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ACTIVITY SHEETS IN
PRACTICAL RESEARCH II
(PR II)

SUBJECT TEACHER: Ms. Maria Monica M. Angeles

School Year: 2020-2021/First Semester
Quarter: Second Quarter
Teaching Date: Week 1-Week 4 (16 days)
Year Level: Grade 12
Strand: GAS/TVL

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LESSON 11: RESEARCH DESIGN
LESSON OBJECTIVES:
It is expected that at the end of the lesson, the learner must be able to:
 Chooses appropriate quantitative research design

PRE-ACTIVITY
Concept Map: Create a concept map on the phrase: RESEARCH DESIGN
Rubric:
5 points 3 points 1 point
The answer states all appropriate The answer title states few appropriate The answer states inappropriate information and
information and uses appropriate information and uses appropriate mechanics. uses inappropriate mechanics.
mechanics.

LECTURE: RESEARCH DESIGN

Research Design
• Refers to the overall plan and scheme for conducting the study
• Designs are discussed in details in a separate section
Research Design in Quantitative Research:
• Descriptive Research. Concerned with describing the nature, characteristics and components of the population or a
phenomenon.
• Correlational Research. Systematic investigation of the nature of relationships or associations between and among variables
• Evaluation Research. Aims to assess the effects, impacts or outcomes of practices, policies or programs
• Survey Research. Gather information from groups of people by selecting and studying samples chosen from a population.
• Causal-Comparative Research. Also known as ex-post facto (literally means after the fact research) research. This kind of
research derives conclusion from observations and manifestations that already occurred in the past and now compared to
some dependent variables.
• Experimental Research. Utilizes scientific method to test cause-effect relationships under conditions controlled by the
researcher
RESEARCH DESIGN WRITING GUIDES:
• To be presented in 2 paragraphs
• Indicate or specify and discuss the research design to be used
• Quote a definition of the research design that came from a source (usually a book)
• Relate how you are going to use the method in your research

Example: See Appendix C on the last page of this worksheet.

ACTIVITY 1:
Write the RESEARCH DESIGN of your group research.
Rubric:
5  pts
Ideas are well-developed. There is a very clear
statement of purpose, position, facts, examples,
specific details, definitions, explanation,
justifications, or opposing viewpoints.
5  pts
Sentences are appropriately arranged in a logical
manner, making them easily understood by the
reader. There is an appropriate connection of
ideas at sentence level
5  pts
Word/vocabulary usage are very appropriate
5  pts
Words are properly spelled, abbreviated,
punctuated, and capitalized.
Organization and Content
3  pts
Ideas are developed. There is a clear statement
of purpose, position, facts, examples, specific
details, definitions, explanation, justifications, or
opposing viewpoints.
Coherence and Cohesion
3  pts
Sentences are arranged in a logical manner,
making them easily understood by the reader.
There is connection of ideas at sentence level
Language Use
3  pts
Word/vocabulary usage are appropriate
Mechanics
3  pts
Some words are not properly spelled,
abbreviated, punctuated, and capitalized.
1  pt
Ideas does not have a clear statement of
purpose, position, facts, examples, specific
details, definitions, explanation, justifications, or
opposing viewpoints.
1  pt
Sentences are not arranged in a logical manner,
making them easily understood by the reader.
There is no connection of ideas at sentence level
1  pt
Word/vocabulary usage are inappropriate
1 pt
Most of the words are not properly spelled,
abbreviated, punctuated, and capitalized.

LESSON 12: SAMPLES AND SAMPLING TECHNIQUES

LESSON OBJECTIVES:
It is expected that at the end of the lesson, the learner must be able to:
 Describes sampling procedure and sample

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PRE-ACTIVITY:
Recall your previous research Practical Research 1:
1. What was the sampling technique you had used on your previous research?
2. How do you come up with such sampling technique?
3. How does having sample help you on your group research?

LECTURE: Samples and Sampling Techniques

Sampling is the process getting information from a proper subset of population. The fundamental purpose of all sampling plans is to
describe the population characteristics through the values obtained from a sample as the population characteristics through the values
obtained from a sample as accurately as possible. It is therefore evident that if one were to draw conclusions based on a small sample
then sample imitate the behaviour or characteristics of the original population as closely as possible.

Slovin’s Formula can be used to determine the sample size of a population:

N
n= 2
(1+ N e )
Where:
N = population size
e = error balance/error of estimate

Example: Find the sample size required for a population size = 1000 if an error of estimate is 0.05
(1000)
Answer: n= 2
(1+(1000)(0.05) )
n = 286
Sampling Technique: The basic distinction in modern sampling theory is between probability and non-probability sampling.
I. Probability Sampling – refer to a sampling technique in which samples are obtained using some objective mechanism,
involving randomization
A. Simple Random Sampling – sample is selected in one of two ways: by means of a table of random numbers or by
using the lottery technique.
B. Systematic Random Sampling - is affected by drawing units at regular intervals from a list. Example, if you wanted to
select a random group of 1,000 people from a population of 50,000 using systematic sampling, all the potential
participants must be placed in a list and a starting point would be selected. Once the list is formed, every 50th person
on the list (starting the count at the selected starting point) would be chosen as a participant, since 50,000/1,000 =
50.
C. Stratified Random Sampling - selecting sub-samples proportionate in size to the significant characteristics of the total
population. Let’s consider a situation where a research team is seeking opinions about religion amongst various age
groups. Instead of collecting feedback from 326,044,985 citizens, random samples of around 10000 can be selected
for research. These 10000 citizens can be divided into strata according to age, i.e., and groups of 18-29, 30-39, 40-
49, 50-59, and 60 and above. Each stratum will have distinct members and number of members.
D. Cluster Sampling – a technique in which the unit of sampling is not the individual but naturally occurring group of
individuals. A researcher wants to conduct a study to judge the performance of sophomore’s in business education
across the country. It is impossible to conduct a research study that involves a student in every university. Instead, by
using cluster sampling, the researcher can club the universities from each city into one cluster. These clusters then
define all the sophomore student population in the country. Next, either using simple random sampling or systematic
random sampling or randomly pick clusters for the research study. Subsequently, by using simple or systematic
sampling, the sophomore’s from each of these selected clusters can be chosen on whom to conduct the research
study.
E. Multi-stage sampling - refers to the procedure as in cluster sampling which moves through a series of stages from
more inclusive to less inclusive sampling units arriving at the population elements that constitute the desired
sampling
II. Non-probability Sampling – this is a technique when there is no way of estimating the probability that each element has of
being included in the sample and no assurance that every element has a chance to be included.
A. Accidental Sample – also known as “the man in the street” interviews, it is a sampling technique which the
investigator simply reaches out and takes the cases that are at hand, continuing the process until the process
reaches a designated size.
B. Purposive Sampling (or judgment sampling) - used when a practical considerations prevent the use of probability
sampling. In purposive sampling you sample with a purpose in mind. Usually you seek with one or more specific pre-
defined groups

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 C. Quota Sampling - is a technique with provision to guarantee the inclusion in the sample of diverse elements in the
population and to make sure that these diverse elements are taken into account in proportion in which they occur in
the population.
1. Proportional quota sampling - Example: if you know the population has 70% women and 30 % men and that
you want a total sample size of 100, you will continue sampling until you get those percentages then you will
stop
2. Non-proportional quota sampling - You will not be concerned with having numbers that match the proportions in
the population.
WRITING RESEARCH SAMPLE
 State the nature of your study
 Discuss the characteristics of the population or subject of the study, how and where they were taken
 Determination of sampling technique
 Discuss how to determine the sample size and state the sampling technique to be used
Example: See Appendix C on the last page of this worksheet

ACTIVITY 1:
Write the Sample of the Study section of your group research.
Rubric:
5  pts
Ideas are well-developed. There is a very clear
statement of purpose, position, facts, examples,
specific details, definitions, explanation,
justifications, or opposing viewpoints.
5  pts
Sentences are appropriately arranged in a logical
manner, making them easily understood by the
reader. There is an appropriate connection of
ideas at sentence level
5  pts
Word/vocabulary usage are very appropriate
5  pts
Words are properly spelled, abbreviated,
punctuated, and capitalized.
Organization and Content
3  pts
Ideas are developed. There is a clear statement
of purpose, position, facts, examples, specific
details, definitions, explanation, justifications, or
opposing viewpoints.
Coherence and Cohesion
3  pts
Sentences are arranged in a logical manner,
making them easily understood by the reader.
There is connection of ideas at sentence level
Language Use
3  pts
Word/vocabulary usage are appropriate
Mechanics
3  pts
Some words are not properly spelled,
abbreviated, punctuated, and capitalized.
1  pt
Ideas does not have a clear statement of
purpose, position, facts, examples, specific
details, definitions, explanation, justifications, or
opposing viewpoints.
1  pt
Sentences are not arranged in a logical manner,
making them easily understood by the reader.
There is no connection of ideas at sentence level
1  pt
Word/vocabulary usage are inappropriate
1 pt
Most of the words are not properly spelled,
abbreviated, punctuated, and capitalized.

LESSON 13: RESEARCH INSTRUMENTS

LESSON OBJECTIVES:
It is expected that at the end of the lesson, the learner must be able to:
 Constructs an instrument and establishes its validity and reliability

PRE-ACTIVITY:
Give your initial idea or knowledge about the following:
1. Questionnaires
2. Observations
3. Tests

LECTURE: Research Instruments

 Discuss and describe the research instrument to be used.
 Indicate the parts of your research instruments including:
1. Parts
2. Content
3. Number of items
4. Variables to be measured per part
5. Scales of measurement
Research instruments can be any of the following:
1. Questionnaires – questionnaires make use of checklist or rating scales to simplify and quantify people’s behaviours or
attitudes.
2. Observations – a way of gathering data by watching behaviour, events or noting physical characteristics in their natural
setting.
3. Tests – provide a way to assess subjects’ knowledge and capacity to apply this knowledge to new situations.
Example: See Appendix C on the last page of this worksheet

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ACTIVITY 1:
Compose the following for your group research:
a. Research Instrument (questionnaire, observation checklists) needed on the date collection process of the current study.
b. Research Instrument section of your research.

Rubric:
5  pts
Ideas are well-developed. There is a very clear
statement of purpose, position, facts, examples,
specific details, definitions, explanation,
justifications, or opposing viewpoints.
5  pts
Sentences are appropriately arranged in a logical
manner, making them easily understood by the
reader. There is an appropriate connection of
ideas at sentence level
5  pts
Word/vocabulary usage are very appropriate
5  pts
Words are properly spelled, abbreviated,
punctuated, and capitalized.
Organization and Content
3  pts
Ideas are developed. There is a clear statement
of purpose, position, facts, examples, specific
details, definitions, explanation, justifications, or
opposing viewpoints.
Coherence and Cohesion
3  pts
Sentences are arranged in a logical manner,
making them easily understood by the reader.
There is connection of ideas at sentence level
Language Use
3  pts
Word/vocabulary usage are appropriate
Mechanics
3  pts
Some words are not properly spelled,
abbreviated, punctuated, and capitalized.
1  pt
Ideas does not have a clear statement of
purpose, position, facts, examples, specific
details, definitions, explanation, justifications, or
opposing viewpoints.
1  pt
Sentences are not arranged in a logical manner,
making them easily understood by the reader.
There is no connection of ideas at sentence level
1  pt
Word/vocabulary usage are inappropriate
1 pt
Most of the words are not properly spelled,
abbreviated, punctuated, and capitalized.

LESSON 14: RESEARCH PROCEDURE

LESSON OBJECTIVES:
It is expected that at the end of the lesson, the learner must be able to:
 Plans data collection procedure
 Presents written research methodology

PRE-ACTIVITY:
Write TRUE if the statement is TRUE and FALSE if not.
1. Research procedures should be manageable for generating valid data.
2. Research procedures should be chronological and replicable.
3. Research procedures should present clear and reasonable strategies
4. Research procedures should have clear distinctions between researchers and respondents
5. Research procedures should seek permissions for ethical treatment of human subjects.

LECTURE: Research Procedure

 Discuss how are you going to conduct the research from conceptualization/composing and asking permission to conduct etc.
 Includes the general and the operational procedures of the study
 Provides the methods and procedures used in your research
 Provides the research design, respondents, equipments, materials, variables and actions taken by the respondents
 Should provide enough information to allow other researchers to replicate your experiment and study.
Example: See Appendix C on the last page of this worksheet

ACTIVITY 1:
Write the RESEARCH PROCEDURE of your group research.
Rubric:
5  pts
Ideas are well-developed. There is a very clear
statement of purpose, position, facts, examples,
specific details, definitions, explanation,
justifications, or opposing viewpoints.
5  pts
Sentences are appropriately arranged in a logical
manner, making them easily understood by the
reader. There is an appropriate connection of
ideas at sentence level
5  pts
Word/vocabulary usage are very appropriate
Organization and Content
3  pts 1  pt
Ideas are developed. There is a clear statement Ideas does not have a clear statement of
of purpose, position, facts, examples, specific purpose, position, facts, examples, specific
details, definitions, explanation, justifications, or details, definitions, explanation, justifications, or
opposing viewpoints. opposing viewpoints.
Coherence and Cohesion
3  pts 1  pt
Sentences are arranged in a logical manner, Sentences are not arranged in a logical manner,
making them easily understood by the reader. making them easily understood by the reader.
There is connection of ideas at sentence level There is no connection of ideas at sentence level
Language Use
3  pts 1  pt
Word/vocabulary usage are appropriate Word/vocabulary usage are inappropriate
Mechanics

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 5  pts 3  pts 1 pt
Words are properly spelled, abbreviated, Some words are not properly spelled, Most of the words are not properly spelled,
punctuated, and capitalized. abbreviated, punctuated, and capitalized. abbreviated, punctuated, and capitalized.

LESSON 15: STATISTICAL TREATMENT

LESSON OBJECTIVES:
It is expected that at the end of the lesson, the learner must be able to:
 Plans data analysis using statistics and hypothesis testing

PRE-ACTIVITY:
MIND MAPPING: Create a mind mapping out of the word STATISTICS.

LECTURE: Statistical Treatment

STATISTICAL TREATMENTS IN QNR
I. MEASURE OF CENTRAL TENDENCY
A. Mean – also known as arithmetic average of a set of data. It is the sum of the observed values in the distribution.
B. Median – is the midpoint of the distribution
C. Mode - the most frequently occurring value in a set of observation
II. MEASURES OF DISPERSION
A. Standard Deviation - is a measure of the spread or variation of the data about the mean
III. TEST OF DIFFERENCE
A. T-test - a type of inferential statistic used to determine if there is a significant difference between the means of two
groups, which may be related in certain features.
B. ANOVA (Analysis of Variance) – is used when significance of difference of means of two or more groups are to be
determined at one time
IV. TEST OF RELATIONSHIP
A. SPEARMAN RANK-ORDER CORRELATION (Spearman rho) - used when the data available are expressed in terms
of ranks.
B. CHI-SQUARE TEST OF INDEPENDENCE – used when the data are expressed in terms of frequencies or
percentages
C. PEARSON PRODUCT-MOMENT COEFFECIENT OF CORRELATION (Pearson-R) – used when data are
expressed in terms of scores such as weights, heights or scores in a test
NOTE: The mentioned statistical treatment above can be computed through MS Excel or Stats Tester App for Smartphones

Guide in Writing Statistical Treatment Section

 State one by one the analyses to be done
 Indicate the specific statistical tool to be used for each analyse
Example: See Appendix C on the last page of this worksheet

ACTIVITY 1:
Write the STATISTICAL TREATMENT section of your group research.
Rubric:
5  pts
Ideas are well-developed. There is a very clear
statement of purpose, position, facts, examples,
specific details, definitions, explanation,
justifications, or opposing viewpoints.
5  pts
Sentences are appropriately arranged in a logical
manner, making them easily understood by the
reader. There is an appropriate connection of
ideas at sentence level
5  pts
Word/vocabulary usage are very appropriate
5  pts
Words are properly spelled, abbreviated,
punctuated, and capitalized.
Organization and Content
3  pts
Ideas are developed. There is a clear statement
of purpose, position, facts, examples, specific
details, definitions, explanation, justifications, or
opposing viewpoints.
Coherence and Cohesion
3  pts
Sentences are arranged in a logical manner,
making them easily understood by the reader.
There is connection of ideas at sentence level
Language Use
3  pts
Word/vocabulary usage are appropriate
Mechanics
3  pts
Some words are not properly spelled,
abbreviated, punctuated, and capitalized.
1  pt
Ideas does not have a clear statement of
purpose, position, facts, examples, specific
details, definitions, explanation, justifications, or
opposing viewpoints.
1  pt
Sentences are not arranged in a logical manner,
making them easily understood by the reader.
There is no connection of ideas at sentence level
1  pt
Word/vocabulary usage are inappropriate
1 pt
Most of the words are not properly spelled,
abbreviated, punctuated, and capitalized.

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LESSON 16: Results of the Study
LESSON OBJECTIVES:
It is expected that at the end of the lesson, the learner must be able to:
 Collects data using appropriate instruments
 Presents and interprets data in tabular or graphical forms

PRE-ACTIVITY:
ANSWER THE FF:
1.
2. hat are the things that we should consider in gathering the results of the study?
3. How are we going to assure that the data that were collected are properly organized?

LECTURE: RESULTS OF THE STUDY

ORGANIZING YOUR GATHERED DATA:

1. Make sure that all the instruments were retrieved. Check as well if there are items from the instruments who are left
unanswered.
2. Once retrieved, mark numbers/code on the instruments to easily input data (such as R1 or short term for Respondent 1, R2,
R3, so on – this represents that the said instrument was answered by Respondent 1… so on)
3. Prepare a data matrix, a table where the data collected are going to be encoded. You can do it manually or by using MS
Excel. Example template:
QUESTIONNAIRE PART I:
Q1 Q2 Q3 Q4 Q5
R1
R2
R3
R4
R5
MEAN
SD

WHERE:
Q1 – Question 1… so on
R1 – Respondent 1… so on
NOTE: MEAN and SD can be computed via Stats Tester or MS Excel once the data has been encoded in accordance to
respondents’ answers.
4. Apply necessary statistical treatments on the encoded on the matrix. Consult as well for appropriate inferential statistics that
should be used for hypothesis testing before computing them.
5. Assure that all of the data from the instrument are all encoded.
ACTIVITY 1:
Encode the gathered data from the instruments through a data matrix.
Rubric:
Organization and Content
5  pts 3  pts 1  pt
Ideas are well-developed. There is a very clear Ideas are developed. There is a clear statement Ideas does not have a clear statement of
statement of purpose, position, facts, examples, of purpose, position, facts, examples, specific purpose, position, facts, examples, specific
specific details, definitions, explanation, details, definitions, explanation, justifications, or details, definitions, explanation, justifications, or
justifications, or opposing viewpoints. opposing viewpoints. opposing viewpoints.
Coherence and Cohesion
5  pts 3  pts 1  pt
Sentences are appropriately arranged in a logical Sentences are arranged in a logical manner, Sentences are not arranged in a logical manner,
manner, making them easily understood by the making them easily understood by the reader. making them easily understood by the reader.
reader. There is an appropriate connection of There is connection of ideas at sentence level There is no connection of ideas at sentence level
ideas at sentence level
Language Use
5  pts 3  pts 1  pt
Word/vocabulary usage are very appropriate Word/vocabulary usage are appropriate Word/vocabulary usage are inappropriate
Mechanics
5  pts 3  pts 1 pt
Words are properly spelled, abbreviated, Some words are not properly spelled, Most of the words are not properly spelled,
punctuated, and capitalized. abbreviated, punctuated, and capitalized. abbreviated, punctuated, and capitalized.

APPENDIX C: EXAMPLE OF RESEARCH SECTIONS

Title: Hydroponics and Aquaponics: A Basis of Growing Rice at Santisimo Rosario National High School

RESEARCH DESIGN
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This study made used of experimental research as its design. Based from Prieto et. Al 2017, experimental research “utilizes scientific method to test
cause-effect relationships under conditions controlled by the researcher”.
This research aimed to experiment the effects of hydroponics, aquaponics and natural-grown set-ups and its contribution on the growth of
rice. The study underwent on series of observation on the 3 set-ups focusing on the height of crops, number of days of growth, attraction to pest and
planting effects. Observed findings from the set-ups were then tabulated and statistically treated through Analysis of Variance (ANOVA) to
understand their significant difference and further understand its impact.

SAMPLES AND SAMPLING TECHNIQUE

This study was focused on assessing club officers responsibilities as input success indicator towards the clube perfromance in Santisimo
Rosario National High School. With this, purposive sampling was utilized to obtain samples from both student and teacher population for the study.
According to Arikunto (2010), sampling is the process of selecting sample based on specific purpose. The study was based on the
relationship between club officers' responsibilities towards club performance, thus, the samples of the study was only focused on student officers and
teacher advisers who were part of the recognized and official clubs of Santisimo Rosario National High School. (Source: “CLUB OFFICERS
RESPONSIBILITIES: AN INPUT SUCCESS INDICATOR TOWARDS CLUB PERFORMANCE OF SANTISIMO ROSARIO NATIONAL HIGH SCHOOL ”, Fernando, De Chavez and
Rodriguez (2019)

RESEARCH INSTRUMENT
The researchers used observation checklist to collect essential data from the 3 set-ups of hydroponics, aquaponics and natural-grown set-
ups respectively. Likert scale was used in the checklist where the following numerical value was given the respective equivalence: 5-Strongly Agree,
4-Agree, 3-Nuetral, 2-Disagree and 1-Strongly Disagree
Expert validation was also employed by the researcher. Appended, therefore, is the copy of the evaluated of the research instrument (see
Appendix). After instrument validation, observation checklist was administered to the determine the difference of the effects of the mentioned set-ups
on the growth of rice.
RESEARCH INSTRUMENT (FOR RESPONDENT DISTRIBUTION/VALIDATED)
Hydroponics and Aquaponics: A Basis of Growing Rice at Santisimo Rosario National High School
OBSERVATION CHECKLIST: Check the appropriate answers on the following observations:
PART I: HYDROPONICS SET-UP:
The height of rice on Hydroponics system…
Indicators 5 4 3 2 1
1. Is taller compared to other set-ups.
2. Grows faster compared to other set-ups.
3. Continuously grow compared to other set-ups.
4. Is appropriate to its width compared to other set-ups.
5. Stand-out the most compared to other set-ups.

The days of
Indicators 5 4 3 2 1 growth on
1. Shorter than the other set-ups. hydroponics
2. Needs fewer days than the actual process. system…
3. Is appropriate to its height compared to other set-ups.
4. Survived the most compared to other set-ups.
5. Surpass other set-ups.

The attraction to pest on hydroponics system…

Indicators 5 4 3 2 1
1. Is insusceptible to any disease compared to other set-ups.
2. Is insusceptible to any pests compared to other set-ups.
3. Is insusceptible to any weeds compared to other set-ups.
4. Is insusceptible to any damage compared to other set-ups.
5. Does not require any pesticide compared to other set-ups.
The planting
effectiveness on hydroponics system…
Indicators 5 4 3 2 1
1. Is easy to handle compared to other set-ups.
2. Does not require more effort compared to other set-ups.
3. Does not require more fertilizers compared to other set-ups.
4. Is more suitable for rice compared to other set-ups.
5. Is more reliable compared to other set-ups.

PART II:
AQUAPONICS SET-UP:
The height of rice on Aquaponics system…
Indicators 5 4 3 2 1
6. Is taller compared to other set-ups.
7. Grows faster compared to other set-ups.
8. Continuously grow compared to other set-ups.
9. Is appropriate to its width compared to other set-ups.
10. Stand-out the most compared to other set-ups.

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The days of growth on Aquaponics system…
Indicators 5 4 3 2 1
6. Shorter than the other set-ups.
7. Needs fewer days than the actual process.
8. Is appropriate to its height compared to other set-ups.
9. Survived the most compared to other set-ups.
10. Surpass other set-ups.

The attraction to pest on Aquaponics system…

Indicators 5 4 3 2 1
6. Is insusceptible to any disease compared to other set-ups.
7. Is insusceptible to any pests compared to other set-ups.
8. Is insusceptible to any weeds compared to other set-ups.
9. Is insusceptible to any damage compared to other set-ups.
10. Does not require any pesticide compared to other set-ups.
The planting
effectiveness on Aquaponics system…
Indicators 5 4 3 2 1
6. Is easy to handle compared to other set-ups.
7. Does not require more effort compared to other set-ups.
8. Does not require more fertilizers compared to other set-ups.
9. Is more suitable for rice compared to other set-ups.
10. Is more reliable compared to other set-ups.

PART III: NATURAL-GROWN SET-UP:

The height of rice on Natural-Grown system…
Indicators 5 4 3 2 1
11. Is taller compared to other set-ups.
12. Grows faster compared to other set-ups.
13. Continuously grow compared to other set-ups.
14. Is appropriate to its width compared to other set-ups.
15. Stand-out the most compared to other set-ups.

The days of
Indicators 5 4 3 2 1 growth on
11. Shorter than the other set-ups. Natural-Grown
12. Needs fewer days than the actual process. system…
13. Is appropriate to its height compared to other set-ups.
14. Survived the most compared to other set-ups.
15. Surpass other set-ups.

The attraction to pest on Natural-Grown system…

Indicators 5 4 3 2 1
11. Is insusceptible to any disease compared to other set-ups.
12. Is insusceptible to any pests compared to other set-ups.
13. Is insusceptible to any weeds compared to other set-ups.
14. Is insusceptible to any damage compared to other set-ups.
15. Does not require any pesticide compared to other set-ups.
The planting
effectiveness on Natural-Grown system…
Indicators 5 4 3 2 1
11. Is easy to handle compared to other set-ups.
12. Does not require more effort compared to other set-ups.
13. Does not require more fertilizers compared to other set-ups.
14. Is more suitable for rice compared to other set-ups.
15. Is more reliable compared to other set-ups.

RESEARCH PROCEDURE
This research was focused on understanding the different effects on rice growth of aquaponics, hydroponics and natural grown set-ups. To
do this, the researches prepared the set-ups for hydoponics, aquaponics and natural-grown set-ups respectively.
Improvised hydroponics set-up was made from 8-whole Styrofoam with hole-d cups underneath. Ground coconut husk with rice hull was
also placed on the cups so rice seedling can be planted. Water and Pureganics were then poured.

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Researchers used the school aquaponics system for aquaponics set-up. For natural-grown set up, a container was placed. Grind coconut husk and rice
hull was set at teh bottom of the grinder followed by the clay soil before the rice seedlings were planted. Pureganics were also sprinkled on the set-
up.
Researchers observed the set-up for 2 months through a checklist. Each set-ups was observed according to rice's height, days of growth,
attraction to pest and planting effectiveness.
Upon retrieving data from the checklist, results were then tabulated and analysed. The researchers used Analysis of Variance (ANOVA) to
understand the significant difference among 3 set-ups.

STATISTICAL TREATMENT
The study used Mean to understand the sum of the observed values of each indicator-variables. To measure of the spread of the data of the
mean, Standard Deviation was used. Since 3 groups of set-ups were the focused of the study, Analysis of Variance (ANOVA) was utilized to know
the significant difference of the set-ups.

References:
 Practical Research II, Faltado et. Al
 Practical Research II, Prieto et. Al
 From Practical Research to Research or Capstone Project: A Step-by-step Guidebook for the SHS and Beyond, Anacin et. Al
 Thesis Writing Manual: A Practical Guide in the Preparation of Thesis/Dissertation, Callo
 Hydroponics and Aquaponics: A Basis of Growing Rice at Santisimo Rosario National High School, Castillo et. al (2019)
 “CLUB OFFICERS RESPONSIBILITIES: AN INPUT SUCCESS INDICATOR TOWARDS CLUB PERFORMANCE OF
SANTISIMO ROSARIO NATIONAL HIGH SCHOOL”, Fernando et. al, (2019)

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