Practical Research 2

John Bert Lazaro

DESIGN THINKING
Design Thinking
An iterative process to tackle a set of problems and find feasible
solutions. This is used by various industries to improve and innovate
processes, products, services, or other practices.

This is an approach to problem solving.

Process
1.Empathize
2.Define
3.Ideate
4.Prototype
5.Test

INTENTION + ACTION = DESIGN

HABI Design Thinking
HIMAYIN – understand the context, empathize with
stakeholders/audiences/clients

AMBAGAN – collaborate to ideate

BUMUO – build a prototype, a low fidelity version of solutions/ideas

IPAKITA – show and test the prototype, and gather feedback

Example
Philippines often experience floods due to strong typhoons and
inefficient waterways system.
Example
Philippines often experience floods due to strong typhoons and
inefficient waterways system.

Himayin: The Philippines is frequented by typhoons forming at the

Pacific Ocean. This is a condition that we cannot change as it is a natural
phenomenon. But this problem causes a lot of damages to lives,
livelihood, and properties.
Example
Philippines often experience floods due to strong typhoons and
inefficient waterways system.

Ambagan: Ask people about their ideas on how to resolve the problem.
You may arrive at an idea that since we cannot change the natural
phenomenon of being a path of typhoons, we must then build systems
to mitigate disasters such as improving the current waterways system.
Example
Philippines often experience floods due to strong typhoons and
inefficient waterways system.

Bumuo: If you intend to create a hazard map to know the risks in a

certain area, you may start by focusing on a certain region of the
Philippines. If you intend to improve the waterways system, you may do
simulations of water flow through small-scale models.
Example
Philippines often experience floods due to strong typhoons and
inefficient waterways system.

Ipakita: Test the prototype hazard map or the small-scale waterways

model for different conditions (example: different typhoon strength).
Gather results and present these to the community and policy makers
for feedback.
Exercise
Create a HABI design for the given scenario below:

1.Lack of ICT skills of senior high school students in Cupang Senior High
School.
2.The underdeveloped and backwards farming practices in the
Philippines which is the cause of having insufficient agricultural
products.
3.Too much ICT materials wastage.
VARIABLES IN QUANTITATIVE
RESEARCH
Variables
Any factor, trait, feature, and condition which are observable and
measurable in the subject of the study.
Independent Variable
• The variable which represents the possible cause in a given research or
experiment.
• Usually, in an experimental/quasi-experimental research, the
researcher identifies and manipulates the independent variable to
measure its effects on a system.
Dependent Variable
• The variable to which we observe and measure the effects or changes
brought about by the independent variable
Independent vs. Dependent variables
• The independent variable may be the cause of the possible effects that
we can measure in the dependent variable
Examples
1.Seriño, M. N. V., Cavero, J. A., Cuizon, J., Ratilla, T. C., Ramoneda, B.
M., Bellezas, M. H. I., & Ceniza, M. J. C. (2021). Impact of the 2013
super typhoon haiyan on the livelihood of small-scale coconut farmers
in Leyte island, Philippines. International Journal of Disaster Risk
Reduction, 52, 101939.
2.Heinemann, J. A. (1999). How antibiotics cause antibiotic resistance.
Drug discovery today, 4(2), 72-79.
Extraneous Variable
• A variable that you identified before the research that may affect the
dependent variable and, consequently, the result of your research, but
you do not intend to study its effects.
• Because you have identified this variable before the experiment, you
may mitigate its effects in your research design.
Example
• Impacts of gadget and internet access to the performance of a student
in online learning

We know that the performance of a student in online learning is not

solely dependent in gadget and internet access. For example, the
environment to where the student is learning may affect their focus,
which ultimately affect performance.
Mitigation of extraneous variables
Elimination
• Try to eliminate or minimize the effect of extraneous variables by
taking a larger sample size or choose a sample such that the presence
of the extraneous variable is to a minimum

In our example, we may first choose students whose learning

environment is reasonably conducive, and then take a large sample size.
Mitigation of extraneous variables
Inclusion
• Include the extraneous variable in your research as another
independent variable.

In our example, we may take a large sample size and split the group
according to how conducive their environment is for learning, then
observe how the access to gadget and internet affects the performance
in online schooling for each of the identified groups.
Confounding variable
• A variable in a system that the researcher failed to recognize before
starting the research and which may affect the result of the
experiment.
• This may ruin the results of your experiment
Example
• Effect of working while studying in the performance of students in
class

In this example, a possible confounding variable that the researcher may

fail to recognize is the effect of having a night or day shift and the
number of hours rendered by the student for work. For example, a
student may be working for 8 hours a day from 10:00 pm to 6:00 am
and another may be working for 6 hours a day from 2:00 pm to 8:00 pm.
Mitigation of confounding variables
• Be diligent in identifying dominant variables that may affect your
research. If you failed to identify a variable that may affect the results,
there is little mitigation left during the research.
• Take a large sample size to smoothen the effects of isolated,
uncommon, and unidentified variables.
• Control confounding variables by introducing control variables
(example: take all students who work 8 hours a day) or introduce
groups of respondents (example: group students based on work-
shifting).
Types of variables according to values it can
assume
• Continuous variable – can take a value in a given continuous scale.

• Discrete variable – a variable that assumes a value on a scale that has

a finite and countable step for each value.
Types of continuous variables
• Interval – measured in a scale that has no absolute zero
• Examples: time, intelligence quotient (IQ), potential energy, etc.

• Ratio – measured in a scale with an absolute zero

• Examples: height, weight, price of a product, age
Types of discrete variables
• Nominal – no quantitative value; may have two or more categories but
does not imply ordering of cases
• Examples: Name, gender, nationality, color, texture

• Ordinal – has two or more categories which can be ranked; ordinal

ranking has no specified and equal between ranks
• Examples: ranking of winners st
(1 , nd
2 , rd
3 ), rating scales