Philippine Normal University

The National Center for Teacher Education

College of Graduate Studies and Teacher Education Research
Taft Avenue, Manila

Name: Rizza Mae T. Liberato Section: GEN COURSES GS 5-1 Course/Subject: ED 702 | Quantitative Research Method Topic: Individual Reflective Journal Date: December 4, 2022

Similar to other students, I am not good with numbers so I was afraid to take Quantitative Research this semester but through the lessons, activities, and
assignments facilitated by Dr. Lyn Balagtas in our class ED 702, I have developed confidence in conducting quantitative research. Quantitative research produces
objective data that can be clearly communicated through statistics and numbers (Williams, 2021). So, it implies that the results of quantitative research are
unbiased because it can clearly communicate through statistics which requires the researcher to scrutinize the finding thoroughly from validity and reliability of
instrument, data collection, and testing methods before a final conclusion. The activities I had accomplished in the class ED 702 cultivated my mind to produce
research with quantitative methods or mixed methods because I noticed the pros or advantages of conducting a quantitative research. Aside from that, I am really
blessed to be one of the students of Dr. Lyn Balagtas because I have read some of her published articles and researchers not only in PNU Common but also in
other research journals either locally or internationally and it’s really inspiring to be a researcher like her.

The first group activity in ED 702 was to compare and contrast Qualitative, Quantitative, and Mixed Method
Researches and I found it a good start to have an in-depth understanding of such methods because different
research methods have different purposes and levels of validity. During the Synchronous Session based on this
activity, I realized that one of the most important decisions the researcher has to make was which data methodology
to use and no matter the type of research, the data gathered will be as numbers or descriptions, and researcher can
choose to focus on collecting words, numbers or both. Since my bachelor degree is English, it was expected that I
should choose words over numbers but through our class ED 702 I think I prefer numbers over words in terms of
research because by quantifying attitudes, opinions, behavior, and more we can generalize results from a larger
sample. So it seemed that numbers indeed play an important role of society today,

Through analyzing specific quantitative research from a former Graduate Student of Philippine Normal University, I
learned some techniques, strategies, and its format to finalize a thesis or dissertation. Since my group focused on
Causal-Comparative Research or Ex-post Facto, I have eventually understood its purpose and process because back
then I was confused between correlational and causal-comparative research. An important difference between
causal-comparative and correlational research is that causal-comparative studies involve two or more groups and
one independent variable, while correlational studies involve two or more variables and one group (Gay, 2018). This
This reflective journal rubric was prepared by Dr. Marilyn U. Balagtas for use of her classes. Anyone interested to use the rubric will have to acknowledge her work as the source. For citation,
cite the work as Balagtas, M.U. (2021). Reflective Journal Rubric. Manila. Philippine Normal University.
 Philippine Normal University
The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Taft Avenue, Manila
group assignment lets the members dissect the parts of a sample research in a specific method shown above which we presented by recording it and sharing it to
the class. I have watched the works of my classmates and I was amazed at how they explored the study and how the research method was used in answering the
research questions because it was all simple yet thorough. From the said activity, I learned that Qualitative research methods were divided into two: Experimental
and Non-experimental research. During the synchronous session, we talked about the ways of establishing validity and reliability of data gathering instruments
which are necessary in quantitative research. I loved the technique of Dr. Balagtas during synchronous sessions because she made sure to accommodate all the
answers of the students and she dealt with it one by one. This made the topic not only interesting but also inspiring since I wanted to apply such ways in my class
also.

So, overall I am beyond blessed to be included in this class because we can really observe the effort of our Professor Dr. Lyn Balagtas in providing materials,
elaborating the discussion, and most importantly instructing the activities or assignments which can make the subject interesting. Most students were afraid of
numbers and statistics but the activities helped us understand the process and the differences of such methodology from one another. It implies that Quantitative
research uses numbers to help us understand “what” is happening (as well as “why” and “how” it is happening). And in reality we can’t limit ourselves with numbers
only or words only because practically speaking these come together most of the time.

References:

Williams, T. (2021). Why is Quantitative Research Important? Retrieved from https://www.gcu.edu/blog/doctoral-journey/why-quantitative-research-important

Roundy, L. (2021). The Importance of Understanding Research Methodology. Retrieved from https://study.com/academy/lesson/the-importance-of-understanding-
research-methodology.html

This reflective journal rubric was prepared by Dr. Marilyn U. Balagtas for use of her classes. Anyone interested to use the rubric will have to acknowledge her work as the source. For citation,
cite the work as Balagtas, M.U. (2021). Reflective Journal Rubric. Manila. Philippine Normal University.
 Philippine Normal University
The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Taft Avenue, Manila
Rubric # 4

SCORING RUBRIC FOR REFLECTIVE JOURNAL

Activity/Task: Individual Reflective Journal

Objectives:
In this activity, you are expected to:
1) write a reflective journal on lessons, activities or assignments presented in the class; and
2) show the desirable traits of a reflective and expert practitioner and a research scholar

Descriptions of the Task: Each student is expected to write a reflective journal on lessons/activities/assignments related to the course.

Instructions: Before you submit your reflective journal, please evaluate the quality of your journal based on the given numerical scale and its corresponding description.
Check (/) the indicator that is evident in the reflective journal and cross it out (X) if it is not evident. Write NA if the indicator is not applicable.

Quality/Performance Levels Rating

Criteria & Indicators
Weight Weighted
3
4 2 1 (%) Profess Grade
Very Self
Excellent Good Poor or
Good

The journal is The journal is The journal is The journal is 4

submitted on/ submitted 1 submitted 2 submitted more
1. Promptness before the day after the days after the than 2 days after 5%
deadline. deadline. deadline. the deadline. .

4
2. Compliance with the Requirements of the Satisfies all the Satisfies only Satisfies only Satisfies none of 10%
Work requirements of 2 of the 1 of the the requirements
1. Copy of the rubric is attached to the the work. requirements requirements of the work.
submitted journal with self-rating of the work. of the work
2. The journal with 1-2 page/s, font
ARIAL, size 12, margins and spaces
( 1 ½ spaces, 1 in margin in all sides /

This reflective journal rubric was prepared by Dr. Marilyn U. Balagtas for use of her classes. Anyone interested to use the rubric will have to acknowledge her work as the source. For citation,
cite the work as Balagtas, M.U. (2021). Reflective Journal Rubric. Manila. Philippine Normal University.
 Philippine Normal University
The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Taft Avenue, Manila
3. References with complete information
following APA 7th edition format

3. Visual Appeal Satisfies all of Fails to satisfy Fails to satisfy Fails to satisfy 4
the indicators. 1 of the 2-3 of the or more of the 3
indicators. indicators. indicators.
20%
a. Journal is free from grammatical errors.

b. Journal is free from typographical errors.

c. Journal is easy to read.

d. Information is complete (bears

the name of the owner, date of
accomplishment, lesson on
which the reflection is based).

e. Layout or writing style is

unique/creative/attractive (e.g. with
graphics that are related or with
explanations for inclusion, with sayings that
are related to the topic, the layout is
different, not purely narrative)

f. Others (pls. specify)

Satisfies ALL of Satisfies only Satisfies only Satisfies only 40% 4

4. Evidence of Thoughtfulness
the given 6-7 of the 3-5 of the two or less of
indicators. indicators. indicators. the indicators.

a. Focuses reflections on the lessons,

activities or assignments presented in
class.

This reflective journal rubric was prepared by Dr. Marilyn U. Balagtas for use of her classes. Anyone interested to use the rubric will have to acknowledge her work as the source. For citation,
cite the work as Balagtas, M.U. (2021). Reflective Journal Rubric. Manila. Philippine Normal University.
 Philippine Normal University
The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Taft Avenue, Manila
b. Supports reflections with examples based
on a personal account or real-life
professional experience/practice.

c. Reveals feelings (negative or positive)

towards the topic or work with explanation.

d. Relates current insights with the

past/present/future teaching job.

e. Relates lessons learned with what one

already knows or to a real-life situation.

f. Encompasses all topics discussed or

assigned as coverage of reflection

g. Reflects on the lessons learned and

experiences in relation to one’s stated
philosophy in learning/teaching

h. Presents no idea that is questionable.

i. Others (Pls. specify)

5. Evidence of being a Research Scholar Cited at least 3 Cited only 2 Cited only 1 Cited no
a. Supports ideas by citing reviewed literature literature or literature or literature or literature or 25% 4
and/or studies). studies reviewed. studies studies studies reviewed.
reviewed. reviewed.

Final Grade 3.8

Grade Range: 3.0– 4 = 90-100%; 2.0 - 2.9 = 80-89%, 1.0-1.9 = 70-79

This reflective journal rubric was prepared by Dr. Marilyn U. Balagtas for use of her classes. Anyone interested to use the rubric will have to acknowledge her work as the source. For citation,
cite the work as Balagtas, M.U. (2021). Reflective Journal Rubric. Manila. Philippine Normal University.