G12 Research 2 1 Page

GRADE

San Fabian National High School

San Fabian, Pangasinan
12
MODULE
in
PRACTICAL
RESEARCH 2
Quarter 1, Week 1, Module 1
For queries, please contact us:
Name of Teacher Contact Number Messenger
ARLYN R. FERNANDEZ 09494620209 Arlyn Estacio Rivo-Fernandez

JERIC F. GURTIZA 0917-188-0748 Jeric Ferreol Gurtiza

Region I
SHIELA MARIE S. QUIAMSONPangasinan
09461547755
II Shiela Marie Baltazar Sibayan-Quiamson
SAN FABIAN NATIONAL HIGH SCHOOL
San Fabian, Pangasinan
GERALD M. SAMBRANO 09461547755 Gerald Mariano Sambrano

ACTIVITY SHEETS IN PRACTICAL RESEARCH 2

QUARTER 1, MODULE 1

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MELC: Learning Competency

1. Describes characteristics, strengths, weaknesses, and kinds of
quantitative research
2. Illustrates the importance of quantitative research across fields.
3. Differentiate kinds of variables and their uses.
 K to 12 BEC CG: CS_RS12-Ia-c-1, CS_RS12-Ia-C-2,
CS_RS12-Ia-C-3

Objectives:

The learner:

1. Describes characteristics, strengths, weaknesses, and kinds of quantitative

research.
2. Illustrates the importance of quantitative research across fields.
3. Differentiate kinds of variables and their uses.

Prepared by:

ARLYN R. FERNANDEZ
SHS Teacher III

MODULE 1: NATURE OF INQUIRY AND RESEARCH

Unit 1

Introduction

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What comes first to your mind when you encounter the word research? Inquiry?
Many mistakenly think that Inquiry and Research are completely different from each
other. However, these two terms are almost the same in meaning. Both involve in
seeking for information to have a logical view in understanding things by augmenting
knowledge, resolving doubt, or solving a problem. An inquiry is looking for information
through investigating in order to understand events around us while research is
discovering truths by investigating on your chosen topic scientifically.

LESSON 1: DEFINITION, CHARACTERISTICS, STRENGTHS, WEAKNESSES,

AND KINDS OF QUANTITATIVE RESEARCH

Research can be a way of life; it is the basis for many of the important decision in
our lives. Without it, we are deluged with information, subjected to the claims of
advertisers, or influenced by hearsay in making sense of the world around us. This
experimental research helps us decode the flood of information we encounter every day.

Research begins by asking the right questions and choosing appropriate method o
investigate the problem. After collecting answers to your questions, you can analyse the
findings or observations to draw appropriate conclusions.

DEFINING QUANTITATIVE RESEARCH

Quantitative research is defined as a systematic investigation or phenomena by

gathering quantifiable data and performing statistical, mathematical, or computational
techniques. It is more objective than qualitative research. The methods are also
structured and predetermined.

An example of quantitative research is the survey conducted to understand the

amount of time doctor takes to tend to a patient when patients walks into the questions
like how much did a doctor take to see a patient, how often does a patient walk into a
hospital, and other such a question.

Characteristics of Quantitative Research

You have already earned the methods quantitative research. Before you engage
yourself in conducting quantitative research, you have to know first the characteristics of
a good quantitative research.

The following is a general summary of some characteristics of quantitative

research identified by (Brain, Craig Leonard et al., 2011).

1. The data is usually gathered using structured research instruments.

2. The results are based on larger sample sizes that are representative of the

population.

3. The research study can usually be replicated or repeated, given its high

reliability.

4. Researcher has a clearly defined research question to which objective answeers

are sought.

5. All aspects of the study are carefully designed before data is collected.

6. Data are in the form of numbers and statistics, often arranged in tables, charts,

figures, or other non-textual forms.

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7. Project can be used to generalize concepts more widely, predict future results,

or investigate causal relationships.

8. Researcher uses tools, such as questionnaires or computer software, to collect

numerical data.

STRENGTHS AND WEAKNESSES OF QUANTITATIVE RESEARCH

As published by the University of Southern Denmark Library, quantitative data

are the piece of information’s that can be counted and which is usually gathered through
surveys from the large numbers of respondents randomly selected for inclusion.

Secondary data like census data, government or national statistics, health system
metrics, and so on, are often included in quantitative research. Quantitative research
approaches are the best used to answer what, when and who questions and are not well
appropriate to how and why questions.

Strengths - Findings can be generalized if selection process is well designed and

sample representative of study population.

-. Relatively easy to analyse; and

- Data can be very consistent, precise and reliable.

Weaknesses - Related secondary data is sometimes not available or accessing available

data is difficult/impossible.

- Difficult to understand context of a phenomenon; and

- Data may not be robust enough to explain complex issues.

Name:_______________________________________________ Date: _____________

Grade/Section:_________________________________________ Score:____________

PRACTICAL RESEARCH 2

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Activity 1: Graphic Organizer

Most Essential Learning Competency: Describes characteristics, strengths,

weaknesses, and kinds of quantitative research.
K to 12 BEC CG: CS_RS12Ia-c-1

Directions: Complete the concept map by writing word/s related with

the middle word. After answering this, you may proceed to the next
activity. Do this activity in a separate paper.

RESEARCH ---> INQUIRY --->

---> --->
---> --->
---> --->
---> --->

Activity 2: Use the Word in a Sentence

Directions: Use the identified word/s from the first activity in a sentence and
compose a paragraph related to the given word in the middle of the concept map.
Do this activity in a separate paper.

“RESEARCH”
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

“INQUIRY”
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Name:_______________________________________________ Date: _____________

Grade/Section:_________________________________________ Score:____________

PRACTICAL RESEARCH 2

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Activity 3: “My Strengths! My Weakness!”

Let’s Do this (5 minutes)

Your task is to identify the strengths and weaknesses of Quantitative

Research below, the write your chosen answer. Do this activity in a separate
paper.

Strengths -

Weaknesses -

1. Findings can be generalized if selection process is well-designed and sample is

representative of study population.

2. Data may not be robust enough to explain complex issues.

3. Relatively easy to analyse.

4. Related secondary data is sometimes not available or accessing available data is

difficult/impossible.

5. Data can be very consistent, precise and reliable.

6. Difficult to understand context of a phenomenon.

Kinds of Quantitative Research

QUANTITATIVE RESEARCH

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Non-Experimental - Descriptive

- Correlational

Experimental - Quasi-Experimental

- Experimental

Descriptive research

- Deals with the research method which describes the characteristics of the population or
a phenomena that is being studied. The methodology part emphasizes more on the
“what” of the research subject rather than the “why” of the research study.

- Furthermore, descriptive research design focuses on describing the nature of a

demographic segment of the study it is not focusing on “why” in a certain phenomenon
occurs. In other words, according to Bhat (2019) it “describes” the subject of the
research, without covering “why” it happens.

Correlational research

- According to Bhat (2019), it is a type of non experimental research method, in which

the researcher measures two variables, understands and assess through the statistical
relationship between them with no influence from any extraneous variable.

Quasi-experimental research

- This quasi-experimental research design involves the manipulation of an independent

variable without the random assignment of participants to conditions or orders of
conditions. Among the important types are non-equivalent group’s designs, pretest-
posttest, and interrupted time-series designs (Price, Jhangiani, & Chiang, 2018).

Experimental research

- This type of quantitative research strictly adheres to a scientific research design. It

contains a hypothesis, and a variable that can be manipulated by the researcher, and
variables that can be measured, calculated and compared. Hence, most inmportantly, the
experimental research design is completed in a controlled environment.

LESSON 2: THE IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS

FIELDS

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Quantitative research is employed to populate statistics from a high volume

sample size to realize statistically valid leads to reader’s insight. Generally, quantitative
customer research incorporates a survey-based approach to realize feedback in reference
to populations’ ideas and opinions. It’s important to ensure a suitable sample size is used
to gain accurate and trustworthy results (Fatima, 2019). It includes some importance
across disciplines like economics, education, social sciences etc.

Importance of Quantitative Research

1. More reliable and objective

2. Can use statistics to generalize a finding

3. Often reduces and restructures a complex problem to a limited number of variables

4. Looks at relationships between variables and may establish cause and effect in highly

controlled circumstances

5. Tests theories and hypothesis

6. Assumes sample is representative of the population

7. Prejudice of researcher in methodology is recognized less

8. Less detailed than qualitative data and should miss a desired response from the
participant

LESSON 3: DIFFERENT VARIABLES IN QUANTITATIVE RESEARCH AND

THEIR USES

The Nature of Variables

The foundation of quantitative research is variables. Hefiner (n.d) defined

variables as any aspect of a theory that can vary or change as part of the interaction
within the theory.

All experiments examine some kind of variable/s. In research, a variable is not

only something that the researcher measure, but also something that researcher can
manipulate and control for. In order to understand the characteristics of research
variables and how the researchers use them in research, this guide is divided into three
main sections. The first one mainly illustrate the role of dependent and independent
variables. Second, how variables, can be categorized as extraneous or confounding.
Third, the researcher explains how variables can be characterized as either categorical or
continuous.

3 types of variables defined by the context within which the variable is discussed

1. Independent and dependent variables (i,e., cause and effect)

/ Independent variables act as the cause and predict the dependent variable.

/ Dependent variable is a variable that is being tested and measured in an experiment,

and is ‘dependent’ on the independent variable.

Example:

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- The Effect of two instructional approaches (independent variable) on student’s

achievement in Practical Research 2 (dependent variable).

- The use of entrance exam scores (independent variable) to predict freshman grade
point averages (dependent variable).

2. Extraneous and confounding variables

/ Extraneous variables are those that affect the dependent variable but are not
controlled adequately by the researcher.

Example: Not controlling for the key-boarding skills of students in a study of comuter
assisted instruction

/ Confounding variables are those that vary systematically with the independent
variable and exert influence of the dependent variable.

Example: Not using counselors with similar levels of experience in a study comparing
the effectiveness of two counselling approaches.

3. Continuous and categorical variables

/ Continuous variables are measured on a scale that theoretically can take on an

infinite number of values.

Example: - Quarterly exam score range from a low of 0 to a high of 100.

- Attitude scales that range from very negative at 0 to very positive at 5

- Students’ ages

/ Categorical variables are measured and assigned to groups on the basis of

specific characteristics.

Example: - Socio-economic status: low middle and high

- Gender: “male” and “female”

Take note that the term level is used to discuss the groups or categories: Socio-
economic status has three levels: low, middle, and high and Gender has two levels, male
and female.

/ Continuous variables can be converted to categorical variables, but categoical

variables cannot be converted o continuous variables.

Example: IQ is a continuous variable, but the researcher can change to group students
into three levels based on IQ scores - low is below a score of 84, middle is between 85
and 115, and high is above 116.

Categorical and Continuous Variable

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Categorical variables are also recognized as “discreet or qualitative variables”.

Categorical variables can be further categorized as nominal, dichotomous, and ordinal
(Laerd Statistics, 2018).

1. Nominal variables which variables that have two or more categories, nevertheless
which do not have an intrinsic order.

2. Dichotomous variables, these nominal variables which only have two categories or
levels. For example, if the researcher looking at gender, the researcher would categorize
it as either “male” or “female”.

3. Ordinal variables which the variables that has two or more categories just like
nominal variables only the categories can also be ranked or ordered. When you asked
somebody if they liked the policies of the Democratic Party and they could be answer
either “Not very much”, “They are OK” or “Yes, a lot” then you have an ordinal
variable.

Continuous variables or can be called as quantitative variables, it can be further

characterized as either interval or ratio variables.

1. Interval variables, in this type of variable which the main characteristic is that they
can be measured along a continuum and they have a numerical value (for example,
temperature measured in degrees Celsius or Fahrenheit). An then, the difference
between 50’C and 60’C is the same as 70’C to 80’C. Nevertheless, temperature
measured in degrees Celsius or Fahrenheit is NOT a ratio variable.

2. Ratio variables are interval variables, but with the added condition that 0 (zero) of the
measurement indicates that there is none of that variable.

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Name:_______________________________________________ Date: _____________

Grade/Section:_________________________________________ Score:____________

PRACTICAL RESEARCH 2

Activity 4
Let’s take this challenge

Directions: Complete the concept map by writing the different types of variable
associated the word. After answering this, you may proceed to the next
activity. Do this activity in a separate paper.

Categorical Variable -

Continuous Variable -

Activity 5
Let’s do this

Directions: Use the identified types of variables from the previous activity and give
examples for each variable. Do this activity in a separate paper.

“Categorical Variables”
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

“Continuous Variables”
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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Practical Research 2
Grade

12
Quarter 1- Module 1
Module Title: NATURE OF INQUIRY AND
RESEARCH
Subject Teacher:
2
Name: _______________________________________________________
Grade & Section: ________________________Strand: ________________
Barangay: ____________________________________________________

MODULE 1: NATURE OF INQUIRY AND RESEARCH

SUMMATIVE TEST
Multiple Choice: Choose the best answer. Encircle the letter of your answer.

1. It is the relationship between two variables.

A. Hypothesis C. Nominal
B. Correlation D. Quasi-experimental Research
2. This is sometimes called an experimental or predictor variable.
A. Independent variable C. Correlation
B. Dependent variable D. Quasi-experimental
3. Which of the following is the BEST explanation of Quantitative Research Design?
A. This data are the pieces of information that can be explained using words and
which are usually gathered by surveys from large numbers of respondents
randomly selected for inclusion.
B. This data are the pieces of information that can be counted and which are usually
gathered by surveys from large numbers of respondents randomly selected for
inclusion.
C. Sometimes called an experimental or predictor variable.
D. The aim is to manipulate an independent variable(s) and then examine the effect
that this change has on a dependent variable(s).
4. This refers to nominal variables which have only two categories or levels.
A. Ratio B. Interval C. Dichotomous D. Nominal
5. It involves the manipulation of an independent variable without the random
assignment of participants to conditions or orders of conditions.
A. Descriptive Research C. Correlational research
B. Quasi-experimental Research D. Experimental Research
6. In your own understanding, what is the aim of dependent variable in writing research
problem?
A. The aim is to manipulate a dependent variable(s) and then examine the effect that
this change has on an independent variable(s).
B. The aim is to manipulate a dependent variable(s) and then examine the effect that
this change has on an independent variable(s).
C. The aim is to manipulate a profile variable(s) and then examine the effect that this
change has on a dependent variable(s).
D. The aim is to manipulate an independent variable(s) and then examine the effect
that this change has on a correlational variable(s).
7. It uses interviews, questionnaires, and sampling polls to get a sense of behavior with
intense precision.
A. Interview C. Survey Research
B. Descriptive Research D. Questionnaire
8. This variable acts as the cause in that they precede, influence and predict the
dependent variable.
A. Dependent B. Independent C. Extraneous D. Confounding

9. As a researcher, you must know about continuous variable. One of your groupmates
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asks you to explain to them what is the use of continuous variable, your BEST
response will be:
A. Measured on a scale that theoretically can take on an infinite number of values.
B. Interval variables, but with the added condition that 0 (zero) of the measurement
indicates that there is none of that variable.
C. Nominal variables which have only two categories or levels.
D. Variables for which their central characteristic is that they can be measured along a
continuum and they have a numerical value.
10. It is a learning process that motivates you to obtain knowledge or information about
people, things, places, or events.
A. Inquiry B. Research C. Investigation D. Variables
11. It focuses on numeric and unchanging data and detailed, convergent reasoning rather
than divergent reasoning (i.e, the generation of a variety of ideas about a research
problem in a spontaneous, free flowing manner).
A. Qualitative Research C. Quantitative Research
B. Descriptive Research D. Experimental Research
12. Your Teacher King asks you to explain quasi-experimental research design, your
BEST response will be:
A. It is a research method that describes the characteristics of the population or
phenomenon that is being studied.
B. It is a type of non-experimental research method, in which a researcher measures
two variables, understands and assesses the statistical relationship between them
with no influence from any extraneous variable.
C. Design involves selecting groups, upon which a variable is tested without any
random pre-selection process.
D. Uses interviews, questionnaires, and sampling polls to get a sense of behavior
with intense precision.
13. Variables for which their central characteristic is that they can be measured along a
continuum and they have a numerical value.
A. Ratio B. Interval C. Dichotomous D, Nominal
14. It is a research method that describes the characteristics of the population or
phenomenon that is being studied.
A. Descriptive Research C. Correlational Research
B. Quasi-experimental Research D. Experimental Research
15. It is a study that strictly adheres to a scientific research design. It includes a
hypothesis, a variable that can be manipulated by the researcher, and variables that
can be measured, calculated and compared.
A. Descriptive Research C. Correlational Research
B. Quasi-experimental Research D. Experimental Research
16. It is a type of non-experimental research method, in which a researcher measures two
variables, understands and assesses the statistical relationship between them with no
influence from any extraneous variable.
A. Descriptive Research C. Correlational Research
B. Quasi-experimental Research D. Experimental Research
17. Which if the following statement is TRUE nominal variable?
A. Interval variables, but with the added condition that 0 (zero) of the measurement
indicates that there is none of that variable.
B. Measured on a scale that theoretically can take on an infinite number of values.
C. Variables for which their central characteristics is that they can be measured along
a continuum and they have a numerical value.
D. Variables that have two or more categories, but which do not have an intrinsic
order.
18. It is a statement to be proven or disproved.
A. Hypothesis B. Nominal C. Survey-research D. Dichotomous
19. Teacher Rhizon asks you to explain about ratio, your BEST answer will be:
A. Interval variables, but with the added condition that 0 (zero) of the measurements
indicates that there is none of the variable.
B. Measured on a scale that theoretically can take on an infinite number of values.
C. Nominal variables which have only two categories or levels.
D. Variables for which their central characteristics is that they can be measured along
a continuum and they have a numerical value.
20. It can be a way of life, it is the basis for many of the important decisions in our lives.

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A. Investigation B. Inquiry C. Research D. Correlations

REFERENCE

Cortez, Shiahari Inciso et. al. (2020). Educational Manual in Writing a Research
Manuscript Made Easy for Senior High School Students. THE BASICS OF
QUANTITATIVE RESEARCH DESIGN. John 14-14 Book Pubishing
Center.

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