-Sources of Data in Historical Research

Checkpoint- page 68
1. P-Pedro S-Investigators
2. P-Pedro S-Onlookers
Self-Test
1. Primary source
2. Primary source
3. Secondary source
4. Documents
5. Documents
6. Relics
7. documents
8. Documents
9. Relics
10.External criticism
11.External criticism
12.External criticism
13.Documents
14.Official records
15.Relics

Module 5-Experimental Research Design

Checkpoint-Exercise A page 77
 Intelligence quotient, study habits, interest, age, sex, socio-economic status, and
instructional materials used.
 Teacher’s preparedness
Self-test 1- page 83
1. Testing
2. Testing
3. Unstable instrumentation
4. Interaction of selection and maturation
5. Experimental mortality
6. Maturation
7. Statistical regression
8. Experimenter bias
9. Statistical regression
10.Selection bias
Self-test 2- page 85
1. Interference of prior treatment
2. Interaction of selection and treatment
3. Extent of treatment verification
4. Artificiality of the experiment setting
5. Interaction effect of testing
6. Interaction effect of testing

Assignment
1. Yes
2. Yes
3. No
4. Yes
5. Yes
6. Yes
7. Yes
8. Yes
9. No
10.Yes

Self-check page 89
a. One shot case study
One wants to determine whether reading to children an extra ½ hour a day would
increase their reading skill. day would increase their reading skill. A group of children
are chosen. The teacher will read an extra ½ a day to these children. to these children.
 It was found, at the end of the semester, these children’s reading skills ng skills
are pretty good. are pretty good. The problem is that one does not know whether
without this extra ½ hour of reading, these students can do just as well. One does not
even know whether their reading skills have even improved given there is no pre-test.
Thus it cannot be said that this ½ hour extra reading lead to increased reading skills
for these children.
b. One group, pretest-posttest design
One wants to determine whether reading to children an extra ½ hour a day would
increase their reading skill. day would increase their reading skill. A group of children
are chosen. A test is performed to evaluate A group of children are chosen. A test is
performed to evaluate their current reading skill (pre-test). test). The teacher will read
an extra ½ a day to these children (the The teacher will read an extra ½ a day to these
children (the experimental stimulus). experimental stimulus). It was found, at the end
of the semester, these children’s reading skills ng skills are better compared to before.
are better compared to before. The problem is that one does not know whether without
this extra The problem is that one does not know whether without this extra ½ hour of
reading, these students can do just as well. Maybe their regular regular reading
assignments are good enough for this improvement. Thus i reading assignments are
good enough for this improvement. Thus it cannot be said that this ½ hour extra
reading has caused this increase in crease in reading skills for these children. reading
skills for these children.
c. Static group comparison design
One wants to determine whether reading to children an extra ½ hour a day
would increase their reading skill. A teacher offers an extra ½ reading session
everyday. Those students who want to participate can participate. It was found, at the
end of the semester, these children who participated this extra ½ hour reading session
had better reading skills than those who did not participate. The problem is that one
does not know whether without this extra ½ hour of reading, these students who
participated can do just as well. It is possibly those with better reading skills to begin
with are more likely to participate in this extra reading session. Thus it cannot be said
that this ½ hour extra reading has caused this increase in reading skills for these
children.

Self-test 3 page 93
1. Quasi-experimental design
2. Pretest-posttest non-equivalent groups design
3. Pre-experimental design
4. True experimental design
5. One shot case study
6. One group pretest-posttest design
7. Solomon Four-group design
8. Time series design
9. Pretest-posttest equivalent
10.Static group comparison

Post Test
I.
1. E 6. E
2. E 7. E
3. E 8. E
4. I 9. I
5. I 10.I
II.
1. m
2. g
3. j
4. b
5. f
6. h
7. h
8. k
 9. a
10.d
11.g
12.e
13.c
14.l
III.
1.
O1 X O2

2. X O1
C O2

3.
R X O1
R C O2

4.
R O1 X O2
R O3 C O4

5. X O

Module 6-Methods and Tools in Research

Post Test
I.
1. Interval scale
2. Ordinal scale
3. Nominal scale
4. Interval scale
5. Nominal scale
6. Primary data
7. Primary data
8. Primary data
9. Primary data
10.Secondary data
II.
1. Observation
2. Observation
3. Interview
4. Questionnaire
5. Questionnaire
6. Questionnaire
7. Questionnaire
8. Questionnaire
9. Observation
10.Observation

WILBERT R. QUINTUA
MAEd Science
COMPUTER LITERACY LEVELS OF STA. CATA LINA DISTRICT
TEACHERS, DIVISION OF ILOCOS SUR

__________________________________

A Thesis Presented to the Faculty of the Graduate School in University of

Northern Philippines Open University
Vigan City, Ilocos Sur

___________________________________

In Partial Fulfillment of the Requirements for the Degree

Master of Art in Education Science

____________________________________

By

WILBERT R. QUINTUA
2022