Senior High School

PRACTICAL
RESEARCH 2
Quarter 2 – Module 4:
Describing Interventions
Practical Research 2 – Grade 12
Alternative Delivery Mode
Quarter 2 – Module 4: Describing Interventions
First Edition, 2020

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 Senior High School

PRACTICAL
RESEARCH 2
Quarter 2 – Module 4:
Describing Interventions
Introductory Message
For the facilitator:

Welcome to the Practical Research 2 for Grade 12 Alternative Delivery Mode

(ADM) Module on Describing Interventions!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 2 for Grade 12 Alternative Delivery Mode

(ADM) Module on Describing Interventions!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action, and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to
check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
What’s More skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled-in to process
what you learned from the lesson.

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 This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module, you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction 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 module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
identify which statistical analysis will be used on different types of research studies.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. 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.
The module is composed of a lesson, namely:
• Lesson 1 – Describing Interventions

After going through this module, you are expected to:

describe intervention (if applicable) (CS_RS12-IIa-c-4)

What I Know

Direction. Match the definition from Column A to the term in Column B. You may
use a separate sheet of paper for your answers.

Column A Column B
1. Grouping the subject by characteristics
and randomly assign them to experimental a. Control group
or control group
2. Equal chance for the subject to be part of b. Independent measure
the experimental or control group design
3. Group of participants that is not exposed to
c. Intervention
the intervention
4. The group is exposed to all levels of d. Randomized block
intervention design
5. Each group is exposed to one level of
e. Experimental group
intervention
6. Group of participants that is exposed to the f. Repeated measure
intervention design
7. The variable that causes an effect to the g. Completely
dependent variable randomized design

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 Lesson

1 Describing Intervention

In this lesson, first, we will discuss the different types of experimental research
designs and their key features followed by the steps in describing the research
intervention.

What’s In

You already have learned about the different types of quantitative research
designs on your Quarter 2 – Module 1, and for this module our focus will be on the
experimental research designs.

A classic experimental design contains three key features: the independent

and dependent variables, experimental and control groups, and pre-testing and post-
testing (DeCarlo, 2018).

In an experimental research, the researcher manipulates the Independent

Variable (IV) and measure its effect on the Dependent Variable (DV). This IV is also
known as the treatment or intervention, the variable you are studying. These
interventions vary depending on the field of study. In the field of education, it can be
a teaching strategy; in psychology, it can be a different form of counseling; in
medicine, it can be the newly formulated vaccine; in manufacturing, it can be a new
process; in business, it can be a marketing strategy; and in agriculture, it can be a
new type of seedlings to grow.

The effect of these interventions can be tested by comparing two groups: the
experimental group, also known as the treatment group, which is exposed to the
intervention and the group that was not exposed to the intervention, the control
group.

There are also cases that the researcher adds another group called the
comparison group. This group will not receive the intervention that is being studied,
instead they will be exposed to what is the current practice in the field.

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 Example:
A teacher would like to know the effect of a new teaching strategy she
devised. She then randomly divided her students into three groups. On the
experimental group, she applied her new teaching strategy and gave them a
test after the discussion. With the comparison group, she discussed the lesson
the traditional way and gave them a test afterwards. While for the control
group, she did not discuss the lesson and just gave them the test.

In this set up, the researcher will gain a broader perspective regarding the
effect of the intervention. But adding a third group means you will need more
participants for your study, this might incur additional operation costs and a longer
period to conduct your study.

To measure the effect of these interventions, a pre-test and post-test is

conducted. As the term implies, pre-test is given prior the exposure of the
experimental group to the intervention, while post-test is given after the
intervention.

Here is the list of the different types of experimental design (AllPsych Online,
2014):

Pre-Experimental Research Designs

Pre-Experimental Design includes the basic steps in experimental

research except it does not have an equivalent control group to compare the
results with.

One Shot Case Study

X 𝑂2

One Group Pre-test Post-test Study

𝑂1 X 𝑂2

Static Group Comparison Study

X 𝑂2
X 𝑂2

Key:
X = intervention
𝑂1 = pre-test 𝑂2 = post-test

Figure 1. Pre-experimental Research Designs

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Quasi-Experimental Research Designs
The difference between pre-experimental and quasi-experimental designs is
that Quasi-Experimental Design has a non-equivalent control group to compare
with, but it still does not have the randomization of participants.

Pre-test Post-test Non-Equivalent Groups

𝑂1 X 𝑂2
𝑂1 X 𝑂2

Time-Series Designs
𝑂1 𝑂1 X 𝑂2 𝑂2

Non-Equivalent Before-After Design

𝑂1 𝑂1 X 𝑂2 𝑂2
𝑂1 𝑂1 X 𝑂2 𝑂2

Key:
X = intervention
𝑂1 = pre-test 𝑂2 = post-test

Figure 2. Quasi-Experimental Research Designs

True Experimental Research Designs

Unlike the first two experimental designs, True Experimental Design employs
equivalent control group to compare the results of the study with, and participants
are randomly assigned to each group.

Post-test Equivalent Groups

𝑅 X 𝑂2
𝑅 X 𝑂2

Pre-test Post-test Equivalent Groups

𝑅 𝑂1 X 𝑂2
𝑅 𝑂1 X 𝑂2

Solomon Four-Group Design

𝑅 𝑂1 X 𝑂2
𝑅 𝑂1 𝑂2
𝑅 X 𝑂2
𝑅 𝑂2

Key:
R = randomization 𝑂1 = pre-test
X = intervention 𝑂2 = post-test

Figure 3. True Experimental Research Designs

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 What’s New

The control group is often called the placebo group in health research. For
example, a researcher wants to know if the effects of caffeine on heart rate 15
minutes after drinking coffee (Rutberg & Bouikidis, 2018). In this experimental set-
up, the experimental group will drink a caffeinated coffee while the placebo group
will drink a decaffeinated coffee, while their heart rates will be measured before
drinking the coffee and 15 minutes after drinking the coffee.

A placebo is a simulated treatment that do not contain the active ingredients

that the experimental group is receiving, and the placebo effect is the positive effect
of such intervention (Price et al., 2015). In other words, they are not really receiving
any kinds of treatments.

These positive effects can be attributed to the thinking of the placebo group
that they will get better. The placebo effect reduces their anxiety, stress, and
depression and can change their perception and even improve the functioning of
their immune system (Price et al., 2008, as cited in Price et al., 2015).

What is It

Describing the Research Intervention

According to Brown (2015), there are four characteristics of a sound
quantitative research: reliability, validity, replicability, and generalizability.

Reliability is the degree to which the result or research measurements or

observations are consistent. Validity, on the other hand, is the degree to which a
study’s measurement and observations represent what they are supposed to
characterize. While replicability is the degree to which the research supplies
sufficient information for the reader to verify the results by replicating or repeating
the study. Lastly, generalizability is the degree to which the study is meaningful
beyond the sample in a study to the population that it represents.

To apply these characteristics in your experimental research, you need to do

the following steps in describing your intervention (Bevans, 2020):

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Describe how widely and finely the independent variable may vary
You can describe how wide the variation of your independent variable
by establishing how mild or extreme their exposure to the intervention.

For example, in psychology, will the participants be exposed to

counselling only once or will this be a series of sessions before measuring the
results? In manufacturing, will the performance of the new machine be
measured within a single shift, a 24-hour shift, or for the whole week? And in
science research, will the product be exposed to extreme heat or pressure or
just a little over the standard values?

While describing how fine the variation of your independent variable

means identifying the level of measurement you will use, is it categorical or
quantitative variable.

For example, in education, will you just measure the academic

performance of the students by just pass or fail, or With Highest Honors, With
High Honors, With Honors, Non-Honors, or by their General Weighted
Average?

Describe how you assign the participants to groups

There are two main considerations in assigning the subjects or
participants into groups:

1. A completely randomized design vs a randomized block design

2. An independent measure design vs a repeated measure design

A completely randomized design gives every subject an equal

chance to be assigned to the experimental group or control group. If
there are only two groups, it can be done through the flip coin method
but there is a chance that the number of participants for each group is
unequal. To solve this, you may use a random generator software
instead.

With a randomized block design, first, the researcher groups

the participants that shares the same characteristics together, such as
gender, age group, and socioeconomic status, and then randomly
assigns them into either experimental or control group. In that way,
each group will have an equivalent type of participants.

An independent measure design only exposes each group to

one level of the intervention and measure their responses. While with
repeated measure design, each group will be exposed to every level of
the intervention consecutively, and their response will be measured for
each intervention.

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 But a disadvantage of repeated measure design is the carryover
effects (Price et al., 2015). One type of carryover effects is the practice
effect. It is where the participants get better at the task in later
conditions because they got the chance to practice it. When the
participants get tired or bored, their ability to carry out the task worsen
and that is the fatigue effect. The last one is the context effect; this
happens when the participants change how they perform the task
based on how they think they are being observed. To prevent these
carryover effects, counterbalancing is necessary. It means exposing
different participants to different order of interventions.

Describe how you control for confounding variables

In a research that seeks causal relationship between the independent

and dependent variable, a third variable unmeasured variable is present that
influences the presumed cause and presumed effect and that is the
confounding variable (Thomas, 2020).

It is important to account all confounding variables of your study

because if you fail to do so, your results may become invalid. It is possible
that the cause-effect relationship you found was not between the independent
and dependent variables but might be influenced by the confounding variable
instead.

There are several ways to reduce the impact of confounding variables:

restriction, matching, statistical control, and randomization method.

First, the restriction method restricts your study to only include

participants with the same values of confounding factors to minimize its effect,
but this might greatly decrease your sample size.

The matching method is done by assigning a match of the participants

from the experimental group to the control group with the same values of
confounding factors. This will allow the researcher to include more
participants, but it is also difficult to implement because you need pairs of
participants with the same values of confounding factors.

Another method is through statistical control, that is when you set

the confounding variables in the regression model as variables. In that way,
the researcher will be able to isolate the impact of confounding variables with
the intervention.

Lastly, randomization method can be used when you have a large

sample size. By randomly assigning the participants to the experimental and
control group, they will have the same average values of confounding factors
including those that were not identified.

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 Describe how you adhere to research ethics
Ethical considerations apply to all health research particularly those
that involves human and animals. The Informed Consent Form must be
developed and attached to the research proposal before submitting to the
Ethics Committee for approval (Al-Riyami, 2008). This indicates why the study
is being done and why the participant was requested to participate. It should
also discuss the benefits that the participant or others may gain from the
study and the process that the participant will get through so that they will
have an idea on what to expect. It must also explain the possible risk that the
participant may be subject with and how will this be addressed. More
importantly, the participant must be aware that they can withdraw from the
study any time they wanted to and the confidentiality of their information.

Here is the abstract of the study conducted by Chirico et al. (2017) entitled,
“Effectiveness of Immersive Videos in Inducing Awe: An Experimental Study”:

Awe, a complex emotion composed by the appraisal components

of vastness and need for accommodation, is a profound and often
meaningful experience. Despite its importance, psychologists have only
recently begun empirical study of awe. At the experimental level, a main
issue concerns how to elicit high intensity awe experiences in the lab. To
address this issue, Virtual Reality (VR) has been proposed as a potential
solution. Here, we considered the highest realistic form of VR: immersive
videos. 42 participants watched at immersive and normal 2D videos
displaying an awe or a neutral content. After the experience, they rated
their level of awe and sense of presence. Participants’
psychophysiological responses (BVP, SC, sEMG) were recorded during
the whole video exposure. We hypothesized that the immersive video
condition would increase the intensity of awe experienced compared to
2D screen videos. Results indicated that immersive videos significantly
enhanced the self-reported intensity of awe as well as the sense of
presence. Immersive videos displaying an awe content also led to higher
parasympathetic activation. These findings indicate the advantages of
using VR in the experimental study of awe, with methodological
implications for the study of other emotions.

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 Now, let us identify the important details of this experimental research by
answering this table designed by Luzano (2020):

Title of the Research Effectiveness of Immersive Videos in Inducing Awe:

Study An Experimental Study

Research Intervention Using of immersive videos in inducing awe

All 42 participants were shown both the immersive

video and 2D videos, and the awe and neutral
Procedure done with the content. Participants psychophysiological responses
Experimental Group was recorded while they are watching the video. After
watching the video, the participants rated their level
of awe and sense of presence.
Procedure done with the
There was no control group.
Control Group

What’s More

Here is another abstract of the study conducted by Manshur and Husni (2020)
entitled, “Promoting Religious Moderation through Literary-based Learning: A Quasi-
Experimental Study”:

This study aims to determine the effectiveness of literary-

based learning to promote religious moderation among students.
The study was conducted at the Institut Agama Islam Darussalam
(IAID) Ciamis-Indonesia, one of the Islamic higher education
institutions in Indonesia. This quasi-experimental research uses
nonequivalent control group design—a quasi-experimental research
design consisting of two groups, the experimental group and the
control group. The research has proven that literary-based learning
is useful in promoting and developing religious moderation.
Literary-based learning succeeds in increasing students’
understanding of the importance of religious moderation, as well as
developing moderate attitudes and behaviors in religion, and also
creating sincere ethics and friendship for adherents of different
faiths.

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 And here is the methodology of their study:

This research was conducted at the Institute Agama Islam

Darussalam (IAID) Ciamis-Indonesia, one of the Islamic higher
education institutions in Indonesia. This quasi-experimental
research uses nonequivalent control group design, a quasi-
experimental research design consisting of two groups, the
experimental group and the control group. Both groups were given
a pretest and posttest. Members of the experimental group and the
control group were not randomly selected. The data collected by
observation and questionnaire. The questionnaire was used to
measure students’ moderate attitudes, while observations were
made to find out students’ religious behavior. Data were analyzed
to answer the research hypothesis. The steps of data analysis start
from the description of data, test requirements, and test hypotheses
(different tests).

Now, let us identify the important details of this experimental research.

Title of the Research Promoting Religious Moderation through Literary-

Study based Learning: A Quasi-Experimental Study
Literary-based learning of promoting religious
Research Intervention
moderation
A pre-test was conducted to measure the current
religious moderation using questionnaires and
Procedure done with the observation. After which, they were exposed literary-
Experimental Group based learning in promoting religious moderation.
Lastly, changes in their religious moderation was
measured using post-test.
A pre-test was conducted to measure the current
religious moderation using questionnaires and
Procedure done with the observation. After which, traditional lecture method
Control Group was used in promoting religious moderation. Lastly,
changes in their religious moderation was measured
using post-test.

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 What I Have Learned

Give one significant learning for each subtopic discussed in the lesson. You
may use a separate sheet of paper for your answers.

A. Different Types of Experimental Research Designs

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

B. Experimental, Control, and Comparison Groups

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

C. Describing the Research Intervention

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 What I Can Do

If you have access to the internet, search for two (2) published research from
scholarly websites and fill-out this table of the important details regarding their
study. Otherwise, think of one (1) possible experimental study and fill-out the table
for its important details. You may use a separate sheet of paper for your answers.

Research 1

Title of the Research

Study

Research Intervention

Procedure done with the

Experimental Group

Procedure done with the

Control Group

Research 2

Title of the Research

Study

Research Intervention

Procedure done with the

Experimental Group

Procedure done with the

Control Group

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 Assessment

Directions: Read each statement carefully. Write TRUE if the statement is correct;
otherwise, write FALSE. You may use a separate sheet of paper for your answers.

__________1. The restriction method minimizes the impact of confounding variables

by restricting the participants of the study to those that has different
values for confounding factors.

__________2. The process of your experimental research that the participant will
undergo must be hidden from them to avoid tainting of results.

__________3. By randomly assigning participants to either experimental or control

group increases the effect of the confounding variable to the dependent
variable.

__________4. Matching method is done to match subjects that has the same values
for confounding factors and group them together to lessen the impact
of the confounding variables.

__________5. The researcher may separate the effect of the confounding variable with
the intervention using statistical software by assigning them as
variables and analyzing it using regression analysis.

__________6. Once the participant agreed and signed the Informed Consent Form,
they are obliged to finish the experimental research.

__________7. There is no effect with how the participant reacts when repeatedly
exposed to the intervention.

__________8. The confounding variable is causally related to the dependent variable.

__________9. The reliability of a quantitative research is the degree where the research
gives complete information for the reader to verify and generalize the
result.

__________10. To ensure an equivalent experimental and control group, the

researcher must first identify participants sharing the same
characteristics and intentionally group together.

Additional Activities

Once you have properly described your research intervention and was
approved by your Practical Research 2 teacher, you may now integrate it to the
Methodology part of your paper using your institutional format.

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 14
What I Know Assessment
1. D 1. FALSE
2. G 2. FALSE
3. A 3. FALSE
4. F 4. FALSE
5. B 5. TRUE
6. E 6. FALSE
7. C 7. FALSE
8. TRUE
9. FALSE
10. FALSE
Key to Corrections
References

AllPsych Online. (2014, August). Experimental design.

https://allpsych.com/research-methods/experimentaldesign/

Al-Riyami, A. Z. (2008, April). How to prepare a research proposal. PubMed Central

(PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3282423/

Bevans, R. (2020, August). A quick guide to experimental design. Scribbr.

https://www.scribbr.com/methodology/experimental-design/

Brown, J.D. (2015). Statistics corner: Characteristics of sound quantitative research.

Shiken, 19(2), 24-28.

Chirico, A., Cipresso, P., Yaden, D.B. et al. Effectiveness of Immersive Videos in
Inducing Awe: An Experimental Study. Sci Rep 7, 1218 (2017).
https://doi.org/10.1038/s41598-017-01242-0

DeCarlo, M. (2018, August 7). Experimental design: What is it and when should it be
used? Scientific Inquiry in Social Work.
https://scientificinquiryinsocialwork.pressbooks.com/chapter/12-1-
experimental-design-what-is-it-and-when-should-it-be-used/

Luzano, R.A. (2020). Understanding data and ways to systematically collect data.
Department of Education – Division of Cagayan de Oro, Quarter 4 – Module
4, 24

Manshur, F. M., & Husni, H. (2020). Promoting Religious Moderation through

Literary-based Learning: A Quasi-Experimental Study. International Journal
of Advanced Science and Technology, 29(6), 8113–8119.
http://sersc.org/journals/index.php/IJAST/article/view/19864

Price, P. C., Jhangiani, R., & Chiang, I. A. (2015, October). Experimental design.
Research Methods in Psychology.
https://opentextbc.ca/researchmethods/chapter/experimental-design/

Rutberg, S., & Bouikidis, C.D. (2018). Focusing on the fundamentals: A simplistic
differentiation between qualitative and quantitative research. Nephrology
Nursing Journal, 45(2), 209-212

Thomas, L. (2020, July). Understanding confounding variables. Scribbr.

https://www.scribbr.com/methodology/confounding-variables/

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