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


Redeveloped Division Initiated Self-Learning Module

Department of Education
i
– Division of Palawan
Practical Research 2 – Grade 12
Redeveloped Division Initiated - Self-Learning Module
Quarter 2 – Module 1: Organization Theories for Effective Business Management
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education, Division of Palawan

Schools Division Superintendent:
Roger F. Capa, CESO VI
OIC - Assistant Schools Division Superintendents:
Rufino B. Foz
Arnaldo G. Ventura, Ph.D.

Development Team for

Development Team
Redevelopment Activity

Writer: Mark G. Javillonar Writer: Mark G. Javillonar

Editors: Corazon A. Quintos, Marianne R. Editors: Corazon A. Quintos,
Valdez Marianne R. Valdez
Illustrator: Illustrator:
Layout Artist: Layout Artist: Mark G. Javillonar
Reviewer: Reviewer: Rosalyn C. Gadiano
Management Team: Management Team:
Aurelia B. Marquez Aurelia B. Marquez
Rosalyn C. Gadiano Rosalyn C. Gadiano
Rodgie S. Demalinao Rodgie S. Demalinao

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City
Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

ii
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each
lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests.
And read the instructions carefully before performing each task

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 Practical
Research 2 12 Quantitative research Designs
Second Quarter and Research Samples
Week 1

MELCs: Chooses appropriate quantitative research design (CS_RS12-IIa-c-

1)
Describes sampling procedure and sample (CS_RS12-IIa-c-2

Objective/s:
1. To Describe the different quantitative research designs and
samples.
2. To choose research design apt for a specific study; and
3. To use appropriate research design in a study.
4. To identify sampling technique; and
5. To compute sample size for a research study.

What I Know
Directions: Read the questions carefully and choose the letter of the best
answer. Write the letter of your answer on a separate sheet of paper.

1. Which of the following is characterized by rigid manipulation of variables,

use of control, selection, and random assignment of participants?
a. Experimental c. True-experimental
b. Quasi-experimental d. Meta-analysis

2. If the research topic is about establishing the association between the

students’ interest and their performance in Practical Research subjects,
which research design will be used?
a. Correlational c. Comparative
b. Survey d. Experimental

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3. Which of the following design should you use if your expected data will be
analyzed using only frequency, percentage, or mean?
a. Comparative c. Descriptive
b. Pretest only d. Posttest only

4. If a tracer study on the first batch of Senior High School graduates is being
done to determine the number of graduates who proceeded to college,
what specific quantitative research design should be used?
a. Experimental c. Quasi-experimental
b. Non-experimental d. Survey

5. A researcher wants to test the effectiveness of his intervention material, but

due to a valid reason, he will not be able to perform pre-testing; hence, he
will use which research design?
a. Pretest only c. Crossover/repeated measures
b. Posttest only d. Randomized block

6. If I wanted to study how tawa-tawa leaves help improve the platelet of a

person with dengue fever, what is the appropriate research design to use?
a. True-experimental c. Quasi-experimental
b. Meta-analysis d. Correlational

7. What Quasi-experimental research design can be used in a study entitled

“The effects of motivation programs on students’ attitudes toward school”?
a. Single subject design c. Non-equivalent control group
b. Time series design d. Multiple-group time series

8. Which of the following is to be used if the researcher manipulates at least

one independent variable and observes the effect on one or more
dependent variables?
a. Non-experimental c. Experimental
b. Quasi-experimental d. Quantitative research design

9. Which of the following pertains to the systematic process of selecting the

group to be analyzed in the research study?
a. Population c. Sample
b. Sampling d. Target population

10. Which method is used only on studies whose sample size is not exactly
determined?
a. Non-probability sampling c. Probability sampling

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 b. Cochran’s Formula d. Slovin’s Formula

11. Assuming that the total population of the target respondents is 900, what
will be the sample size if we use the Slovin’s Formula and the assumed
margin of error is .01?
a. 827 c. 277
b. 90 d. 899

12. This procedure is as simple as selecting samples every nth (example, every
2nd, 5th) of the chosen population until arriving at a desired total number
of sample size.
a. Convenience sampling c. Judgemental sampling
b. Systematic sampling d. Cluster sampling

13. Research involving all public secondary schools in the Schools Division of
Palawan, which is divided into different Engineering Districts, namely 1st, 2nd,
and 3rd Engineering Districts, will be conducted. To satisfy the plan size,
which of the following is the most appropriate sampling technique to use?
a. Convenience sampling c. Cluster sampling
b. Simple random sampling d. Stratified random sampling

14. If you choose respondents based on the purpose of the study you are
conducting, what sampling technique will you use?
a. Purposive sampling c. Stratified random sampling
b. Convenience sampling d. Quota sampling

15. A researcher will conduct a study involving Senior High School students of
Narra National High School in different tracks. Since the number of students
per track differs, what would be the most appropriate technique to use?
a. Purposive sampling c. Stratified random sampling
b. Convenience sampling d. Quota sampling

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 What is It
The previous module helped you select, cite, and synthesize related
literature and objectively present a written review of related literature and
conceptual framework. Your knowledge gained from the said modules is
essentially helpful for you to understand the topics for this module.

In this module, you will be learning how to do the first step in the
Methodology part of your research which is to state and justify the research
design you will use. You will also learn how to properly choose the appropriate
quantitative research design to use in your study.

CHOOSING APPROPRIATE QUANTITATIVE RESEARCH DESIGN

The researcher not only selects a qualitative, quantitative, or mixed-

methods study to conduct; the inquirer also decides on a type of study within
these three choices. Research designs are types of investigation within
qualitative, quantitative, and mixed methods approach that provides specific
direction for procedures in research.

Types of Quantitative Designs

1. Experimental. This is the highest form of quantitative study, which by having

series of interrelated, interdisciplinary, and integrated experimental studies,
can establish a law thru a very strong causal relationship. It must have the
following characteristics: Randomization, Control, and Treatment.

Types of Experimental Research

1. True Experimental: it is characterized by rigid manipulation of variables,
use of control, selection, and random assignment of participants
1.1. POST-TEST ONLY EXPERIMENTAL DESIGN. This is used when pre-testing
is not possible for valid reasons. Hence it is known as post-test only. In
this test, subjects are assigned to either control or treatment group.
Only the treatment group will receive the intervention. Then both
groups will have the post-test to determine the effects of the
intervention.
1.2. PRE-TEST – POST-TEST. The researcher gives the same pre-test to both
the experimental and the control groups, and then the treatment is
given to the experimental group only. After which, both groups are
measured again with the same post-test. In this case, each group's

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 gain scores (post-test score minus the pre-test score) are computed
and compared. If the gain score of the experimental group is
significantly higher than that of the control group, then this
difference is attributed to the effect of the treatment, X.
1.3. FACTORIAL. Refers to a type of experiment where the researcher
attempts to study two or more independent variables or observe the
effects of two or more treatments. These independent variables or
treatments are known as factors; hence, the experimental design is
known as factorial. This type of experiment permits the testing of two
or more hypotheses in one study.
1.4. SOLOMON FOUR GROUP. In this test, the groups are assigned to four
groups. The purpose of which is to make sure that the results are not
affected by the ability of the respondent to recall the questions in
the exam used or to make sure that the experience they gained from
testing will not affect the results.
1.5. CROSSOVER/REPEATED MEASURES. It refers to a two-group
experimental design. It is the simplest of all experimental designs. In
this case, the control group happens to be the other treatment
group then crossed over to receive the same treatment or
intervention.
1.6. RANDOMIZED BLOCK. Refers to random assignment of groups onto a
controlled block in an attempt to control the variability of the
populations and other factors affecting the experiment. This is
commonly done in large populations where many factors exist that
may potentially affect the study.

2. Quasi-Experimental: This type of design involves a treatment

(manipulation) and an outcome but lacks one of the other two
properties that characterize a true experiment: randomization or a
control group. It lacks randomization. Any design that does not randomly
assign subjects to the group is known as a quasi-experimental design.
2.1. SINGLE-SUBJECT DESIGN. It looks at cause and effect relationships in
single individuals rather than in groups. Common in behavioral
analysis and special education.
2.2. TIME-SERIES DESIGN. Tests for changes over time. There is no
randomization, and there is no control group. However, the
researcher can use each person as his own control. If possible, test
the group several times before introducing the intervention. This
method gives more reliability to the study.
2.3. NON-EQUIVALENT CONTROL GROUP. Commonly used when random
assignment is not possible, and selection bias is a threat to validity.

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 3. Meta-Analysis: A quantitative, formal, epidemiological study design
used to systematically assess previous research studies to derive
conclusions about that body of research. A comparative analysis of
various research on common topics and criteria with contradicting
results. The benefits of this design include a consolidated and
quantitative review of a large and often complex, sometimes
apparently conflicting, body of literature.

2. Non-experimental. Refers to the studies on quantifiable variables that have

no Control and no treatment. It usually involves Observation.

Types of Non-Experimental Research

1. Comparative. It refers to the comparison of variables being studied. The
aim is to find out which of the two may be superior or inferior in certain
aspects.
2. Correlational: It attempts to establish a relationship over variables.
However, Co-relation does not mean causation. Only experiments can
confirm causation.
3. Survey/Descriptive: Study of Prevalence of incidence. This type of
research usually does not need statistical treatment. Often, it uses
frequency, percentage, and mean.
4. Methodological: It is sed to develop standardized exams such as ability
test, aptitude test, intelligence test, and other psychological tests. Other
disciplines can also use this type of research to develop a standardized
tool concerning the practice of their profession.

DESCRIBING SAMPLING PROCEDURE AND SAMPLE

After knowing the research design to be used in carrying out the study,
you must state the criteria for a subject to be included in the study. This lesson
will guide you in determining the sampling procedures and computing the
samples to be used in the study.

The criteria for a subject to be included in the study must be clear and
specific because it is the characteristics of the studied variables. Hence it will
strengthen the validity of selecting a population.

Sampling

It is the method of selecting samples from the population to be included

in the study. A sample is a percentage of the total population in statistics. You
can use the data from a sample to make inferences about the whole

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population. The selected samples will be the focus of the study to represent
the whole population.

Sampling Method

In determining the number of your respondents or research participants,

the following method could be used:

1. Slovin’s Formula

It is used to get the appropriate sample size from the intended

population. It is used only on studies whose sample size is not exactly
determined. It is useful in targeting a sample size from a very large population
without necessarily studying the entire population.

Formula:
N
n=
1+Ne2

where:

 n is the sample size

 N is the population size
 e is the desired margin of error (.05 or .01)

Sample computation:

You will conduct a simple survey at Narra National High School, and your
target respondents are Grade 12 students. The total population of Grade 12
students is 945. Determine the sample size using the Slovin’s Formula with a .05
margin of error.

Solution:
N
n=
1 + Ne2
945
=
1 + 945(.05)2
945
=
1 + 945(.0025)
945
=
1 + 2.3625
945
=
3.3625
n = 281

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2. Cochran’s Formula

It is used for both known and unknown number of populations. It is

regarded as a more relevant, modern, and reliable measure of getting the
desired sample in many research fields.

Formula:

𝑍 2 𝑝𝑞
𝑛𝑜 = 2
𝑒
Where:

 e is the desired level of precision (i.e., the margin of error),

 p is the (estimated) proportion of the population that has the
attribute in question,
 q is 1 – p.

Sample computation:

A researcher wants to study whether the students in the Schools Division

of Palawan eat breakfast. There is no prior information about it. Thus, he
assumes that half of them eat breakfast. This means that the p = 0.5. The
researcher wants 95% confidence and at least 5% precision. The 95%
confidence gives the researcher Z values of 1.96, per the normal tables.

Solution:
𝑍 2 𝑝𝑞
𝑛𝑜 = 2
𝑒
1.962 (. 5)(.5)
=
. 052
3.8416(.25)
=
. 0025
. 9604
=
. 0025
= 384

Sampling Technique

1. Probability Sampling is a sampling technique where a teacher sets a

selection of a few criteria and chooses members of a population randomly.

Types of Probability sampling:

1. Simple Random Sampling. It is a reliable method of obtaining information
where every single member of a population is chosen randomly.

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 2. Cluster sampling is a method where the researchers divide the entire
population into sections or clusters that represent a population. Clusters
are identified and included in a sample based on demographic
parameters
3. Systematic Sampling. It is used to choose sample members of a
population at regular intervals. It requires the selection of starting point
for the sample and sample size that can be repeated at regular intervals.
4. Stratified random sampling is a method in which the researcher divides
the population into smaller groups that do not overlap but represent the
entire population

2. Non-probability sampling. This sampling is not a fixed or predefined

selection process. This makes it difficult for all population elements to have
equal opportunities to be included in a sample.

Types of non-probability sampling

1. Convenience Sampling. This technique is dependent on the ease of
access to subjects such as surveying customers.
2. Judgmental or purposive sampling. The discretion of the researcher
forms judgmental or purposive sampling. The researcher purely considers
the purpose of the study, along with the understanding of the target
audience.
3. Snowball Sampling is a sampling technique that researchers apply when
the subjects are difficult to trace.
4. Quota sampling. The selection of members in this sampling technique
happens based on a pre-set standard. In this case, as a sample is formed
based on specific attributes, the created sample will have the same
qualities found in the total population.

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 What I Can Do

Activity 1. Describing Quantitative Research Design

Directions: On your answer sheet, identify what quantitative research design is

being described.

1. It involves comparing two or more samples of study subjects on one or

more variables, often a single point of time.
2. It systematically investigates the nature of relationships or associations
between and among variables without necessarily investigating causal
reasons underlying them.
3. It employs multiple measures before and after the experimental
intervention.
4. It controls for both time-related and group-related threats.
5. It is a comparative analysis of various research on common topics and
criteria with contradicting results.

Activity 2. Identification

Directions: Read the statements carefully and identify what sampling methods
and techniques are being referred to. Write your answer on your answer sheet.

1. It is used when samples are not fixed or predefined selection process.

2. This method is dependent on the accessibility of the target respondents.
3. It is a sampling technique where the researcher selects a few criteria and
randomly chooses members of a population.
4. It requires the selection of starting point for the sample and sample size
that can be repeated at regular intervals.
5. It is regarded as a more relevant, modern, and reliable measure of
getting the desired sample.

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 What’s More
Activity 3: Am I Appropriate?
Directions: Among the different quantitative research designs, choose what is
appropriate for the following research topics and state your reason for
choosing it.

1. The paper attempts to understand intellectual history through literature

and literature through its cultural context.
2. A researcher wants to know the effect of code-switching in text
comprehension and assessment of 50 STEM Grade 12 students in Narra
National High School, Schools Division of Palawan.
3. The effects of an intervention project on students’ ability to frame
thought-provoking questions will be tested before and after using the
said intervention.
4. The aim of the study is to trace the status of Senior High School graduates
of Narra del Norte District in the school year 2017-2018 as to the SHS’ four
curriculum exits.
5. The study wants to confirm whether financial institutions play a
prominent role in the growth and development of the economy of
Palawan.

Activity 4. Computation

Directions: Read the scenario below and compute for the sample size using
the Slovin’s Formula. Show your solution.

Scenario:

Alexis is researching the efficacy of the Department of Social

Work and Development’s (DSWD) Social Amelioration Program. The
target respondents are the recipients of the program in the entire
Province of Palawan. Assuming that the total number of SAP recipients
is 50,000 and the desired margin of error is .05. What is the number or
size of the sample to be used by Alexis?

11
 What I Have Learned
Activity 5. Compare and Contrast

Directions: Differentiate the following terms according to their purpose and

processes.

1. Experimental vs. Non-experimental

_____________________________________________________________________
_____________________________________________________________________
2. Comparative vs. Correlational
_____________________________________________________________________
_____________________________________________________________________
3. True experimental vs. Quasi-experimental
_____________________________________________________________________
_____________________________________________________________________
4. Slovin’s Formula vs. Cochran’s Formula
_____________________________________________________________________
_____________________________________________________________________
5. Probability vs. non-probability sampling
_____________________________________________________________________
_____________________________________________________________________

Scoring Rubrics for 5: Compare and Contrast

Score Standards
10 The learner presented the differences between the two terms
clearly and correctly. The grammar is correct.
7 The learner presented the differences between the two terms
with few errors. The grammar is somewhat correct
5 The learner presented the differences between the two terms
with many errors. The grammar is erroneous.

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 Assessment

Directions: Read the questions carefully and choose the letter of the best
answer. Write the letter of your answer on a separate sheet of paper.

1. It pertains to the types of inquiry within the three research methods

approaches, providing specific direction for procedures in research.
a. Research design c. Quantitative research design
b. Sampling d. Sampling technique

2. Which of the following is considered the highest form of quantitative study

as it is characterized by randomization, control, and treatment?
a. Meta-analysis c. Experimental
b. Quasi-experimental d. Quantitative

3. What do we call the design that does not randomly assign subjects to the
group?
a. Experimental c. Time series
b. Quasi-experimental d. Meta-analysis

4. If you are conducting a study assessing previous research studies to stem

the study's inferences, which research design should you use?
a. Comparative c. Quasi-experimental
b. Experimental d. Meta-analysis

5. It refers to the studies on quantifiable variables that have no Control and no

treatment.
a. Non-experimental c. Experimental
b. Quasi-experimental d. Descriptive

6. A study to be conducted is devoted to establishing whether there is a

relationship over the variables or not. Which research design is appropriate?
a. Descriptive c. Methodological
b. Correlational d. Comparative

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7. It is a type of experiment where the researcher attempts to study two or
more independent variables or observe the effects of two or more
treatments.
a. Factorial c. Pretest-posttest
b. Posttest only d. Correlational

8. It refers to the representative subset of the population.

a. Sample c. Target population
b. Sampling d. Respondents

9. What does e in the Slovin’s and Cochran’s formulae stand for?

a. Error c. Desired level of precision
b. Sample size d. Estimated the sample

10. It is a sampling technique where a teacher selects a few criteria and

randomly chooses members of a population.
a. Non-probability sampling c. Probability sampling
b. Simple random sampling d. Convenience sampling

11. Which of the following is a sampling technique wherein samples are chosen
from these subgroups and not directly from the entire population?
a. Simple random sampling c. Cluster sampling
b. Stratified random sampling d. Systematic sampling

12. If you intend to include HIV-AIDS positive as your respondents, who are
difficult to trace, which sampling technique will you use?
a. Quota sampling c. Stratified random sampling
b. Purposive sampling d. Snowball sampling

13. The study's target population is the four Senior High Centers in Narra del
Norte District, composed of 150 from Dumangueña NHS, 800 from Narra
NHS, 300 from Sandoval NHS, and 250 from Panacan NHS. If the computed
sample size is 316, what are the sample sizes per subgroup?
a. DNHS-10%; NNHS-53%; SNHS-20%; PNHS-17%
b. DNHS-32; NNHS-167; SNHS-63; PNHS-54
c. DNHS-79; NNHS-79; SNHS-79; PNHS-79
d. DNHS-35; NNHS-195; SNHS-54; PNHS-32

14. Which sampling technique depends on the accessibility of the target

respondents and is commonly used to survey customers?
a. Convenience sampling c. Judgemental sampling
b. Systematic sampling d. Cluster sampling

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15. It is a way of choosing individuals in which all members of the accessible
population are given an equal chance to be selected.
a. Simple random sampling c. Stratified random sampling
b. Cluster sampling d. Purposive Sampling

15
 Answer Key

provided.
n = 397 vary. Refer to the rubrics
126
= Students’ answers may
50,000
1 + 126
= Activity 5
15. A 50,000 15. C
14. A 1 + 50,000(.0025) 5. Cochran's Formula 14. A
=
13. B 50,000 4. Systematic sampling 13. C
12. D 1 + 50,000(.05)2 3. probability sampling 12. B
=
11. B 50,000 sampling 11. A
10. C 1 + Ne2 2. Convenience 10. D
n=
9. C N sampling 9. B
8. A Activity 4 1. non-probability 8. C
7. A Activity 2 7. B
6. B 5. Correlational 6. A
5. A 4. Descriptive Meta-analysis 5. 5. B
4. D 3. Pretest-posttest True experimental 4. 4. D
3. B experimental design. Time series 3. 3. C
2. C 2. Post-test only Correlational 2. 2. A
1. A 1. Meta-analysis Comparative 1. 1. C
Assessment Activity 3 Activity 1 What I Know

References

Aliswag, E., et al. Professional Guidelines in Research Writing. Aliswag Review

Series 3. Second Edition. Philippines. 2020

Conde, Rosie L. Experimental Research Design. Unpublished Teaching

Materials. Philippine Normal University. 2020

Conde, Rosie L. Quasi-Experimental Research Design. Unpublished Teaching

Materials. Philippine Normal University. 2020

Statistics How To. Sample Size in Statistics (How to Find it): Excel, Cochran’s
Formula, General Tips. Accessed May 1, 2021,
https://www.statisticshowto.com/probability-and-statistics/find-sample-
size/

Prieto, N., Naval, V., and Carey, T., Practical Research 2 for Senior High School.
Philippines: Lorimar Publishing, Inc., 2017

Pulmones, R. Quantitative Research You and the Natural World Series.

Philippines: Phoenix Publishing House, Inc., 2016

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For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor DepED Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone No. (048) 434-0099

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