Valencia National High School | Senior High School

Practical Research 2 Lecture Notes

Mr. Ace B. Cardeño

The Nature of Inquiry and Research

1. How would you define research?
2. Why is it important for a SHS student to know the process of conducting research?
3. Give some examples of research opportunities or topics relevant to both your interests and your SHS
strand.
Research is a systematic process of collecting, analyzing, and interpreting information in order to increase
our understanding of a phenomenon about which we are interested or concerned (Leedy & Ormrod, 2013).
Research is a scientific, experimental, or inductive manner of thinking (Baraceros, 2016).
Research is a systematic process of collecting, analyzing, and interpreting information in order to increase
our understanding of a phenomenon about which we are interested or concerned (Leedy & Ormrod, 2013).
Practical research aims to discover truths about topics that interests or affects the researcher(s) in order to
improve.
If you are to describe research by a single word, what word would best describe it?
Research is a process in which you engage in a small set of logical steps.

Research is a process of steps used to collect and analyze information to increase our understanding of a topic
or issue.
Add to existing knowledge. ; Improve practice. Inform policies; Solve problems, not emergencies.
Provides data for better understanding of real-life concerns and issues, individual or group. Undertake
research to contribute to existing information about issues.
Through research we develop results that help to answer questions, and as we accumulate these results, we
gain a deeper understanding of the problems. In this way, researchers are much like bricklayers who build a wall
brick by brick, continually adding to the wall and, in the process, creating a stronger structure.
In comparison to qualitative research.

Quantitative researchers usually base their work on the belief that facts and feelings can be separated, that the
world is a single reality made up of facts that can be discovered. Qualitative researchers, on the other hand,
assume that the world is made up of multiple realities, socially constructed by different individual views of
the same situation.
The purpose of quantitative research is basically to [READ].

Quantitative research has established widely agreed on general formulations of steps that guide researchers
in their work. Qualitative researchers have a much greater flexibility in both the strategies and techniques they
use and the overall research process itself.

The ideal researcher role in quantitative research is that of a detached observer, whereas qualitative researchers
tend to become immersed in the situations in which they do their research. Quantitative researchers want to
establish generalizations that transcend the immediate situation or particular setting. Qualitative researchers,
on the other hand, often do not even try to generalize beyond the particular situation, but may leave it to the
reader to assess applicability.
The objectivity QNR is almost guaranteed because it seeks answers to questions supported by the analysis of
quantitative data. Numbers are precise and bias-proof.

In relation to that, in QNR, we are in control of the level of significance. We can account for the possibility for
error.
Nonprobability sampling is often employed and we can decide how accurate we want our results to be by
limiting our samples.

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Numbers will not be able to explain everything. Sometimes the data that we get only scratches the surface and
qualitative data will be needed to make meaning out of the numbers.
Error can occur due to sampling, the instrument, and how the tool is administered.
QNR tends to start with assumptions that it will need to validate. Because of this, results are restricted to
whether the data reject or do not reject that assumption.
Quantitative variables are those whose values are numerical. Qualitative variables are those whose values are
categories, characteristics, qualities.

Continuous variables are quantitative and have infinitely many values even over a limited range. Dicrete
variables have limited number of values,
Nominal scale is characterized by data that consist of names, labels, or categories only.
Ordinal scale involves data that may be arranged in some order but differences between data values either
cannot be determined or meaningless.
Interval scale is data for which we can determine meaningful amounts of differences between data. However
there is no inherent zero starting point.
Ratio scale is the interval scale to include the inherent zero starting point. For these values, differences and
ratios are both meaningful.

Quantitative Research Designs

1. What are the differences between quantitative and qualitative research?
2. What are the strengths of quantitative research? Its weaknesses?
3. What are variables?
4. How do we classify variables?
Single reality vs multiple realities; establishing relationships vs understanding perspectives; pre-established
design vs emerging design; detached vs immersed; to generalize vs to assess applicability
Precision of numbers; level of significance can be computed; sample is less prone to sampling bias; error can be
computed
Inadequacy of numbers, less than 100% accuracy; limited to proving or disproving an assumption
Variables are descriptions that have values that vary
Descriptive Research- This design aims to describe systematically the facts and characteristics of a given
population or area of interest, factually and accurately

Observational methods are used to document and describe animal and human behavior in a natural or artificial
environment.
Case Studies- Involves an in-depth study of an individual or a small group of individuals
Survey research designs involves administering a survey to a sample or the entire population of people to
describe the attitudes, opinions, behaviors, or characteristics of the population
Survey research designs
• Describing trends
• Determining individual opinions about policy issues
• Identifying important beliefs and attitudes of individuals
Cross-sectional survey is used when the researcher collects data at one point in time. The purpose is to
examines current attitudes, beliefs, opinions, or practices
Compare two or more groups in terms of attitudes, beliefs, opinions, or practices. Evaluates a program.
Longitudinal survey designs involves the survey procedure of collecting data about trends with the same
population, changes in a cohort group or subpopulation, or changes in a panel group of the same individuals
over time.
When an entire population is surveyed, it is called census.
Trend showing a tendency to follow a pattern.

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 Individual opinion is seen as quantitative if these opinions are reflected as level of agreement to statements
in a questionnaire.
Opinion on War on Drugs: I feel safer walking alone in streets after the War on Drugs campaign. SA A N D SD
Beliefs and attitudes work in the same way.

Examples of Research Questions for Descriptive Research

What are the sleeping habits of SHS students in SVNHS?
What factors affected the SHS track choice of SHS students?
What do teenagers consider when buying a new phone?
What are the most common stressors that affect professors?
What is the level of marketability of personalized phone cases on SVNHS students?
Correlational Research- aims to describe and measure the degree of association between two or more
variables or sets of scores.

Explanatory research design determines the extent to which two variables (or more) co-vary.
Co-vary means to predict a score on one variable with knowledge about the individual’s score on another
variable.
Prediction research design seeks to identify variables that will predict an outcome or criterion.
Variables can be the predictor variable or the criterion variable.
An explanatory research design is a correlational design in which the researcher is interested in the extent
to which two variables (or more) co-vary, that is, where changes in one variable are reflected in changes in
the other.
Prediction research design is to identify variables that will predict an outcome or criterion. In this form of
research, the investigator identifies one or more predictor variable and a criterion (or outcome) variable.
A predictor variable is a variable used to make a forecast about an outcome in correlational research.

Examples of Research Questions for Correlational Research

Does wearing school uniform have any relationship with students’ ability to participate in class?
Is there a relationship between phone brand and Facebook usage among teens?
Does mathematical competence have any relationship with a person’s willingness to do business?
Is there a relationship between a student’s attitude towards research and his/her real world problem solving
skills?
Experimental Research An experiment tests an idea to determine whether it influences an outcome.
Used when the researcher wants to establish possible cause and effect between variables.
In an experimental study, researchers look at the effect(s) of at least one independent variable on one or
more dependent variables.

The independent variable in experimental research is also frequently referred to as the experimental, or
treatment, variable. The dependent variable, also known as the criterion, or outcome, variable, refers to
the results or outcomes of the study.

True experiments, the researcher randomly assigns participants to different conditions of the experimental
variable.

Quasi-experiments include assignment, but not random assignment of participants to groups.

Factorial designs represent a modification of the between group design in which the researcher studies two
or more categorical, independent variables, each examined at two or more levels (Vogt, 2005)
A time series design consists of studying one group, over time, with multiple pretest and posttest measures
or observations made by the researcher.

Ace B. Cardeño; 1st Semester 2022-2023

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 In true experiments, the researcher randomly assigns participants to different conditions of the
experimental variable.
EG: R O1 x O2
CG: R O1 x O2

Quasi-experiments include assignment, but not random assignment of participants to groups.

EG: O1 x O2
CG: O1 x O2

Examples of Research Questions for Experimental Research

Does the use of audio-visuals in class have any effect on students’ memory?
Does playing indie pop music improve students’ ability to solve Math problems while in class?
Does a meme-based ad on social media improve a product’s name recall as compared to an ordinary ad?
Can peer counseling improve a person’s school anxiety?

Determine the design

• Internet availability at home and student’s average sleeping time at night
• Social media involvement and practices of Grade 12 HUMSS students
• The effect of the use of <a local packaging material> on the shelf life of a product.
• The marketability of <innovative product> to SHS students.
• Children of single parents and their level of Math anxiety.

Chapter I
INTRODUCTION
Background of the Study
Statement of the Problem
Significance of the Study
Scope and Delimitation

What are good sources of researchable problems?

Theories to be validated, extended, or modified
Other studies, particularly through research recommendations
National or international trends or situations to be described or improved
Real-life problems, issues, experiences, or situations of SHS students

◆ describing a research problem through a description of trends or a need for an explanation of the
relationship among variables
◆ providing a major role for the literature through suggesting the research questions
To be asked and justifying the research problem and creating a need for the direction (purpose statement
and research questions or hypotheses) of the study
◆ Creating purpose statements, research questions, and hypotheses that are specific, narrow, measurable,
and observable
◆ collecting numeric data from a large number of people using instruments with preset questions and
responses
◆ Analyzing trends, comparing groups, or relating variables using statistical analysis, and interpreting results
by comparing them with prior predictions and past research
◆ Writing the research report using standard, fixed

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 What are the standards in writing the research title?
A research title must…
ü Lists key variables
ü be written in scientific or technical style
ü be concise (no more than 12 words) and non-repetitive
ü reflect SHS students’ context
ü not explicitly provide reference to the research design

Background of the Study

In writing this section,
ü Introduce and briefly define the variables under study
ü cite the most important study or related literature
ü be consistent with terms used
ü Ensure that paragraphs summarize unresolved issues, conflicting findings, social concerns, or
educational, national, or international issues.
ü write the last paragraph to highlight the research gap

Statement of the Problem- In writing this section, follow the prescribed format:
“This study (or research) aims to…(make congruent with title).”
New paragraph:
“Specifically, this research (or study) seeks to answer the following questions:”
Phrase questions with the data to be collected in mind. Answer the questions and rephrase question, if your
intended answer does not match the question.

Significance of the Study

Determines the audience who will benefit from a study of the problem and explains how exactly the results will
be significant to them.
In writing this section,
ü In paragraph form, cite beneficiaries (e.g., teachers, teacher trainers, educators; curriculum developers,
textbook writers; officials of school, division, region, central office; policy makers) of results of study.
ü For each beneficiary group, specifically describe how it will benefit from the findings.
ü No need to cite students: understood to benefit from research; not in a position to implement
recommendations
Scope and Delimitation this presents the coverage of the research in terms of location, time, respondents,
etc., and the potential weaknesses or problems with the study identified by the researcher.
In writing this section,
ü cite data collection (period and school year);
ü identify schools involved, number of classes, their grade/year level, number of participants (or
respondents, subjects), and topics of lessons covered (if applicable).
ü state inadequate measures of variables, loss or lack of participants, small sample sizes, errors in
measurement, and other factors typically related to data collection and analysis.

References:
Baraceros, E. L. (2016). Practical Research 2. Manila: Rex Book Store, Inc.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. Boston: Pearson Education, Inc.
Fraenkel, J. R. (2009). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Leedy, P. D. & Ormrod J. E. (2013). Practical Research: Planning and Design. New York: Pearson Education, Inc.
Moore, N. (1983). How to Do Research: A Practical Guide to Designing and Managing Research Projects. London:
Facet Publishing.

Ace B. Cardeño; 1st Semester 2022-2023

Science, Technology, Engineering & Mathematics (STEM)