INQUIRIES, INVESTIGATIONS, AND IMMERSION (III) is a subject offered to all Grade 12 Senior High

School (SHS) students during the 2nd Semester of the school year.

Inquiries, Investigations, and Immersion is a subject offered to all Grade 12 Senior High School (SHS) during
the 2nd Semester of the school year as mandated by the Department of Education, Philippines. This course is
divided into two quarters (3rd and 4th). The lessons in each quarter are divided into eight (7) modules. Each module
includes lessons involving real-life examples and situations which intends to further develop the students’ critical
thinking and problem-solving skills. Moreover, it aims to equip students with the necessary skills and experience
to write their own research paper. The actual research process will serve as the flow of the subject; from
conceptualization of the topic until the actual writing of their own research paper. Towards the end of the course,
the students are expected to pair up and produce their own research paper.

Also, guidelines and specific instructions are provided in this module so that the students will be able to answer
the activities and exercises with minimal or no assistance at all coming from the instructor or the subject teacher.
In this way, the students will become independent thinkers and will learn to accept responsibilities. This may give
them as well the opportunity to develop good work ethics. Furthermore, pre-assessments and post-assessments
are also the important parts of this learning module. These assessments will determine and monitor the
performance and the extent of learning of the students.

Please bear in mind that each module shall be accomplished and submitted to your respective subject teacher
within the week. In this sense, the teacher may be able to check your answers and give you immediate feedback
of your performance.

Name:
Grade & Section:
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Learning Module No. 1

What is this module all about?
The following topics are included in this module:
1. Characteristics of Quantitative and Qualitative Research
2. Strengths and Weaknesses of Research
3. Kinds of Quantitative and Qualitative Research

What do you need to learn?

In this module, you are expected to meet the following competencies:
1. describe characteristics, strengths, weaknesses, and kinds of quantitative research; and
CS_RS12-Ia-c-1
2. illustrate the importance of quantitative and qualitative research across fields.

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DAY 1
PRETEST

Direction: Using the graphic organizer below, list down the defining features of quantitative and qualitative
research.

The Mode of Answering Research Question

There are three ways to answer research questions. Such a data collection strategy or method might be qualitative,
quantitative, or mixed. In qualitative research, the end goal of the inquiry is to seek meaning and deeper understanding of
the phenomena as seen from the perspective of the participants. Quantitative research, on the other hand, is concerned
with collecting numerical data using research tools. Then, mixed-method research focuses on the possible benefits of both
qualitative and quantitative approaches, allowing researchers to explore many points of view and find links that exist
between the various layers of our numerous research questions.

Each of the three research designs has its own distinct characteristics. No single research approach can be considered
as the best one. Qualitative, quantitative, or a mix of both approaches can be employed depending on one’s research goal
and purpose. Table 1 gives the overview of the three research designs.

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LESSON 1.1: CHARACTERISTICS OF QUANTITATIVE AND QUALITATIVE RESEARCH

QUANTITATIVE QUALITATIVE
● Large Sample Size. Quantitative research is done on According to Bogdan and Biklen, as cited in
a large number of audiences to ensure reliability. Fraenkel and Wallen (2006), the characteristics o f
● Structured Research Methods. In-depth qualitative research are as follows.
information about the preferences of the audience can
be drawn using structured research methods.  The direct source of data is the natural setting, and
● Highly Reliable Outcome. The outcome of the researcher is the key instrument in qualitative
quantitative research methods is quite reliable, as research.
participants of the research face close-ended  Data collected are in the form of words or
questions. illustrations rather than numbers.
● Reusable Outcome. Data collected for one research  Qualitative research is concerned with process as
purpose can be used for the prior study of another well as product.
research problem.
 Analysis of data is taken inductively.
● Close-ended Questions. Close-ended questions are
more reliable than the answers to questions of open-  Qualitative research deals with how people make
ended questions. sense out of their lives.
● Numerical Outcome. The outcome of research is
always in numerical form.
● Generalization of Outcome. The outcome of
research can be generalized easily for the whole
population.
● Prior Study. The outcome of quantitative research
can be used for a previous study of another research.

Activity 1
Directions: Determine whether the following statements accurately describe the characteristics of quantitative or qualitative
research. Write QTTV in the first column if you think the item describes quantitative research, and QLTV if you think it
describes qualitative research. Then, in the third column, explain your answers or choices.

QTTV or Statement Explanation

QLTV
1. It places more emphasis on understanding
the phenomenon.

2. It deals with data that are numerical and can

be converted to numbers.

3. It aims to understand underlying reasons,

opinions, and motivations.

4. It is used to quantify opinions, behaviors,

and other defined variables.

5. It is used when the data to be interpreted are

in the forms of words instead of numbers.

6. It is appropriate to use when factual are

required to answer the research questions;
when general or probability information is
sought on opinions, attitudes, views, beliefs,
or preferences.

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 7. It is used to answer questions about
experience, meaning, and perspective, most
often from the standpoint of the participants.

8. In this method, the researchers defend the

integrity of their works by different means:
trustworthiness, credibility, applicability,
and consistency.

9. It is concerned about findings that can be

generalized.

10. It has a larger sample size.

11. It uses interpretative frameworks.

12. It is used to deal with people’s interpretation

of things like events or phenomena.

13. It is used to interpret data based on

mathematical

14. It is used when data are taken from natural

setting with researchers as the key
instruments.

15. This research used inductive method rather

than deductive one.

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DAY 2
LESSON 1.2: STRENGTH AND WEAKNESSES OF RESEARCH
STRENGTHS WEAKNESSES
It uses robust instrumentation, which may yield results It employs inflexible research design due to the rigidity and
that can be generalized to a larger population and other robustness of the instrumentation.
research settings.
It allows greater accuracy of data because variables are Participants have limited participation on the design and
isolated, manipulated, and rigorously controlled. structure of the questionnaire.
Results can be replicated, analyzed, and compared with Numerical data do not provide detailed accounts of the
similar studies due to the use of robust instrumentation. phenomena and do not capture accounts of human
perception.
Numerical data allows summary of the huge amount of Research is carried out in a laboratory setting and not in a
information and comparisons across categories over time. real-world setting.
Personal bias is avoided because quantitative data arrived Preselected opinions in a questionnaire do not necessarily
at using established procedures. reflect how participants truly feel about the question being
asked.

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 ACTIVITY 2

Directions: Using a graphic organizer, compare and contrast the two kinds of research based on their strengths and
weaknesses. You may write your output on a separate sheet of paper for submission.

CRITERIA SCORE
Understanding of the Content/Relevance to the topic 10
Clarity and Creativity 10
Total:

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DAY 3
LESSON 1.3: KINDS OF QUANTITATIVE RESEARCH

Kinds of Quantitative Defining Features

Research
Descriptive Research
Correlational Research
It aims to define the existing condition of a classified variable.
Examples:
 A description of the youth’s perception of the 2016 elections
 A description of the tobacco use habits of teenagers
In this type of design, relationships between and among a number of facts are sought
and interpreted. Cause and effect is not the basis of this type of observational
research.
Examples:
● The relationship between entrance exam results and attendance in review
centers
● The relationship between intelligence and self-esteem

Survey Research Surveys are done to gather evidence on people’s knowledge, opinions, attitudes, and
values on various issues and concern.
Examples:
 Consumers’ coping behavior
 People’s presidential bet

Casual-comparative/quasi-
experimental
Experimental Research
This design is fairly similar to true experiments, but there are a few important
distinctions.
Examples:
● Gender differences in algebra achievement
● The impact of part-time job on high school students' academic performance
Often called “true experimentation,” it uses the scientific method to establish the
cause-effect relationship among a group of variables that make up a study.
Example:
 The effect of counselling and medical treatment on alcoholism
 The effect of a systematic preparation and support system on children who
were scheduled for surgery on the amount of psychological upset and
cooperation

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 ACTIVITY 3

Directions: Give at least two more examples of every kind of quantitative research. Write your answers in the second
column. You may copy and answer this activity on a separate sheet of paper for submission.

KINDS OF QUANTITATIVE RESEARCH EXAMPLES

Descriptive Research

Correlational Research

Casual Research
Casual-comparative/Quasi-experimental Research
Experimental Research

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DAY 4
LESSON 1.4: KINDS OF QUALITATIVE RESEARCH

Kinds of QualitativeResearch Defining features

1. Phenomenology
Both an approach to and a method of understanding the behavioral,emotive, and social meanings of lived experiences
of individuals.
Example:
 Exploring the lived experiences of women undergoing breast biopsy or the lived experiences of family members
waiting for a loved one undergoing major surgery.

2. Ethnography
Focuses on studying shared practices and belief systems (i.e., culture)of a group of people in their natural context
over a prolonged period of time
Examples:
 Observing a group of children playing
 Observing employees in a corporate office
 Observing medical personnel in a high-volume hospital
3. Grounded Theory Refers to a set of inductive data collection and analytic methods withthe purpose of constructing theories grounded in
the data themselves
Examples:
 Grounded theory is often used by the HR department. For instance, they might study why employees are
frustrated by their work. Employees can explain what they feel is lacking. HR then gathers this data, examines
the results to discover the root cause of their problems and presents solutions.
 Grounded theory is used by marketing departments by letting marketing executives express their views on
how to improve their product or service in a structured way.
4. Case Study
Allows the in-depth investigation of complex issues within a specificcontext, based on a small geographical area or a
very limited numberof individuals as the subjects of study
Example:
 A group of individuals might be watched over an extended period of time to observe the progression of a
particular disease.

5. Discourse/ConversationAnalysis
6. Narrative Analysis
Study naturally occurring discourse and extract shared meanings from such discourse.
Example:
 A speaker points out that two sentences taken together as a single discourse can have meanings different from
each one if taken separately.
Focuses on the narratives (storytelling) used as source of data.
Examples:
 Stories, interviews, life histories, journals, photographs, and other artifacts.

Source: Mendoza, D. J. & Melegrito, M.F., (2016). Applied Research: An Introduction to Qualitative Research
Methods and Report Writing. Quezon City, Philippines: Phoenix Publishing House, Inc.

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 ACTIVITY 4

Directions: Give at least two (2) more examples of every kind of qualitative research. Write your answers in the second
column. You may copy and answer this activity on a separate sheet of paper for submission.

KINDS OF QUALITATIVE RESEARCH EXAMPLES

Phenomenology

Ethnography

Grounded Theory

Case Study

Discourse/ Conversation Analysis

Narrative Analysis

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DAY 5
LESSON 1.5: IMPORTANCE OF QUANTITATIVE AND QUALITATIVE RESEARCH
ACROSS FIELDS

People do research to find solutions—even tentative ones—to a problem, in order to improve or enhance ways of
doing things and to disprove or provide new hypothesis or simply to find answers to questions or solutions.
Both quantitative and qualitative research can be applied to different fields such as market research, economics,
sociology, psychology, and other branches of science. Inside the box are the following benefits of quantitative and
qualitative research across fields:

Quantitative and Qualitative Research Across Fields

Quantitative Research Qualitative Research
Anthropology. Many discoveries in the field like human behavior in Exploration. When something is not well defined, qualitative methods are
the society, racial conflicts, culture, and human evolution have given helpful.
enormous contributions to the improvement of human lives.
Complexity. While complicated problems can be quantified, when you
Communication. Researchers are often interested in how an need to describe the complexityand subtlety of how users interact with a
understanding of certain communication phenomena might be product or accomplish goals, qualitative research can distill the
generalized to a larger population. It deepens understanding on how complexity into more manageable parts.
and what communication should be and how it will help in the
improvement of human lives. Context. Understanding the context and environment a user is in provides
for better product direction.
Medicine. Experimental research or other types of quantitative
research may improve the quality of medical education. Explanation. When you need to explain linkages or mechanisms that
cause things, a qualitative methodcan be fruitful.
Behavioral science. It helps us to understand how human behavior Measures do not fit the problem well. While there are good ways of
relates with another people and how it affects the human interaction measuring usability, many interactions can be hard to quantify.
and relations. Observing users as they struggle to accomplish a goal and probing on
the source of problems help define what ultimately needs to be
Psychology. Many educational principles in understanding human measured. It’s not very helpful to precisely measure the wrong thing.
behavior are offshoot of this study. It helps us widen our understanding Qualitative data helps uncover the right things to measure.
on the differences of human behavior.

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 ACTIVITY 5

Directions: Create a concept map that explains the importance of quantitative and qualitative research in various fields.
You may include some of the disciplines or fields not covered in the preceding discussion into your concept map. Write
your output on a separate sheet of paper for submission. Please refer to the rubric below as a guide.

Exemplary Exceeds Standard Adequately Meets Below Standard

(5 points) (4 points) Standard (2 points)
(3 points)
Organization All key words and Most key words and Many key words Many key words
concepts necessary concepts are and concepts from and concepts from
to promote an covered in a the unit are covered the unit are missing.
overview of the unit meaningful way and and are somewhat
used and well are thoughtfully organized.
organized to give organized.
added meaning.
Content, Concepts, Shows an Shows a few Makes many Shows no
& Terminology understanding of the understandings of mistakes in understanding of the
topic’s concepts and concepts. terminology and topic’s concepts and
principles and uses shows a lack of principles.
appropriate understanding of
terminology. many concepts.
Connections and Connections Connections are Connections are Connections are not
Knowledge of the indicate superior clear and logical. somewhat clear clear. They convey
Importance and organization/underst They connect little importance and
Relationships anding and enhance concepts to promote do not promote
among Concepts meaning. Arrows clarity and convey clarity.
easily connect the importance of
concepts in an the given topic.
informative manner.

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