SELF-LEARNING MATERIAL

RESEARCH 1 with STATISTICS

Lesson 2 – Research Methods

MELCs/OBJECTIVE/S:
 Differentiate different kinds/types of research methods
 Identify the uses of each kind of research method

Name of Learner: _______________________________________________ Date:_________

Grade & Section: Grade 9 – St. Catherine of Siena

A. PREPARATORY ACTIVITIES
Prayer
Lord true source of light and wisdom, give me a keen sense of understanding, a
retentive memory and the capacity to grasp things correctly. Grant me the grace to
be accurate in my expositions and the skills to express myself with thoroughness
and clarity. Be with me at the start of my work, guide its progress and bring it to
completion. Grant this through Christ, our Lord. Amen

Reminders before doing this SLM

 Do your work diligently and refrain from doing other stuffs while doing this SLM.
 Manage your time while working; follow your class schedule.
 Review your answers before submission.
 Be on time on submitting your SLM.
 Keep an open line for communication, message or call your subject teacher for questions,
clarifications and concerns to be addressed.

B. DEVELOPMENTAL ACTIVITIES
Methods of research refer to how the research is to be carried out. It is an operational
framework within which the facts are places so that their meanings may be seen more clearly
(Leedy, 1993 cited by Ariola, 2014). Other institutions call it a research design. Research design
is the plan, structure, and strategy of investigation conceived in order to obtain answers to
research problems and also to control variance.
There are four kinds of research methods (Calmorin, 2016)
1. Historical Method – the study is focused on the past (what was)
2. Descriptive Method – the study is focused on the present situation (what is)
3. Experimental Method – the study is focused on the future (what will be)
4. Case Study Method – the study is focused on the past, the present, and the future

HISTORICAL METHOD
Historical research is both science and art. It is scientific and the narration thereof is an art.
History differs from the natural sciences because it is based on the reports of observations
which cannot be repeated; although similar events may occur. Natural sciences, on the other
hand, are based on experimentation.
Historical research is a scientific critical inquiry of the whole truth of past events using the critical
method in the understanding and interpretation of facts, which are applicable to current issues
and problems.

Uses of Historical Research

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 1. It is useful in searching the past for solutions to contemporary problems and needs.
2. It is used to throw light at the present situation.
3. It gives people a sense of continuity from the past to the present.
4. It enables communities to grasp their relationship with the past and how it relates to
current issue.
5. It records events of enduring worth, which confer upon the individual a consciousness of
unity and the feeling of importance of human achievement.
Major Steps of Historical Research (Calmorin, 2010)
1. Collection of data, with consideration of documents and remains or relics of primary and
secondary sources, of bibliographical procedure, and organization of materials;
2. Criticism of the data collected, including the processes of external criticism and internal
criticism; and
3. Presentation of the facts in readable form involving problems of organization,
composition, exposition, and interpretation.

DESCRIPTIVE METHOD
- The study focuses on the present situation
- The purpose is to find new truth.
- Provides facts in which scientific judgement maybe based
- Provides essential knowledge about the nature of objects and persons
- For closer observation into the practices, behavior, methods and procedures
- Plays a large part in the development of instruments for measurement
- Formulating policies in the local, national, or international level

Types of Descriptive Research

1. Descriptive-survey
2. Descriptive-normative survey
3. Descriptive-status
4. Descriptive-analysis
5. Descriptive classification
6. Descriptive-evaluative
7. Descriptive-comparative
8. Correlational survey
9. Longitudinal survey

1. Descriptive-survey – is suitable whenever the subjects vary among themselves and one is
interested to know the extent to which different conditions and situations are obtained among
these subjects. The
The word survey signifies the gathering of data regarding the present conditions. A survey is
useful in:
a. Providing the value of facts
b. Focusing alteration on the most important things to be reported
Example: Problems Met by Teachers on the Implementation of K to 12 Curriculum in Public and
Private Schools in Iloilo City

2. Descriptive-normative survey – is used to compare the local results with the national norm.
Example: Science Achievement Test of Grade 12 Learners

3. Descriptive-status – This approach is problem-solving which seek to answer questions

about real facts relating to existing condition. This is a technique of quantitative description
which determines the prevailing conditions in a group of cases chosen for study. They cover
many traits or characteristics of the group being studied.

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Example: Socioeconomic Status and Academic Rank pf Professors in State Universities and
Colleges at the National Capital Region

4. Descriptive-analysis – Tis method describes the nature of an object by separating it into

parts. Its purpose is to discover the nature of things and determine the composition, structure,
and substructure.
Example: Descriptive-Analysis of Public and Private School Teachers Job Satisfaction in Region
9 (Western Mindanao)

5. Descriptive -classification – This method is applied in natural sciences subjects like Botany,
Zoology, Biology, Microbiology, and the like. The specimens collected are classified from
phylum to species.
Example: Taxonomic Study of Herbal Plants in the City and Province of Iloilo

6. Descriptive-evaluative – This method appraises carefully the worthiness of the present

study.
Example: Evaluation of the Implementation of K to 12 Curriculum in Public Schools in Leganes
Distrct, Zarraga District ,and Barotac Nuevo District in the Division of Iloilo.

7. Descriptive-comparative – In this method considers two variables (not manipulated) and

establishes a formal procedure to compare abd conclude that one is better than theother.
Example: Descriptive-Comparative Method on the Effectiveness of Teaching Science to Grade
12 Students using Structured Approach and Unstructure Approach at St. Paul Schools in Matro
Manila

8. Correlational survey – This method determines if the relationship between two variables, X
and Y, is perfect, very high, high, moderate, slight, negligible, or zero. Perfect positive with
correlation value of 1.0 seldom happens. The same is true with perfect negative correlation (-
1.0)
Example: Correlational Survey Between Mathematics Scores and English Scores of Grade 12
Learners

9. Longitudinal survey – This design involves much time allotted for investigation of the same
subjects of two or more points in time.
Example: Longitudinal Survey on Mathematics Achievement Pattern of Grade 1 to 6 Students at
Santa Isabel International School in Iloilo City.

EXPERIMENTAL METHODS
Its research method is on a scientific activity called experiment, in which a test or examination of
a thing under a manipulated or controlled environment is done to determine the validity or
truthfulness of such thing.

Types of Experimental Research

1. Single-group design 6. Counterbalanced or Latin square design
2. Two-group design 7. Complete randomized design (CRD)
3. Two-pair group design 8. Randomized complete block design
4. Three-group design (RCBD)
5. Parallel-group design 9. Correlational design
1. Single-group design. This design involves one treatment with two or more levels. Single
group design is univariate analysis because there is only one variable but with two or more
levels.
Example: Effect of Shrimp Meal as Supplemental Feed

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2. Two-group design. This design has two comparable groups employed as control and
experimental groups or two groups that are both experimental groups. Two-group design is
bivariate analysis because it has two variables.
Example: Acceptability of Pork Siopao (Control Group) and Milkfish Bones Siopao (Experimental
Group)

3. Two-pair group design. This design is an extension of the two-group design wherein there is
one pair of control group and one pair of experimental group.
Example: General Acceptability of Ube Ice Cream and Mango Ice cream (Control Group) and
Seaweed Ice Cream and Squash Ice Cream (Experimental)

4. Three-group design. In this design, there are three groups in independent variables.
Example: Teaching Physics using Discovery Method, Unstructured Approach, and Laborartory
Methods to Grade 12 Learners at the Dominican Schools in Western Visayas

5. Parallel-group design. This design consists of three or more groups wherein one group is
the control group with two or more experimental groups.
Example: Effectiveness of Culturing Grouper (P. maculatus) is fish Cages Using Pellets Bread
Meal (Control Group), Shrimp Meal, and Fish Meal (Experimental Groups) as Supplemental
Feeds

6. Counterbalanced or Latin square design. This design is also called “rotation design”. It
involves two or more treatments take by the subjects during the experimentation. The
arrangement employed in this design is the Latin square wherein each variable is a form of
square occurring once in each row or column.
Example: Effectiveness of Teaching Chemistry Using Three Methods of Teaching Under Three
Instructors to Three Groups of BS Chemistry Students at the University of Santo Tomas
Method 1 Method 2 Method 3
Instructor 1 Student 1 Student 2 Student 3
Instructor 2 Student 2 Student 3 Student 1
Instructor 3 Student 3 Student 1 Student 2

7. Complete randomized design (CRD). This is a design in which the test plants or animals is
studied once but subsequent treatment is applied to determine the cause of change. There is no
control in this design but the subject will undergo randomization procedure.
Example: Complete Randomized Design (CDR) on the Yield of Culturing Catfish (C. batrachus)
Using Shrimp Meal as Supplemental Feed in the Fishpond
Percent (%) Supplemental Feed Per Sampling 1 2
Compartment 3 4 5
1 (10%) x x x x x
2 (12%) x x x x x
3 (155) x x x x x

8. Randomized complete block design (RCBD). This experimental design uses a group of
test plants and test animals as subjects of the study which are studied once but subsequent
treatments applied are replicated to determine the cause of change. There is control in this
design but the subjects undergo randomization process.
Example: Randomized Complete Block Design (RCBD) on the Effects of Culturing Prawn in
Fishpond Using Fish Meal, Bread meal, Shrimp Meal, and Fish Silage as Supplemental Feeds
Supplemental Replications 1

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 Feeds 2 3
Fish Meal x x x
Bread Meal x x x
Shrimp Meal x x x
Fish Silage x x x

9. Correlational design. This experimental design is used to determine the relationship

between two independent variables, X and Y, on how they are manipulated by the independent
variable.
Example: Correlational Design on the Relationship Between the Weight (X) and Length (Y) of
Mud Crab (S. serrata) Cultured in the Fishpond Using Bread Meal as Supplemental Feed
Independent Variable Dependent Variable

Supplemental Feed Weight (X)

(Bread Meal) Length (Y)

CASE STUDY DESIGN

A case study design is a problem-solving technique that studies the past, present, and
future. The case study is an intensive investigation of a particular individual, institution,
community, or any group considered as a unit. It includes the developmental, adjustment,
remedial, or corrective procedure that suitably follows the diagnosis of the cause of
maladjustment or favorable development.
Case study is usually applied by guidance counselors, psychologists, educators, midwives,
nurses, and physicians.
The Cycle of the Case Study
1. Recognition and determination of the status of the phenomenon to be investigated.
2. Collection of data related to the circumstances associated with the given phenomenon.
3. Diagnosis or identification of the causal factors as basis of remedial or development of
treatment.
4. Application of remedial or adjustment measures.
5. Subsequent follow-up to determine the effectiveness of corrective or developmental
measures applied.

Closing Prayer
May God the Father bless us, may God the Son heal us, may God the Holy Spirit enlighten us, and
give us eyes to see with, ears to hear with, hands to do the work of God with, feet to walk with, and
mouth to preach the word of salvation with, And may the angel of peace watch over us and lead us
at last, to the Lord's gift to the kingdom. Amen

REFERENCE/S
Ariola, M.M. (2014). Research and Statistics with Thesis and Dissertation Writing. Manila:
Unlimited Books Library Services & Publications, Inc.

Calmorin, L.P. (2016). Research and Thesis Writing with Statistics Computer Application.
Quezon City: Rex Book Store
ACTIVITY SHEET
RESEARCH 1 with STATISTICS – GRADE 9 (STE)
Second Quarter - Week 4-6
Lesson 2 – The Research Methods

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Name of Learner: ______________________________________Date:___________
Grade & Section: Grade 9 – St. Catherine of Siena
I. Choose and write the letter of the correct answer on the blank before the number.
_____ 1. A research design in which the study focuses on the future:
A. Case Study B. Descriptive C. Experimental D. Historical
_____ 2. A research design which gives the people sense of continuity from the past to the present:
A. Case Study B. Descriptive C. Experimental D. Historical
_____ 3. Type of experimental design which involves one treatment with two or more levels:
A. Single-Group B. Two-Group C. Two-Pair Group D. Three-Group
_____ 4. Type of experimental design that consists of three or more variables in which the control group
is manipulated and serves as the basis of the experimental groups:
A. Parallel-Group B. Two-Group C. Two-Pair Group D. Three-Group
_____5. A research design wherein the study focuses in the past, the present, and the future:
A. Case Study B. Descriptive C. Experimental D. Historical
_____6. Type of experimental design in which the subjects of the study are studied once but
subsequent treatments are replicated to determine the cause of change.
A. Complete Randomized Design C. Randomized Complete Block Design
B. Parallel-Group D. Three-Group
_____7. Type of descriptive research which describes the nature of a thing by separating it into its parts:
A. Descriptive-analysis C. Descriptive-normative
B. Descriptive-evaluative D. Descriptive-survey
_____8. Type of descriptive research used to appraise carefully the worthiness of the current study:
A. Descriptive-analysis C. Descriptive-normative
B. Descriptive-evaluative D. Descriptive-survey
_____9. A research design in which the study focuses on the present situation:
A. Case Study B. Descriptive C. Experimental D. Historical
_____10. “Flavor Acceptability of Pork Siopao and Milkfish Bones Siopao” is an example of:
A. Single-Group design C. Two-Pair Group Design
B. Two-Group design D. Three-Group design

II. Answer the following.

11-20. Differentiate Historical Method from Case Study Method.

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21-30. If you were to choose between descriptive method and experimental method of research which
one would you choose in conducting a study? Why?

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31-40. Choose 2 types of Descriptive Research and give an example for each.

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41-50. Choose 2 types of Experimental Research and give an example for each.

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