Republic of

the
Philippines
Department
of Education
Region IV (A) – CALABARZON
City Schools Division Office of Antipolo
District I – A
ANTIPOLO CITY SENIOR HIGH SCHOOL
(#342175 - SHS within Sta. Cruz Elementary School)
Brgy. Sta. Cruz, Antipolo City
Email add: antipolocityshs@gmail.com

STUDENT’S ACTIVITY SHEET FOR PRACTICAL RESEARCH 2

SAS# 1 (MODULAR MODALITY)

TITLE/LESSON:
Quantitative Research in Different Areas of Interest
I.INTRODUCTION/RATIONALE:
This Student Activity Sheet (SAS) was designed and written with you in mind. It is here to help
you master the topic on the 1.) characteristics, strengths, weaknesses, and kinds of quantitative
research, 2.) the importance of quantitative research across fields and 3. the nature of variables. The
scope of this SAS permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of you as a student. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.
Just like in your previous SAS, this activity sheet provides you lots of activities. This tool will
keep you engaged in more meaningful opportunities and independent learning at your own time and
pace.
This activity sheet has the following parts:
✔ What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.
✔ What I Know This part includes an activity that aims to check what you already
know about the lesson to take.
✔ What’s In. This is a brief drill or review to help you link the current lesson with the
previous one.
✔ What’s New In this portion, the new lesson will be introduced to you in various
ways such as a story, a song, a poem, a problem opener, an activity, or a situation.
✔ What is It This section provides a brief discussion of the lesson and aims to help
you discover and understand new concepts and skills.
✔ What’s More. This comprises activities for independent practice to solidify
your understanding and skills of the topic.
✔ What I Have Learned This includes questions or blank
sentences/paragraphs to be filled in to process what you learned from the lesson.
✔ What I Can Do This section provides an activity that will help you transfer your new
knowledge or skill into real-life situations or concerns.

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✔ Assessment This is a task which aims to evaluate your level of mastery in achieving
the learning competency.
 ✔ Additional Activities. In this portion, another activity will be given to you to enrich
your knowledge or skill of the lesson learned. This also tends to the retention of
learned concepts.
✔ References This is a list of all sources used in developing this activity sheet. For
the last part, you will write your significant learning in the form of reflection on what you
gained from the lesson. (Reflection) The following are some reminders in using this module:
1. Use the SAS with care. Do not put unnecessary mark/s on any part of the SAS. Use a separate
sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities included in the
module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the
task at hand before proceeding to the next.
6. Return this SAS to your teacher once you are through with it. Schedule will be provided for
your reference.
7. If you encounter any difficulty or challenges in answering the tasks in this SAS, please don't
hesitate to consult me.
8. You are requested to have at least four (4) pads of 1 whole sheet of paper which will served as
your Answer Sheets. All your answers in each activity must be written/placed there to be
submitted to your subject teacher every week as indicated in the school schedule with the help
of your parents/guardian. For the modular digitized group take note that you may send your
answers via google classroom created by your subject teacher and use the provided answer
sheets for you to turn in your answers and/or outputs.
9. If you encounter any difficulty in answering the tasks in the part of each SAS, DO NOT
hesitate to consult your teacher. Always bear in mind that you are not alone.

You can reach your teacher via your Group Chat (GC), their cell phone number and email
address to be posted in your GC.

ACSHS family is hoping that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it.
What I Need to Know
In your practical research 1 you became very familiar with the nature, feature and
characteristics of qualitative research. Likewise, in this lesson you are expected to:
a. Describes characteristics, strengths, weaknesses, and kinds of quantitative
research CS_RS12-Ia-c-1
b. Illustrates the importance of quantitative research across fields CS_RS12Ia-
c-2
c. Differentiates kinds of variables and their uses CS_RS12-Ia-c-3

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What I Know
Begin your task with Activity No. 1.1 Strength or Weakness
Directions: Determine whether the given items are the strengths or weaknesses of Quantitative
Research. Write S if you believe the item is strength, write W if weakness.
__S____1. It is the most reliable and valid way of concluding results. _
w_____2. It can be costly.
__S_____3. Results can be seen as real and unbiased.
__w_____4. It leaves little room for uncertainty or grey areas.
 __S____5. It requires extensive statistical treatment.

Source: Practical Research 2 for Senior High School Quantitative by Nelia G. Prieto, Ph.D. pp 3-4. Process

Questions:

1. How were you able to know if the item belongs to strength or weakness. What does each
item say about quantitative research?
- By knowing them and study the strength and weakness of quantitative research, Because
those are the bones of that structure. Those are the foundations in which the
entire research depends. It measures all the different aspects of a quality
research study. A good study cannot be done right without the quantitative
piece.

What’s In
This time answer Activity No.1.2 Types of Quantitative Research.

Directions: Identify what type of quantitative research designed is being defined in each item
below. Choose from the word pool.

___D____1. In this type of research, the researcher can collect more data, ether by scheduling
more observations or finding more existing measures. _______2. It employs both treated and
control groups to deal with time-related rival expectations.
___B____3. The researcher only observes the phenomena as they occur in this kind of research.
___A___4. Its main purpose is to observe, describe and document aspects of a situation as it naturally
occurs and sometimes to serve as starting point for hypothesis generation.
___C___5. It allows the researcher to control the situation and allows the researcher to find answer to
what causes something to occur.
A. Descriptive C. Experimental B. Non-experimental D. Quasi-
experimental E. True experimental

Source: Practical Research 2 for Senior High School Quantitative by Nelia G. Prieto, Ph.D. pp 5-7. Process

Questions:
1. How do you find the activity? Was it easy for you to determine what type of research is
given? What made it easy/difficult for you to identify the type of research designed accurately?
- I find it difficult because it is must be new to me that’s why, but it helps me to answer this activity by
reading the module and search on a website

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What’s New
Let’s see how well you know the importance of quantitative research. Answer Activity 1.3.
Thumbs Up! Thumbs Down!.

Directions: Determine whether the given statements below present the importance of
quantitative research. Draw thumbs up if they give the importance of quantitative research.
Draw thumbs down if not
 1. Quantitative research is often used because of its emphasis on proof rather than
society.
2. Research findings do not affect people's lives, ways of doing things, laws,
rules and regulations, as well as policies among others.
3. People do research to find solutions even tentative ones, to problems in order to
improve or enhance ways of doing things.
4. It provides confusions on the pre-existing facts and theories being practiced and
observed by the people.
5. It delivers people to action and change.
Guide Questions:
1. What is the significance of knowing how important quantitative research is across fields?
Discuss your thoughts briefly.
-People do research to discover preliminary solutions to challenges, to improve
or enhance ways of doing things, to reject or provide hypotheses, or simply to
find answers to questions or solutions to problems in everyday life. People do
research in order to improve or enhance ways of doing things, to refute or give
hypotheses, or simply to find answers to questions or solutions to issues in
everyday life.

What Is it
Now, its time for us to clearly discuss our topics. Let’s begin with the first one, characteristics
of quantitative research.

Characteristics of Quantitative Research

We know well that by knowing the characteristics of quantitative research will help us to
understand this type of research well and utilized it effectively.

Its main characteristics are:

• The data are collected using structured research instruments. • It requires larger sample sizes that
are representative of the population to where results will be based.
• Since this type of research is known to be valid and more accurate it is often replicated or
repeated through different variables and population. • Research questions are more specific.
• Methodology utilized makes the study appear to be logically and carefully designed before data
collection is done.
• Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other
non-textual forms.
• Project can be used to generalize concepts more widely, predict future results, or investigate
causal relationships.
• Data collected are more reliable because they are collected through computer software and
specific tools.
Source; https://lib-guides.letu.edu/quantresearch

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Strengths and Weaknesses

After knowing the characteristics of quantitative research, be familiar with its strengths and
weaknesses. Study the grid below.
Strength Weakness
 Findings can be generalized if selection Related secondary data is sometimes not
process is well-designed and sample is available or accessing available data is
representative of study population difficult/impossible

Relatively easy to analyze Difficult to understand context of a

phenomenon

Data can be very consistent, precise and Data may not be robust enough to
reliable explain complex issues

Source; https://betterthesis.dk/research-methods/lesson-1different-approaches-to-research/strengths and-limitations

Importance of Quantitative Research Across Fields

Anthropology
Many important matters regarding history of human life and human evolution as well as racial
conflicts and behavior in the society came from research.

Communication
It provides community of people an understanding of a particular communication phenomena
that might be generalized to a larger population.

Medicine
It increases the chance of enhancing the quality of medical education.

Behavioral Science
Output of quantitative research focuses on how human behavior is connected with another
entity and their individual differences that may affect their relationships.

Educational Psychology
Principles applied and observed in the field of education in relation to understanding human
relation are developed.

Social Science
Outputs made through this type of research are typically made through survey and
experiment.
Source: https://www.slideshare.net/mjlobetos/lesson-2-importance-of-quant-r-118752468 Let us now

discuss the different types of Quantitative Research Design.

Experimental Research Design

Allows the researcher to control the situation. Thus, it gives opportunity for the researcher to
seek answers to the question “What causes something to occur?”

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Under this type of research is pre-experimental which apply to experimental designs with the
least internal validity. Two classes of experimental designs can provide better internal validity than
pre-experimental design these are the true and quasi-experimental.
True experimental design controls for both time-related and group-related threats whereas
quasi-experimental, the researcher can collect more data, either by scheduling more observations or
finding more existing measures.
Types of Quasi-experimental Design
1. Non-equivalent Control Group Design-refers to the chance failure of random assignment
to equalize the conditions by converting a true experiment into this kind of design, for purposes of
analysis.
2. Interrupted Time Series Design-employs multiple measures before and after the
experimental intervention. It differs form the single-group pre-experiment that has only one pretest
and one posttest. Users of this design assume that the time threats such as history or maturation appear
as regular changes in the measures prior to the intervention.

Non-experimental Research Design

The researcher observes the phenomena as they occur naturally with no external variables are
introduced.

Descriptive Research Design

1. Survey – It is used when the researcher would like to provide numeric description of
trends, attitudes, opinions of a population by studying a sample from that population.
2. Correlational – it has three types namely 1.) Bivariate correlational studies, 2.) prediction
studies, and 3.) multiple regression.

Bivariate correctional studies obtain scores from two variables for each subject and use
them to calculate a correlation coefficient. Prediction studies use correlation co-efficient to show
how one variable predicts another, Multiple regression prediction studies makes it possible to
combine many variables to produce optimal predictions of the dependent variable.

3. Ex-Post Facto Research Design – These are non-experimental research that are used to
investigate causal relationships.
4. Comparative Design – involves comparing and contrasting two or more samples of study
subjects on one or more variables.
5. Evaluative Research – This seeks to assess or judge to provide information about
something that cannot be taken from mere observation or investigation. 6. Methodological – This
employs variety of methodologies to achieve the goal of having scale-matched approach where data
can be integrated from different disciplines.
Source: Practical Research 2 for Senior High School Quantitative by Nelia G. Prieto, Ph.D. pp 5-7. and
http://www.homepages.ucl.ac.uk/~ucbtfde/predFram.html#:~:text=In%20prediction%20studies %2C%20multiple
%20regression,unique%20contribution%20of%20each%20variable.

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This time lets continue understanding the nature of variables. Let us begin understanding
variables in connection to research by having its definition. Variables in research pertains to a person,
place, thing or phenomenon that you are trying to measure. There are two major kinds of variables 1.)
the independent and 2.) dependent variables.
Independent Variable - is stable and unaffected by the other variables you are trying to
measure.
Dependent variable - depends on other factors that are measured. These are variables that are
expected to change as a result of experiment.

There are other types of variables. Control variables and confounding variables.

Control Variables – a variable that is held constant to prevent it from influencing the
outcome of a study.

Confounding Variables - is an unmeasured third variable that influences both the

 supposed cause and the supposed effect.

After understanding the different types of variables, let us proceed to the nature of variables.

Nominal variables - it is sometimes called categorical variable but does not have intrinsic
ordering to the categories. e.g. Gender has two categories male and female.

Ordinal variables - is a categorical variable for which the possible values are ordered.
Ordinal variables can be considered “in between” categorical and quantitative variables. e.g.
educational level may be categorized as elementary level, secondary level, tertiary level.

Interval variables - is one where there is order and the difference between two values is
meaningful. e.g. SAT score (200-800)

Ratio variables - has all the properties of an interval variable, and also has a clear definition
of 0.0. When the variable equals 0.0, there is none of that variable.

What’s More
After comprehending the lessons in this SAS reading and studying What is it, you are now to
answer the activities in this part. Begin with Activity 1.4 Realizing its essence
Directions: Choose a specific field not mention in the discussion above and give the importance of
quantitative research in that field in not more than 50 words.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Continue writing your thoughts about quantitative research doing Activity 1.5 Why
Quantitative Research

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Directions: State your reasons why would you choose quantitative research as your research
design to pursue your studies. Give your discussion in not more than 50 words.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Continue to elaborate your understanding about the topics discussed in this SAS. Do
Activity 1.6 My Quantitative Research
Directions: Choose a specific topic for your research study under quantitative research. Briefly
discuss your topic in less than 30 words.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What I Have Learned

Kindly reflect on the things you have learned studying the lessons in this SAS by completing
this statement.
I have learned that quantitative research is very important for me being a student of
_____________(state your strand) because _____________________________
______________________________________________________________________________
__
______________________________________________________________________________
__
 ______________________________________________________________________________
__

What I can do

For your output or final task, you are to choose and plan the study you wish to conduct using
quantitative research by filling in the needed information in Activity No. 1.7 My Research Plan.
My Research Plan

Topic:

Type of Quantitative
Research

Independent Variable/s

Dependent Variable/s

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Criteria 10-8 7-4 3-1 Score

Relevance of the Topic/Title is relevant to the Topic/Title is relevant to the Topic/Title is relevant to the
Research Study/Title researchers, free from researchers, free from researchers, free from
10% grammatical error and grammatical error and grammatical error but
conceptualized by the conceptualized by the needs revisions.
researchers without/with researchers with complete
little assistance from the assistance of the research
research teacher/adviser. teacher/adviser.

Congruency of the The research type, and all
Elements of Research the variables are clearly
Plan 10% identified and are important
to the development of the
study.
The research type, and few
of the variables are clearly
identified and are important
to the development of the
study.
The research type, and one
variable is clearly identified
and is important to the
development of the study.

Total

You may use the rubrics above to evaluate your research plan. This will also be utilized by
your teacher to rate this written work.

Assessment
(What I can do)

Let’s check how well you can remember all the things discussed above. Be honest in answering the
quiz below. Do not go back to What is it as you start answering. Activity No. 1.8 Choose the Right
One

Directions: Identify what is being described in each item below. Write the letter of the correct
answer on your answer sheet.

1. It is the variable that is affected by other variable.

A. control C. independent
B. dependent D. confounding

2. It pertains to a variable that can be categorized.

A. ratio C. interval
B. ordinal D. nominal

3. It is a type of experimental design that control both time-related and group related threats.

A. true experimental C. quasi-experimental

B. non-equivalent control group D. interrupted time series design

4. It is a type of descriptive research design that involves comparing and contrasting two or more
samples of study subjects on one or more variables.

A. ex-post facto C. evaluative

B. comparative D. methodological

5. Its main purpose is to observe, describe and document aspects of a situation as it naturally occurs.

A. quantitative research design C. qualitative research design

B. non-experimental research design D. descriptive research design

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Additional Activities (What other Enrichment activities can I engage in?)

Activity No. 1.9 Preparing for a Research Study

Directions: Prepare for your research title/s and research questions. Write it on your study
notebook. Study it well. You may consult your groupmates/teacher regarding this.
References
• http://www.homepages.ucl.ac.uk/~ucbtfde/predFram.html#:~:text=In%20prediction%20studie s %2C%20multiple
%20regression,unique%20contribution%20of%20each%20variable.

• https://libguides.usc.edu/writingguide/variables#:~:text=A%20variable%20in%20research%20si mply,the
%20variable%20you%20are%20using.

• ttps://www.scribd.com/presentation/416047190/Importance-of-Quantitative-Research-Across Fields
• http://www.homepages.ucl.ac.uk/~ucbtfde/predFram.html#:~:text=In%20prediction%20studie s %2C%20multiple
%20regression,unique%20contribution%20of%20each%20variable.
• https://www.scribbr.com/dissertation/control-variables/
• https://www.scribbr.com/methodology/confounding
variables/#:~:text=A%20confounding%20variable%2C%20also%20called,supposed%20effect%2 0of%20the
%20study.
• https://www.scribd.com/presentation/416047190/Importance-of-Quantitative-Research Across-Fields
• https://web.ma.utexas.edu/users/mks/statmistakes/ordinal.html#:~:text=An%20ordinal%20varia ble%20is
%20a,2%3A%20High%20school%20graduate
• https://stats.idre.ucla.edu/other/mult-pkg/whatstat/what-is-the-difference-between categorical-ordinal-
and-numerical
variables/#:~:text=A%20categorical%20variable%20(sometimes%20called,intrinsic%20ordering% 20to%20the
 %20categories.
• https://www.graphpad.com/support/faq/what-is-the-difference-between-ordinal-interval-and ratio-variables-why-
should-i
care/#:~:text=An%20interval%20scale%20is%20one,score%20(300%2D850).

Prepared by: Checked by:

MORENA S. DELA CRUZ LIZA A. VIDAL Master Teacher II Master Teacher I

Recommending Approval:

BERNADETH G. LEIS ZENAIDA P. CRISTOBAL SGH – HUMSS Academic

Coordinator Noted by:

ROSA T. TAYAMORA
School Head

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