SHS

PRACTICAL RESEARCH 2
Quarter 2 – Week 1 & 2
Module 1: Quantitative Research
Design
Practical Research 2
Grade 12 Quarter 2 – Week 1& 2
Module 1: Quantitative research Design
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Wilhelm Francis C. Saldo, MT II

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

Assistant Schools Division Superintendent

German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Rominel S. Sobremonte, Ed.D., EPS in Charge of Science

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II
 Practical Research 2
Quarter 2 – Week 1 & 2
Module 1: Quantitative Research
Design
 Lesson Quantitative Research
1 Designs

Target

The goal in conducting quantitative research study is to determine the

relationship among variables within a population. Now that you have an in-
depth knowledge on the salient features of quantitative rese arch, stating
research problems, the background of the study, scope and delimitation,
stating the hypothesis, conceptual framework and the review of related
literature, you are now ready to determine the appropriate design for your
research study.

It is very important to know what research design is best for the

research study for it leads the direction of the research vis a vi with the
variables of the research study.

After going through this module, you are expected to:

a. choose appropriate quantitative research designs (CS_RS12-IIa-c-

1)

Pre-Test
Direction: Answer the following questions by choosing the letter of the correct
answer. Write your answers in a separate sheet.

1. Which of the following refers to a research design helps the researchers in

establishing a relationship between two closely connected variables that
requires two different groups?
A. Descriptive Research C. Ex Post Facto Research
B. Correlational Research D. Experimental Research

2. Which of the research designs refers to a method in which groups with

qualities that already exist are compared on some dependent variable?
A. Descriptive Research C. Ex Post Facto Research
B. Correlational Research D. Experimental Research

3. What sampling technique involves dividing the population into

subpopulations that may differ in important ways?
A. Systematic Sampling C. Stratified Sampling
B. Random Sampling D. Cluster Sampling
4. What sampling technique involves dividing the population into subgroups,
but each subgroup should have similar characteristics to the whole sample?
A. Systematic Sampling C. Stratified Sampling
B. Random Sampling D. Cluster Sampling

5. Which of the following refers to the totality of objects, elements, person and
characteristics under a given condition?
A. Population C. Sample Frame
B. Sample D. Quartet

6. What refers to is the specific group that you will collect data from which
also refers as the subset in a population?
A. Population C. Sample Frame
B. Sample D. Quartet
7-10. What characteristic of a research instrument is described in the items
below? Choose your answer inside the box.

a. Valid and Reliable c. Scorable

b. Usable d. Economical

7. The instrument should measure what intends to measure.

8. The degree to which the tests are used without much expenditure of time,
money and effort.
9. A good instrument is easy to score thus: scoring direction is clear, scoring
key is simple, answer is available.
10. Reusability of test sheets and answer sheets without sacrificing thevalidity
and reliability of the test.
11. What type of reliability is measured by administering two tests identical in
all aspects except the actual wording of items?
A. Internal Consistency Reliability
B. Equivalent Forms Reliability
C. Test-Retest Reliability
D. Inter-Rater Reliability

12. What type of Validity is when an instrument produces results similar to

those another instrument that will be employed in the future?
A. Predicative Validity C. Criterion Validity
B. Face Validity D. Content Validity
C.
13. The ability test has been proven to predict the mathematical skills of Senior
High School students. What type of validity is shown?
A. Construct Validity C. Content Validity
B. Criterion Validity D. Face Validity
 14. Which of the following statements is true about the conduct of experimental
research?
A. There is no random assignments of individuals
B. Individual subjects are randomly assigned
C. Groups are exposed to presumed cause
D. Intact groups are used

15. What is the correct arrangement of the steps in describing a research

intervention? Refer to the statements below:
A. Writing the Background Information
B. Describing the process of intervention
C. The Control and Experimental Group
D. Explaining the basis of Procedure

A. A-C-B-D B. A-B-C-D C. D-C-B-A D. B-A-C-D

Jumpstart

For you to understand the lesson well, do the following activities.

Activity 1: How much do you know?

Direction: Complete the graphic organizer below by enumerating the different
quantitative research designs.

____

Quantitative
____ Research
Designs ____

____
 Discover

What are the different quantitative research designs?

Research Design is a master plan specifying the methods and procedures for
collection and analyzing needed information.
Quantitative Research Designs

a. Descriptive Research: In this type of research, the researcher is solely

interested in describing the situation under the study. It is a theory-based
method which is created by gathering, analyzing, and presenting collected
data. This let the researcher give insight as the why’s and how’s of research.

b. Correlational research: This research design helps the researchers in

establishing a relationship between two closely connected variables that
requires two different groups. There is no assumption while evaluating a
relationship between two different variables, and statistical analysis
techniques calculate the relationship between them.

c. Ex Post Facto: An ex post facto research design is a method in which

groups with qualities that already exist are compared on some dependent
variable. An ex post facto design is considered quasi-experimental because
the subjects are not randomly assigned - they are grouped based on a
particular characteristic or trait.

d. Quasi- Experimental Research Design: The word “quasi” indicates

similarity. In this research, an independent variable is manipulated but the
participants of the group are not randomly assigned. Quasi-research is used
in field settings where random assignment is either irrelevant or not
required.

e. Experimental Research Design: Experimental Research is a quantitative

research dealing with the object or subject of a research in an exact manner
and look into the extent of the effects or influence of the treatment on the
subject, then discovers the cause of such effect. There are two groups
involved in any experimental research; the experimental group, the one in
which the treatment is applied and the control group, which does not receive
any treatment.
 Explore

Activity 1. What I have learned?

Direction: Complete the table found below by filling out the needed information.
Make use of a separate sheet in answering.
Research Design Unique Feature

1.

2.

3.

4.

5.

Activity 2. Using Appropriate Research Design

Direction: Determine and explain the appropriate research design based from the
research titles found below. Write your answers on a separate sheet.

Title: Relationship Between Economic Status and Course Preferences of Senior

High School Students in La Union
Research Design:
Explanation:

Title: Impact of Modular Distance Learning to the Academic Performance of Senior

High School Students in La Union
Research Design:
Explanation:

Title: Acceptability of
Research Design:
Explanation:
 Deepen

Activity 1. Quantitative Research Designs

Direction: Answer the following as comprehensive as possible. Use a separate

sheet for you answers.
1. What is a quantitative research design?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________
2. How will you determine the appropriate research design for your research study?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________
Direction: Enumerate 3 research titles in your field of specialization and determine
the research design applicable to your research title. Use a separate sheet for your
answers.

Research Title Appropriate Research Design

1.
2.
3.
 Lesson Sampling Procedure and the
2 Sample

Target

In the previous lesson, you have learned about the uniqueness of the
different types of quantitative research. You were also able to identify the
appropriate research designs based on research titles in your filed of specialization.
For this lesson, you will be determining the difference between a sample
and population and learn about the different sampling procedures used in
quantitative studies.
b. describe sampling procedure and sample (CS_RS12-IIa-c-2)

Jumpstart
For you to understand the lesson well, do the following
activity. Have fun learning and good luck!

Activity 1. Let’s Measure!

Direction: Complete the graphic organizer below by enumerating the different
sampling procedures you know.

____

____ Sampling
Procedures ____

____
 Discover

To understand further this lesson, the first thing to do is to be well versed of

the difference between Population and Sample:
Population and Sample

The population refers to the totality of

objects, elements, person and
characteristics under a given condition. In
other words, population refers to the entire
group that you want to draw conclusions
about.
On the other hand, sample is the
specific group that you will collect data from
which also refers as the subset in a
population.

https://www.scribbr.com

Probability sampling in Quantitative Research

Probability sampling shows that each member of the population has the
equal chance of being selected as sample. This is mainly used in conducting
quantitative research.

Types of Probability Random

Sampling

1. Simple Random Sampling: In this type

of sampling, every member of the
population has an equal chance of being
included as a sample.
To conduct this type of sampling, you can
use techniques that are based entirely on
chance.
Example

Selecting a sample size of 100 from 1000

students in a school by assigning numbers to each student and randomly select 100
students.

https://www.scribbr.com
2. Systematic sampling In this type of sampling, every member of the population is
listed with a number, but instead of randomly generating numbers, individuals are
chosen at regular intervals.
Example: A researcher can give a research questionnaire to every 4 th student that
enters the school.

3. Stratified sampling This involves dividing the population into subpopulations

that may differ in important ways. It allows you draw more precise conclusions by
ensuring that every subgroup is properly represented in the sample.

To use this sampling method, you divide the population into subgroups (called
strata) based on the relevant characteristic.

Example: Geographical Regions can be stratified into similar regions by means of

known variables like habitat type and elevation.

4. Cluster sampling also involves dividing the population into subgroups, but each
subgroup should have similar characteristics to the whole sample. Instead of
sampling individuals from each subgroup, you randomly select entire subgroups.
This type of sapling is best to use when the population is dispersed.

Explore

Activity 1. Types of Probability Random Samplings

Direction: Complete the table below by supplying the needed information in each
item. Make your answers brief but substantial. Answer in a separate sheet.

Sampling Procedure Brief Discussion

1.

2.

3.

4.
Activity 2. Sampling Procedure.

Direction: Determine the sampling procedure described in the following examples.

Write your answers in a separate sheet.
1. The company has offices in 10 cities across the country (all with roughly the
same number of employees in similar roles). You don’t have the capacity to travel
to every office to collect your data, so you use random sampling to select 3
offices.
Sampling Procedure: _________________________________.

2. The company has 800 female employees and 200 male employees. You want to
ensure that the sample reflects the gender balance of the company, so you sort
the population into two strata based on gender. Then you use random sampling
on each group, selecting 80 women and 20 men, which gives you a representative
sample of 100 people.
Sampling Procedure: _________________________________.

3. You want to select a simple random sample of 100 students of your school. You
assign a number to every student in the school database from 1 to 1000, and use
a random number generator to select 100 students.
Sampling Procedure: _________________________________.

Deepen

Direction: Answer the following questions based on what you have learned from this
module.
1. What is the difference between population and sample?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________
2. What is a sampling frame?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________
3. When will you use cluster sampling in a quantitative research?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________
 Lesson Research Instrument, Validity
3 and Reliability

Target

Validity and reliability are two important factors to consider when developing
and testing any instrument for use in a study. Attention to these considerations
helps to insure the quality of your measurement and of the data collected for your
study.
In the previous lesson, you have learned on the different sampling methods
that could be used by the researcher in a quantitative research. In this lesson, you
will be exploring on the qualities of a good research instrument as well as its
validity and reliability.
At the end of this lesson, you are then expected to:
c. construct an instrument and establish its validity and reliability
(CS_RS12-IIa-c-3)

Jumpstart

For you to understand the lesson well, do the following

activity. Have fun learning and good luck!

Activity 1. How far do you know?

Direction: Read and analyze the questions found below. Make your answers as brief
as possible.

1. When will you say that a news is valid? When is it reliable?

________________________________________________________________________________
________________________________________________________________________________
2. Of the different information found in social media, what will you do determine
whether an information is valid and reliable?
________________________________________________________________________________
________________________________________________________________________________
 Discover

The research instrument is very important in conducting a research study for

the result will serve as the basis in answering the research problem and selecting
the correct hypothesis in the latter part of the research. Thus, it is but right to
consider the different scales in establishing a valid and reliable instrument.
What makes a Good Research Instrument?

Valid and Reliable: The instrument should measure what intends to measure.
The instrument should have accuracy and consistency.
Usable: The degree to which the tests are used without much expenditure of
time, money and effort. It also means practicability. Factors that determine
usability are: administrability, scorability, and economy.
Scorable: A good instrument is easy to score thus: scoring direction is clear,
scoring key is simple, answer is available.

Economical: One way to economize cost is to use answer sheet and reusable
test. However, test validity and reliability should not be sacrificed for economy.
Types of Validity of Instruments

Construct validity: This type of validity determines whether an instrument/

measurement tool really represents the thing that the researcher wants to
measure. Furthermore, construct validity ensures that the measurement
matches the construct that you want to measure. Construct could be
characteristics that the researcher intends to measure.

Content validity: Content Validity evaluates whether an instrument covers all

aspects of the construct. This is very important in producing valid results. The
researcher should always assure that the instrument produced covers all
relevant parts of the subject it aims to measure.

Face validity: This considers how suitable the content of an instrument seems
to be as it appears. It is a subjective measure and considered as the weakest
form of validity.

Criterion validity: This type of validity evaluates how closely the result of your
test to the result of other tests conducted. Criterion refers to the external
measurement of the same thing
Reliability of Instrument

Internal consistency reliability: This type of test of reliability gauges how well
an instrument is actually measuring what you want to measure. This is very
important for the researcher to insure that they have included sufficient
number of items to capture the concept adequately.
Test-retest measures the correlation between scores from one administration of
an instrument to another. This measures test consistency- the reliability of a
test measured over time.

Inter-rater reliability checks the degree of agreement among raters. This refers
to the extent to which two or more raters give consistent estimates of the same
phenomenon.

Parallel Forms Reliability: Used to asses the consistency of the results of two
tests constructed in the same way from the same content domain.

Explore

Activity 1. Evaluate me!

Direction: From the internet, search for research instruments used in
quantitative researches and try to evaluate using the following criteria. Put a
check mark if it is applicable and an X if not. Make some brief explanation.

Research Title: _______________________________________________________________

Research Instrument Used: ___________________________________________________
Brief Explanation

Valid and Reliable _____

Usable ____
Scorable____
Economical____

Research Title: _______________________________________________________________

Research Instrument Used: ___________________________________________________
Brief Explanation

Valid and Reliable _____

Usable ____
Scorable____
Economical____

Research Title: _______________________________________________________________

Research Instrument Used: ___________________________________________________
Brief Explanation
Valid and Reliable _____
Usable ____
Scorable____
Economical____

Deepen
Direction: Answer the following questions based on what you have learned in
this lesson. Use a separate sheet.

1. What makes a good research instrument?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________
2. What makes a research instrument is valid?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________
3. What makes a research instrument reliable?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________
Direction: Construct your research instrument based on the concepts you have
learned in this module. Follow the template below and answer the questions that
follows.

Research Title

Statement of the
problem

Research Instrument

1. How will you validate your research instrument?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________
2. How will you establish its reliability?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________
 Lesson Research Intervention
4

Target
In the previous lessons, you have learned about research designs where you
were able to study the differences. You were also able to learn on the validity and
reliability of research instruments used in quantitative studies. At the same time,
you have learned about sampling procedures.
In this lesson, you will be able to learn on what research intervention is and
the different steps in describing research interventions. Furthermore, your are
expected to:
d. describe interventions (CS_RS12-IIa-c-4)

Jumpstart
For you to understand the lesson well, do the following
activity. Have fun learning and good luck!

Activity 1. Enrich your vocabularies.

Direction: Complete the graphic organizer below by listing word/s associated with
the term “Intervention.”

___

Interven
___ tion ___

___
 Discover

What is a Research Intervention?

In a quantitative type of research, researchers make use of interventions and

look into its effect or impact to the subject of the study. A research intervention is
the treatment that will be applied to a population where its extent will be measured
through an instrument that will be used by the researcher.
An example to this is the “Impact of Process Oriented Guided Inquiry
Learning to Grade 12 Learners.” In this research, the intervention used is Process
Oriented Guided Inquiry Learning, the extent of the impact of the intervention will
be measured.
What are the steps in describing the Research Intervention?

This section in an experimental research is added to clearly explain the

process of the research intervention that will be used by the researcher. The steps
in conducting a research intervention is explained below:

Writing the Background Information: This is the introduction of the Research

intervention where the relevance of the intervention used is discussed. The
duration and the context of the intervention is also included in this part.
The Control and Experimental Group: This part describes the similarities and
differences between the control and experimental group in terms of parameters that
will be used.
Describing the process of intervention: This part shows a detailed procedure on
how the researcher will implement the treatment in the experimental group.

Explaining the basis of Procedure: This part shows the reasons why the
intervention was selected by the researcher. In addition, this also gives an overview
of the theoretical and conceptual basis of the intervention used
 Explore

Activity 1. Research Intervention

Direction: From the internet, look for 3 Research Titles related to your filed of
specialization. Use it to complete the table found below. Use a separate sheet for
your answers.

Research Title Research Intervention

1.

2.

3.

Deepen

Activity 1. The Research Intervention Process

Direction: Look for a sample research in your field of specialization and complete
the table that follows. Use a separate sheet for your answers.

Research Title:
__________________________________________________________________

Background
Information

Differences and
Similarities between
the Experimental and
Control Group
Procedure of the
Intervention

Basis of Procedures

Gauge

Direction: Choose the letter of the correct answer. Write your answers in a separate
sheet.
1. Which of the following refers to a master plan specifying the methods and
procedures for collection and analyzing needed information in research?
A. Research Design C. Research Methodology
B. Research Paradigm D. Research Experiment

2. What research design aims to determine a cause from already existing

phenomenon?
A. Descriptive Research Design C. Quasi Experimental Research Design
B. Correlational Research Design D. Ex-Post Facto

3. Effects of type of Music to Aesthetic Performance of Ballet Dancers, what is

the appropriate research design?
A. Correlational C. Survey Research
B. Descriptive D. Experimental

4. Mr. Canuc would like to know further the type of social media used between
the male and female SHS students of East Pagat National High School. What
is the appropriate research design in this study?
A. Quasi-Experimental C. Correlational
B. Experimental D. Descriptive

5. Which of the following statements is true about the conduct of experimental

research?
A. There is no random assignments of individuals
B. Individual subjects are randomly assigned
C. Groups are exposed to presumed cause
D. Intact groups are used
6. What type of reliability is measured by administering two tests identical in
all aspects except the actual wording of items?
A. Internal Consistency Reliability
B. Equivalent Forms Reliability
C. Test-Retest Reliability
D. Inter-Rater Reliability

7. What type of Validity is when an instrument produces results similar to

those another instrument that will be employed in the future?
A. Predicative Validity C. Criterion Validity
B. Face Validity D. Content Validity
8. The ability test has been proven to predict the mathematical skills of Senior
High School students. What type of validity is shown?
A. Construct Validity C. Content Validity
B. Criterion Validity D. Face Validity

9. What sampling technique is used when the researcher would like to consider
giving an equal chance to the member of the accessible population being
selected as a part of the study?
A. Simple Random Sampling C. Systematic Sampling
B. Stratified Sampling D. Cluster Sampling

10. What is the main objective of using stratified random sampling?

A. Sample was chosen from an accessible population than target
population
B. Sample is taken from an accessible population than the target
population
C. Every individual will be given an equal chance to be selected
D. Those who will possibly respond to treatment are chosen

11. Which of the following refers to the totality of objects, elements, person and
characteristics under a given condition?
A. Population C. Sample Frame
B. Sample D. Quartet

12. What refers to is the specific group that you will collect data from which
also refers as the subset in a population?
A. Population C. Sample Frame
B. Sample D. Quartet

13. What characteristic of a research instrument is describe in the statement

below:
“A good instrument is easy to score thus: scoring direction is clear, scoring
key is simple, answer is available.”
A. Usability C. Validity and Reliability
B. Scorability D. Economical
14. Which of the following refers to the treatment that will be applied to a
population where its extent will be measured through an instrument that
will be used by the researcher?
A. Research Design C. Research Methodology
B. Research Paradigm D. Research Intervention

15. What characteristic of a research instrument is described by the statement

below:
“The instrument should measure what intends to measure. The instrument
should have accuracy and consistency.”
A. Usability C. Validity and Reliability
B. Scorability D. Economical
Pre-test Gauge
1. B 1. A
2. C 2. D
3. C 3. D
4. D 4. C
5. A 5. B
6. B 6. B
7. A 7. A
8. B 8. B
9. C 9. A
10. D 10. A
11. B 11. A
12. A 12. B
13. B 13. B
14. B 14. D
15. A 15. C
Key Answer
 References
Books
Baraceros, Esther L. 2016. Practical Research II. Manila: Rex Book Store.
Paler-Calmorin, Laurentina. 2017. Research and Thesis Writing. Manila: Rex Book
Store.

Websites
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qualitative-and-quantitative-methods/s10-03-sampling-in-quantitative-
resea.html. 22 Ocotber 2020.

"Changing Minds." n.d.

http://changingminds.org/explanations/research/design/types_validity.ht
m. 22 October 2020.
"Form Plus." 25 June 2020. https://www.formpl.us/blog/experimental-research.
22 October 2020.
Li, Yue. 28 November 2016. https://blogs.miamioh.edu/discovery-
center/2016/11/how-to-determine-the-validity-and-reliability-of-an-
instrument/. 22 October 2020.
Lozano, Rochelle A. Practical Research 2. Cagayan de Oro, n.d.
McCombes, Shona. "Scribbr." n.d.
https://www.scribbr.com/methodology/sampling-methods/. 22 October
2020.
Middleton, Fiona. "Scibbr." 19 June 2020. 23 October 2020.
Question Pro. n.d. 21 October 2020.