Research

Mindanao State University at Naawan
INTEGRATED DEVELOPMENTAL SCHOOL

9023 Naawan, Misamis Oriental
S.Y. 2023-2024
FIRST SEMESTER
GRADE 12 (AS 02)
ERNILYN V. PERMITES
Instructor
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STUDY SCHEDULE
MODULE 1: FIRST QUARTER
TOPIC/LEARNING COMPETENCY ACTIVITY
Lesson 1: Introduction to Quantitative Research Activity 1A. (Answer what is asked.)

✓ Describe the characteristics,
strengths, weaknesses, and
kinds of quantitative research
Lesson 2: Importance of Quantitative Research Activity 2A. (Answer what is asked.)
Across Fields
✓ Illustrate the importance of
quantitative research across
fields
Lesson 3: Variables in Quantitative Research Activity 3A. Identifying Variables
✓ Differentiate the kinds of Activity 3B. Classifying Variables
variables and their uses Let’s Go Online!
Lesson 4: Designing Research Topic Let’s Go Online!
✓ Design a research useful in Activity 4A. (Answer what is asked.)
daily life Activity 4B. (Do as directed.)
Lesson 5: Research Title Activity 5A. (Do as directed.)

✓ Write research title Activity 5B. (Answer what is asked.)
Activity 5C. (Do as directed.)
Lesson 6: Background of Research Activity 6A. (Answer what is asked.)
✓ Describe background of
research
Lesson 7: Research Questions Activity 7A. That’s a Good Question
✓ State research questions Activity 7B. That’s a Good Question
Activity 7C. Write the Questions
Let’s Go Online!
Lesson 8: Scope and Delimitation of the Study Activity 8A. Find and Form the
✓ Indicates scope and Meaning
delimitation of study Activity 8B. It’s the Scope and
Limitation
Activity 8C. Reshape the Scope
Delimitation
Let’s Go Online!
Lesson 9: Research Framework Activity 9A. Who is YTC?
✓ Illustrates and explain Activity 9B. Spot the Variable
conceptual framework Activity 9C. Name that Title
Lesson 10: Definition of Terms Activity 10A. My Order Please

✓ Defines terms used in study Activity 10B. Spot Me Wrong
Lesson 11: Research Hypothesis Activity 11A. Own Words

✓ Lists research hypotheses (if Activity 11B. Type Identity
appropriate) Activity 11C. Ho vs Ha
Lesson 12: Review of Related Literature Activity 12A. Own Words

✓ Presents written review of Activity 12B. Com-Con
related literature and conceptual Activity 12C. Write Me Up
framework
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COURSE GUIDE
COURSE DETAILS
Course Number: AS 02
Course Name: Practical Research 2
Course Description: This course develops critical thinking and problem-solving skills
through quantitative research.
Number of Unit: 3 (3 hours per week)
COURSE OUTCOMES
At the end of the first quarter in first semester, you will be able to:
✓ describe the characteristics, strengths, weaknesses, and kinds of quantitative research;
✓ illustrate the importance of quantitative research across fields;
✓ differentiate the kinds of variables and their uses;
✓ design a research useful in daily life;
✓ write research title;
✓ describe background of research;
✓ state research questions;
✓ indicates scope and delimitation of study;
✓ illustrates and explain conceptual framework;
✓ defines terms used in study;
✓ lists research hypotheses (if appropriate); and
✓ presents written review of related literature and conceptual framework
COURSE OUTLINE
I. Nature of Inquiry and Research

Lesson 1: Introduction to Quantitative Research
Lesson 2: Importance of Quantitative Research Across Fields
Lesson 3: Variables in Quantitative Research
II. Identifying the Inquiry and Stating the Problem

Lesson 4: Designing Research Topic
Lesson 5: Research Title
Lesson 6: Background of Research
Lesson 7: Research Questions
Lesson 8: Scope and Delimitation of the Study
Lesson 9: Research Framework
III. Learning from Others and Reviewing the Literature
Lesson 10: Definition of Terms

Lesson 11: Research Hypothesis
Lesson 12: Review of Related Literature
GRADING SYSTEM
Written Work – 35%

Performance Tasks – 40%
Quarterly Assessment – 25%
100%
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DISCLAIMER
Borrowed materials included in this module are owned by their respective copyright
holders.
Hence, the MSUN-IDS instructor who prepared this module does not represent nor
claim full ownership over its contents.
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Lesson 1: Introduction to Quantitative Research
Practical Research I introduced you to the two main classifications of research
methods: quantitative and qualitative. You have learned that qualitative research is more of
describing a phenomenon in a narrative; hence, the data collected can be in the form of words,
images, or transcripts taken from a small sample, not generalizable to the population.
Choosing a small sample size makes room for in-depth data collection and interpretation. In
this lesson, you will learn about quantitative analysis, a more formal, objective, and systematic
approach to obtaining answers to a question or problem of the study.
Quantitative Research
You have learned from Practical Research 1 that research method is classified into
two main types: quantitative and qualitative. While both methods utilize a specific data
gathering procedure, the former is generally concerned with understanding phenomenon
relating to or involving quality or kind. The latter, on the other hand, is based on the
measurement or quantity. In this module, we will focus on quantitative methods of research
and what are its different kinds.
Quantitative research uses scientifically collected and statistically analyzed data to

investigate observable phenomena. A phenomenon is any existing or observable fact or
situation that we want to unearth further or understand. It is scientific for the fact that it uses
a scientific method in designing and collecting numerical data. Once data is collected, it will
undergo statistical analysis like Pearson’s r, t-test and Analysis of Variance (ANOVA) for
analysis. Since data is analyzed statistically, it is imperative that the data obtained must be
numerical and quantifiable, hence its name quantitative research.
Numerical data are generally easier to collect than descriptions or phrases used in
qualitative research. Information like student’s grades in different subjects, number of hours
of engagement in social media platforms of teens, percentage of consumers who prefer the
color blue for soap packaging, average daily Covid-19 patient recovery per region are just
few examples of research data expressed in numbers. Some data on the other hand, are
not directly countable and thus require conversion from non-numerical information into
numerical information. For instance, determining which brand of canned sardines is the best
choice for consumers in terms of taste cannot be expressed in numbers unless we do a
survey using a rating scale. Several forms of rating scales are available, e.g., the Likert scale
that we can use to quantify data. Usually, they come in a selection of numbers with a
corresponding meaning for each choice, for example: 1= tastes very good, 2 = satisfactory,
or 3 = undesirable. Numerical choices convert texts into numbers so the researcher can
perform mathematical operations for faster, more accurate, and more objective analysis.
Characteristics of Quantitative Research
Quantitative research is commonly used in natural sciences research problems

because of the following characteristics:
1. LARGE SAMPLE SIZE. To obtain more meaningful statistical result, the data must
come from a large sample size.
2. OBJECTIVE. Data gathering and analysis of results are done accurately, objectively,
and are unaffected by the researcher’s intuition and personal guesses.
3. VISUAL RESULT PRESENTATION. Data is numerical, which makes presentation

through graphs, charts, and tables possible and for better conveyance and interpretation.
4. FASTER DATA ANALYSIS. The use of a statistical tools give way for a less time-
consuming data analysis.
5. GENERALIZED DATA. Data taken from a sample can be applied to the population if
sampling is done accordingly, i.e., sufficient size and random samples were taken.
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6. FAST DATA COLLECTION. Depending on the type of data needed, collection can be
quick and easy. Quantitative research uses standardized research instruments that allow
the researcher to collect data from a large sample size efficiently. For instance, a single
survey form can be administered simultaneously to collect various measurable
characteristics like age, gender, socio-economic status, etc.
7. RELIABLE DATA. Data is taken and analyzed objectively from a sample as a

representative of the population, making it more credible and reliable for policymaking and
decision making.
8. REPLICATION. The Quantitative method can be repeated to verify findings enhancing

its validity, free from false or immature conclusions.
Strengths of Quantitative Research
The following are the strengths of quantitative research.
1. Quantitative research can be replicated or repeated.

2. Findings are generalizable to the population.
3. Conclusive establishment of cause and effect
4. Numerical and quantifiable data can be used to predict outcomes
5. Fast and easy data analysis using statistical software.
6. Fast and easy data gathering
7. Very objective
8. Validity and reliability can be established
Weaknesses of Quantitative Research
The following are the disadvantages of quantitative research:
1. It lacks the necessary data to explore a problem or concept in depth.

2. It does not provide comprehensive explanation of human experiences.
3. Some information cannot be described by numerical data such as feelings, and
beliefs.
4. The research design is rigid and not very flexible.
5. The participants are limited to choose only from the given responses.
6. The respondents may tend to provide inaccurate responses.
7. A large sample size makes data collection more costly.
Kinds of Quantitative Research
Quantitative research is a broad spectrum that it can be classified into smaller and
more specific kinds: descriptive, correlational, ex post facto, quasi-experimental, and
experimental.
Descriptive design is used to describe a particular phenomenon by observing it as it

occurs in nature. There is no experimental manipulation and the researcher does not start
with a hypothesis. The goal of descriptive research is only to describe the person or object
of the study. An example of descriptive research design is “the determination of the different
kinds of physical activities and how often high school students do it during the quarantine
period.”
The correlational design identifies the relationship between variables. Data is

collected by observation since it does not consider the cause and effect for example, the
relationship between the amount of physical activity done and student academic
achievement.
Ex post facto design is used to investigate a possible relationship between previous

events and present conditions. The term “Ex post facto”, means after the fact, looks at the
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possible causes of an already occurring phenomenon. Just like the first two, there is no
experimental manipulation in this design. An example of this is “how does the parent’s
academic achievement affect the children obesity?”
A quasi-experimental design is used to establish the cause and effect relationship of

variables. Although it resembles the experimental design, the quasi-experimental has lesser
validity due to the absence of random selection and assignment of subjects. Here, the
independent variable is identified but not manipulated. The researcher does not modify pre-
existing groups of subjects. The group exposed to treatment (experimental) is compared to
the group unexposed to treatment (control): example, the effects of unemployment on attitude
towards following safety protocol in ECQ declared areas.
Experimental design like quasi- experimental is used to establish the cause and
effect relationship of two or more variables. This design provides a more conclusive result
because it uses random assignment of subjects and experimental manipulations. For
example, a comparison of the effects of various blended learning to the reading
comprehension of elementary pupils.
Activity 1A: Answer as indicated.
Directions: Write your learning about the following:
1. What is quantitative research?
2. What are the characteristics of quantitative research?
3. Discuss the strengths of quantitative research.
4. Discuss the weaknesses of quantitative research.
5. Describe each type of quantitative design and give one (1) example for each kind.
Descriptive design
Correlational design
Ex post facto design.
Quasi-experimental design.
Experimental design.
Lesson 2: Importance of Quantitative Research

Across Fields
You have learned from Lesson 1 that quantitative research is a formal, deductive, and
systematic process that focuses mainly on obtaining and analyzing numerical data. The
method of data collection is objective and replicable. At the same time, its analysis is statistical
and generalizable to the population making the findings of quantitative research very credible
and useful for administrators, law makers, scientists, decision-makers and business owners.
It is for these reasons that quantitative analysis can be applied and very useful to various fields
of study. In this lesson, you will uncover the role of quantitative research in the advancement
of knowledge across disciplines.
Key Question: How is quantitative research applicable across fields?
Importance of Quantitative Research Across Fields
The value of quantitative research to man’s quest to discover the unknown and
improve underlying conditions is undeniable. Throughout history, quantitative research has
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paved the way to finding meaningful solutions to difficulties. For instance, the development of
vaccines to strengthen our immunity against viruses causing highly communicable diseases
like polio, influenza, chickenpox, and measles to name a few, underwent thorough
experimental trials. You bet, scientists and medical experts all over the world today are
working their best to fast track the development, testing and release of the vaccine for the
Corona Virus Disease of 2019 (Covid-19) as the pandemic has critically affected the world
economy, education, as well as physical and emotional well-being of people.
The findings of the quantitative study can influence leaders and law-makers’ decisions
for crafting and implementing laws for the safety and welfare of the more significant majority.
For example, a community with high cases of Covid-19 positive patients is mandated by law
to be under Enhanced Community Quarantine where only the most essential businesses can
operate. On the other hand, cities with less or zero case will be under General Community
Quarantine where some businesses, public and private offices are already allowed to operate.
Using quantitative design helps us determine and better understand relationships

between variables or phenomenon crucial to reducing the range of uncertainty because the
mathematics behind quantitative studies helps us make close estimates of the outcome
(dependent variable) from a given condition/s (independent variable). Relationship between
demand and supply, age and health, discipline and academic achievement, practice and
winning at sports, depression and suicidal rates, algae population and Oxygen demand are
just a few examples of real-life applications of correlation studies in the past that we still apply
today.
Most inventions and innovations are products of quantitative studies. Before you can
enjoy the uses and features of a smart phone, it took years of research to establish compliance
to standards for interoperability, to find the most cost-effective raw materials, identify the
sleekest and sturdiest design, the fastest data saving and processing power, and most
marketable add-ons according to consumer needs. Indeed, mankind will dwell in the darkness
of ignorance if not for the people who conducted their research before reading about it from
books or manuals.
The table below shows some of the contributions of quantitative research to other fields
and their example.
Field Contribution/Application Example

Social Science • Effects of intervention to group The effects of pandemic
behavior. on social behavior and
• Understanding cultural or racial economic stability.
conflicts.
• Human satisfaction and stressors
•
• Investigate the effectiveness of a
Natural and Physical Antidiabetic properties of
Sciences product or treatment to illnesses. common Philippine herbs.
• Finding or enhancing alternative
energy sources.
• Advancement in material science.
•
Agriculture • Increase the yield of crops
and The effectiveness of
Fisheries • Prevention and cure for crops and organic and inorganic
livestock diseases fertilizer to vegetable
production.
Sports • Enhance athletic performance Diet and exercise
techniques for different
kinds of sports.
Business • Device marketing strategies Effectiveness of Facebook
• Improve marketability ads on sales.
Arts and Design • Relationship between color and The effects of music on
architectural space learning and behavior.
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• Multimedia use and adaptation for
recreation, business marketing and
lifestyle changes.
•
Environmental • Causes and effects of climate The environmental factors
Science change affecting natural calamities
Activity 2A
Directions: Answer the following questions clearly but briefly.
1. How is quantitative research relevant to different discipline?
2. Explain briefly, the importance or contribution of quantitative research to each of the

following fields of study.
Field Importance / contribution

Natural and Physical
Science
Education
Sports
Arts and Design
Agriculture and Fisheries
Information and
Communication
Technology
Social Science
Business and Accounting
Lesson 3: Variables in Quantitative Research

You have learned from the previous lessons that quantitative research is concerned
about numerical or measurable values that we can analyze statistically. How do we measure
such values? Is it measurable at all times? Do these values change? Are these values
applicable for descriptive, correlational, ex post facto, quasi-experimental and experimental
research? In this lesson, you will learn about the different classifications of data used in
quantitative research and their examples.
In order to get an answer to an inquiry that they are investigating, researchers will
observe and measure the quality or quantity of the object of the study. It is therefore imperative
for the researcher to identify the variables significant in explaining observed effects or
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behavior.
A variable is anything that has a quantity or quality that varies. For instance, during the
quarantine period, your mother planted tomato seedlings in pots. Now common understanding
from science tells you that several factors are affecting the growth of tomatoes: sunlight, water,
kind of soil, and nutrients in soil. How fast the tomato seedlings will grow and bear fruits will
depend on these factors. The growth of tomatoes and the number of fruits produced are
examples of the Dependent Variables. The amount of sunlight, water, and nutrients in the soil
are the Independent Variables. If there is an existing relationship between the independent
and dependent variables, then the value of the dependent variable varies in response to the
manipulation done on the independent variable. The independent variable is also identified as
the presumed cause while the dependent variable is the presumed effect. In an experimental
quantitative design, the independent variable is pre-defined and manipulated by the
researcher while the dependent variable is observed and measured. For descriptive,
correlational and ex post facto quantitative research designs, independent and dependent
variables simply do not apply.
It is important to note other factors that may influence the outcome (dependent
variable) which are not manipulated or pre-defined by the researcher. These factors are
called Extraneous Variables. In our example above, the presence of pests and
environmental stressors (e.g. pets, extreme weather) are the extraneous variables. Since
extraneous variables may affect the result of the experiment, it is crucial for the researcher
to identify them prior to conducting the experiment and control them in such a way that they
do not threaten the internal validity (i.e. accurate conclusion) of the result. Controlling the
extraneous variable can be done by holding it constant or distribute its effect across the
treatment. When the researcher fails to control the extraneous variable that it caused
considerable effect to the outcome, the extraneous variable becomes a Confounding
Variable. For example, if the tomato had been infested by pests (confounding variable) then
you cannot conclude that manipulations in sunlight, water and soil nutrients (independent
variable) are the only contributing factors for the stunted growth and poor yield (dependent
variable) of the plant or is it the result of both the independent variables and the confounding
variable.
The variables can also be classified according to their nature. The diagram below
shows the different classifications:
VARIABLE
QUANTITATIVE QUALITATIVE
(NUMERICAL) (CATEGORICAL)
DISCREET CONTINUOUS NOMINAL ORDINAL DICHOTOMOUS
Quantitative Variables, also called numerical variables are the type of variables
used in quantitative research because they are numeric and can be measured. Under this
category are discrete and continuous variables.
A. Discrete variables are countable whole numbers. It does not take negative values
or values between fixed points. For example: number of students in a class, group
size and frequency.
B. Continuous variables take fractional (non-whole number) values that can either
be a positive or a negative. Example: height, temperature.
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Numerical data have two levels of measurement, namely:
A. Interval are quantitative variables where the interval or differences between

consecutive values are equal and meaningful but the numbers are arbitrary. For
example, the difference between 36 degrees and 37 degrees is the same as
between 100 degrees and 101 degrees. The zero point does not suggest the
absence of a property being measured. Temperature at 0 degree Celsius is
assigned as the melting point of ice. Other examples of interval data would be year
and IQ score.
B. Ratio type of data is similar to interval, the only difference is the presence of a true
zero value. The zero point in this scale indicates the absence of the quantity being
measured. Examples are age, height, weight and distance.
Qualitative Variables are also referred to as Categorical Variables are not expressed
in numbers but are descriptions or categories. It can be further divided into nominal, ordinal
or dichotomous.
A. Dichotomous are consisting of only two distinct categories or values. For

example, a response to a question either be a yes or no.
B. Nominal variable simply defines groups of subjects. Here you may have more than
2 categories of equivalent magnitude. For example, a basketball player’s number
is used to distinguish him from other players. It certainly does not follow that player
10 is better than player 8. Other examples are blood type, hair color and mode of
transportation.
C. Ordinal variable, from the name itself denotes that a variable is ranked in a certain
order. This variable can have a qualitative or quantitative attribute. For example, a
survey questionnaire may have a numerical rating as choices like 1, 2, 3, 4,
5ranked accordingly (5=highest, 1=lowest) or categorical rating like strongly agree,
agree, neutral, disagree and strongly disagree. Other examples or ordinal variable:
cancer stage (Stage I, Stage II, Stage III), Spotify Top 20 hits, academic honors
(with highest, with high, with honors).
Activity 3A: Identifying variables
Directions. Identify the Independent, Dependent and Extraneous variable/s in each of the
following situations.
1. A housewife wanted to know which soil is best for her pechay plants: the soil purchased
from an online seller, soil from her backyard compost or the soil underneath the nearby
bamboo tree. She planted 30 pechay seeds into each soil source and then compared
the growth of pechay after a month.
Independent variable: _________________________________________________

Dependent variable: __________________________________________________
Extraneous variable: __________________________________________________
2. A teacher wanted to know which learning delivery modes (pure online, pure modular,
combination of online and modular) is most effective and has the fastest turnaround
time in the submission of accomplished activities among her Grade 12 students. She
divided the students into 3 groups, gave them the same activity sheets and asked them
to submit as soon as it is completed. She then compared the scores and completion
time of the 3 groups.
Independent variable: __________________________________________________

Dependent variable: ___________________________________________________
Extraneous variable: __________________________________________________
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Activity 3B: Classifying variables
Directions. Identify the following variable as either qualitative or quantitative. Then, classify
which specific category they belong.
Data Type of variable Classification

(Qualitative/Quantitative) (Discrete, continuous,
interval, ratio, nominal,
dichotomous, ordinal)
Ex. Number of eggs laid by Quantitative Discrete, interval
chickens
1. Cellphone brand
2. Number of Covid-19 positive cases
3. Type of music
4. Number of passengers in a PUJ
5. Socio-economic status
6. Gender
7. Temperature in Fahrenheit
8. Civil Status
Lesson 4: Designing Research Topic

You have learned from previous lessons above that quantitative research is very useful
in all fields of study because of its objectivity and fast data collection and analysis. The different
kinds of research designs (descriptive, correlational, ex-post-facto, quasi-experimental, and
experimental) offer a viable and numerous options for any type of inquiry. The field of studies
where you can apply quantitative research is practically countless. In this lesson, you will
expand your understanding of the characteristics and different applications of quantitative
research and be able to design a study useful in daily life.
Steps in Developing Research Topic
Despite the advancement in knowledge and technology, there is still a lot to discover
in this world. There is still an ocean of things that we are yet to explore. It can be a difficult
situation that we want to improve or eliminate, a better understanding of the unfamiliar,
information gaps we wish to fill, or theories that we want to validate. What limits our choice of
a topic are our capacity, understanding, resources, and skill.
Most researchers will agree that choosing a good topic is a challenging and tedious
task. Because a research topic serves as the groundwork for any succeeding actions, it must
be defined appropriately at the beginning of the research work. Otherwise, it may result in
unanticipated complexities to the researcher.
Developing a research problem can be done in four (4) steps:
1. Choose a broad topic

2. Do a preliminary research
3. Define the problem
4. Refine the question
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As a student researcher, let us go through these steps to guide us in choosing a quantitative
research topic related to our chosen field.
1. CHOOSE A BROAD TOPIC. The first step is quite simple. As a Senior High School
student, these tips will surely guide you in selecting a broad topic for quantitative
research:
A. Choose an interesting topic.

Research is a very challenging task that demands your time and persistence.
Your motivation to find the answer to the problem should keep you going, thus
building a momentum along the way. Therefore, your research topic must be
something that you are passionate about. After all, nothing is more satisfying than
accomplishing something that matters to you.
B. Select a significant topic.

A topic that is worth researching must be able to answer or solve problems in
the community. No one will take an interest in your topic if it is obsolete and does
not address any real problem. To be proactive and to take part in solving problems
with socio-economic relevance gives a sense of accomplishment. You do not even
have to look far, just take a look at your household, neighborhood, school, group
of friends, or local community for a common problem or difficulty (For example:
Make an online or offline survey at your community, family, and friends to
determine common issues or problems. List all the problems raised and identify
the most common ones.)
C. Choose a topic relevant to your field.

One of the goals of this course is for you to be able to produce a quantitative
research study that is aligned to your chosen track. A SHS student under ABM
must choose a topic related to business and management while students taking
HUMSS may consider choosing a topic about politics, culture, and arts. Choosing
a topic that you can relate will certainly make your research project less
challenging.
In the event, that the three tips above do not shed some light on your minds, do not
despair; other sources of ideas like the ones below may be available for you.
i. Department of Science and Technology (DOST) Harmonized National R & D Agenda

for 2017-2022. Early in 2017, DOST, together with researchers from the health,
agriculture, industry, and academe, released research priorities for 2017 to 2022 that
are relevant for the economic growth of the country. Visit this link
https://bit.ly/3hHTf2Y for a list of suggested studies.
ii. Review of Literature. Some researchers reveal that reading previous studies fueled
their minds with tons of research topics. Reviewing the literature lets them know what
has been studied, what is not yet done, and what other researchers suggest working
on. Journals, periodicals, and peer-reviewed articles are a good read.
iii. Field experts. Gather up some guts to approach anyone you know that are experts
on the field of your choice because they may give valuable inputs or may currently be
working on a study where you can collaborate. Your instructor may also give you
some advice, especially on the possible obstacles, resource limitations, and expanse
of the study.
iv. Brainstorming. Do not underestimate the ideas from classmates, friends, and family
members. You may be overwhelmed at first by the outpouring of ideas, just build a
list, then cross off any topic unrelated to your field or not so interesting to you. Of
course, you must take precautionary measures in doing this by observing physical
distancing. You can use any social media platform to do this.
2. DO A PRELIMINARY RESEARCH. The second step is much more time-consuming.

Once you have chosen a broad topic, you need to have a better understanding of it by
reading some more articles, journals, and related research studies. Find out how other
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researchers gathered their data, what research instruments were used, how the data
were analyzed, and what important findings they shared. Take note of every relevant
research study for future reference. If you started the topic search (first step) by doing
a literature review, the second step is just a continuation of what you started. A much
deeper discussion of the literature review will be done in succeeding lessons.
3. DEFINE THE PROBLEM. After getting enough information, you may be able to list some
questions or problems that you want to research. At this stage, you should be able to
narrow down broad topic into feasible and manageable research questions. A broad
topic can be narrowed down by limiting the population, place, period, or a certain
characteristic. However, be very mindful that your problem may not be too narrow that
it becomes very simple and does not need to collect unique data or does not generate
new information. A very narrow research question can be developed by doing a
comparative study or expanding the scope of the study.
5. REFINE THE QUESTION. This step lets you evaluate the questions formulated. What
specific questions should you ask? How should you gather your data sufficient to
answer the questions? Are the questions too narrow, or does it need to be trimmed
down? While evaluating the research question, consider the requirements of the
course. How much time are you given to finish the research? What resources do you
need and are they available? You will learn more about research questions in the next
module.
Let’s Go Online: Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/2NqmVUw
Activity 4A
Directions: Answer briefly the questions below.
1. Why is it important to choose a relevant, significant, and interesting research topic?
2. How does background/preliminary research help in defining a research topic?
3. What is your understanding of refining the research question?
Activity 4B
Directions: Choose one broad topic related to your track that interests you. Do preliminary
research on this topic. Take note of at least three related studies with its corresponding
author/s, then list three (3) quantitative research questions related to the topic. Follow the
format below. Write your answers in a separate sheet of paper.
Broad Topic: ___________________________________________________________
References:
1. Title: ____________________________________________________________
Author/s: _________________________________________________________
Year of Publication: ________________________________________________
Name of Journal/Publication: _________________________________________
Link: ____________________________________________________________
Notes/ Important information: _________________________________________
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2. Title: ____________________________________________________________
Author/s: _________________________________________________________
Link: ____________________________________________________________
3. Title: ____________________________________________________________
Author/s: _________________________________________________________
Link: ____________________________________________________________
Question 1: _____________________________________________________________
Question 2: _____________________________________________________________
Question 3: _____________________________________________________________
Lesson 5: Research Title

At this point, you may already have an interesting and relevant quantitative research
topic that is related to your chosen track. The next step is for you to have a suitable and
captivating title for the research study in mind. How is it done? Is writing a research title similar
to writing a title for movies, songs, or poems, or is there a guideline for it. Read through this
lesson, and you will know how to make a good title for your quantitative research study.
Basic Guidelines in Make Research Title
A research study title is the very first thing a reader comes across when searching for
scientific literature. It is a concise description of the content of the research study containing
the fewest possible words, yet adequate to describe the contents of the paper for a simple
reason that we do not want to mislead the readers. After conceptualizing a most probable
research topic, drafting the title early in the research process helps in keeping your focus on
the subject. The following are the basic guidelines in making a research study title:
1. Use an accurate description of the subject and scope of the study instead of using
general terms.
2. Do not use abbreviations except for commonly known ones like DNA and ICT.
3. Do not include words like “The study of,” “analysis of,” “an investigation of” or similar
construction as these would only lengthen the title.
4. Include the main dependent and independent variables.
5. Be mindful of the proper use of grammar and punctuation.
6. Capitalize all nouns, pronouns, verbs, adjectives, adverbs as well as the first letter of
the first and last words.
7. State in a declarative form, although you may also see titles in question form from time
to time.
8. The year the study has been conducted should not be indicated unless it is a historical
study.
9. Use current terminology.
10. Depending on the institutional requirements, 5 to15 words are sufficient to describe the
research study.
11. Use the common name instead of chemical formula (e.g., NH4)
12. Write and italicize the full scientific names.
13. Must reflect the tone of the paper. An academic research paper has title which is not
casual, or informal, or does not contain humor.
11
The following steps can guide you in writing your research title:
1. Determine what it is that you wish to accomplish or know from your study. Write one to
two sentences to state the main objectives of your research project.
2. Include important keywords and variables. Revise the sentences into one complete
sentence that includes important keywords and variables of the study.
3. Shorten the title by eliminating unnecessary words. You may also shrink a phrase into
a simpler phrase or a single word. In doing this, make sure that the main thought of the
research study is retained.
4. Correct grammar and punctuation errors if there is any.
5. Observe proper formatting. The format may vary according to the requirements of the
course or school. Please seek guidance from your professor.
Activity 5A
Directions: Evaluate the following erroneous research title and justify what makes it wrong.
Example: Phytochemical analysis and antioxidant activity of S. trifasciata leaves
Answer: The scientific name was abbreviated and not italicized.
1. The Effects of Arts-Integrated Instruction on Arithmetic Skills of Students for S.Y.

2018-2019.
Answer: _________________________________________________________
2. Antibacterial effects of C2H5OH extract of Carica papaya leaves.

Answer: _________________________________________________________
3. Managing business during global pandemic.

Answer: _________________________________________________________
Activity 5B
Directions: Answer briefly what is asked.
1. A researcher is discouraged from putting too many words in the research title. Why?
2. A bad title discredits a good research. Why?
3. What are the components of a good research title?
Activity 5C
Directions: This activity is a continuation of what you have done in Lesson 4 of this module.
You are to construct a good research title for each of the quantitative research questions made
in Activity 4B on page 11. Follow the format below:
Research question 1: _____________________________________________________

______________________________________________________________________
Proposed title A: _________________________________________________________

______________________________________________________________________
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Proposed title B: _________________________________________________________
______________________________________________________________________
Proposed title C: _________________________________________________________

______________________________________________________________________

______________________________________________________________________
Proposed title A: _________________________________________________________

______________________________________________________________________
Proposed title B: _________________________________________________________

______________________________________________________________________
Proposed title C: _________________________________________________________

______________________________________________________________________

______________________________________________________________________
Proposed title A: _________________________________________________________

______________________________________________________________________
Proposed title B: _________________________________________________________

______________________________________________________________________
Proposed title C: _________________________________________________________

______________________________________________________________________
Lesson 6: Background of Research

Reading a well-written research title gives the reader an insight of what the research
study is all about. Although it captures the main point of the study, it does not sufficiently
explain all the details of the study. Hence the reader opts to read on for better understanding.
When introducing your study to the readers, you must bridge the gap from what is
known to what is unknown. Establishing the importance of finding the answer to the question
makes the reader feel the need to answer such a question. Thus, it makes the research project
more meaningful and valuable.
Background of the Study
The background of the study is the part of your paper where you inform the reader of
the context of the study. When we say context, it means the situation or circumstances within
which your research topic was conceptualized. Ideally, this part is written when you have
already conducted a literature review and has a good perception of the topic so you can
articulate the importance and validity of the research problem. It is also in this part of the paper
where you justify the need to conduct a research study about the topic selected by establishing
the research gap.
A research gap is an under or unexplored area of a topic that requires further

exploration. The gap can be in a form of other variables, conditions, population, methodology,
or test subject. To identify research gaps, an exhaustive literature review regarding the topic
is required. You may have to look for similar or related studies employing quantitative,
qualitative, or mixed-methods from legitimate sources and examine the gray areas. Reading
13
through the Discussion, Conclusion, or the Recommendations sections of the articles will help
you know potential areas of study that need further attention. Identifying research gaps
sometimes would even make researchers modify their research problem as they get
noteworthy ideas from fellow researchers.
While both the Background of the Study and the Review of Related Literature involves
reading past related studies, they differ in some aspects. The former is at the introductory part
of the paper with the purpose of relaying the importance of your research study; the latter is
more comprehensive and thoroughly discuss the studies mentioned in the background of
research. Moreover, the background of the study will answer the following questions:
1. What is already known about the topic?

2. What is not known about the topic?
3. Why do you need to address those gaps?
4. What is the rationale of your study?
While answering these questions, keep in mind that the studies you include in this part
of the paper are laid down as part of the introduction and should not be discussed in great
detail. The depth and length of the background information largely depend on how much
information you think the reader needs to know to have a full grasp of the topic being
discussed.
Activity 6A
Directions: As you have learned from this lesson, answer each question comprehensively.
1. What is the relevance of the Background of the Study in your research paper?
2. Compare and contrast Background of the Study and Literature Review.
3. What important components should be included in the Background of the Study?
Lesson 7: Research Questions

In previous lessons, you were taught how to design research that is interesting and
something that you are passionate about. You have learned that research problems are
actually within your environment or area of interest. You are given various activities to learn
how to come up with interesting and useful research problems. Identification of the research
problems and research questions will be furthered explained in this lesson.
You have also learned how to craft qualitative research problems and questions when
you took Practical Research 1. In this lesson, quantitative research problems and types of
quantitative research questions will be elaborated.
Nature of Quantitative Research Problem

Once a person encountered uncertainty, being inquisitive, you will find ways for
answers or solution. Ignited by interest, curiosity, or need you will find yourself pondering about
the current problem you are facing. When you are thinking and behaving this way, you are
then confronted by a problem that can be a source of a research problem.
A research problem is simple as a problem you would like to research. Quantitative

Research Problem dealt more with the precision and specificity of the problem. Furthermore,
the quantitative research problem describes trends and patterns of a phenomenon.
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When you have identified your quantitative research problem, you can now state it and
make sure to establish its place in your study. In your written paper, this can be found as
Statement of the Problem, where it formally introduces the problem that you want to
investigate or address. Then you will start specifying what you want to answer in your study.
Research Problem and Research Questions

The research questions help to clarify and specify the research problem. Research
questions are also considered as sub-problems of your research problem. These questions
are informative in nature. It specifies the method of collecting and analyzing data and the type
of data to be collected since you are exploring a quantitative research problem.
Activity 7A: That’s a Good Question
Directions: Here are some samples of research questions. Rank them on a scale of 1 to 10
(1= lowest, 10 = highest) based on its feasibility and clarity as a quantitative research question.
Then, provide a brief explanation of your rating.
Your
Quantitative Research Question Explanation
Rating
1. How many grade 7 students are
enrolled in blended learning this
school year?
2. Is modular learning or online

learning more effective in Language
or Science subjects?
3. Is there a significant relationship

in the number of households and
COVID-19 confirmed cases in a
barangay?
Characteristics of Good Research Questions
Once you have already enumerated your research questions for your study, it is
important that you consider its quality to answer and explain your research problem. The
following are good characteristics of research questions, as described by Fraenkel and Wallen
(2020).
Feasible. Consider the amount of time, energy, money, respondents, and even your
current situation as a student-researcher. Is the research problem possible? Will it not spend
unreasonable amount? Consider these examples: “How do parents feel about the blended
learning modality for elementary learners?” and “How would giving each learner their own
laptop to be used in this blended learning modality affect their performance tasks?” The first
example is definitely a more feasible research question. Considering the resources, it is more
possible to gather the data needed to answer the question.
Clear. The clarity of how the questions stated lead to agreement of meaning of the
readers of your study. Since your research questions are also considered as the main focus
in the gathering and analyzing the data, it is therefore very important that these are stated
clearly.
Significant. Ask if your research questions are relevant or important to ask. Will
answering these questions provide an additional contribution to address the given research
problem? In other words, are the research questions really worth investigating?
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At this point, you do not just consider the time and money that you will spend, but more
importantly, the value of what you are trying to investigate. So aside from the reason that your
chosen research problem is within your interest, you should also provide a sound justification
of your choice as a researcher.
Ethical. Always consider the welfare of people, animals or who so ever involve in your
study. Look into ways of answering the research questions without inflicting physical and
psychological harm to persons involved.
Formulating Research Questions
Research questions can be generally classified into two: general and specific. The
general question of the study is derived from the research problem while the specific questions
are anchored on the general research problem.
For example:
This study aims to determine the relationship between the types learning delivery mode
and students’ learning styles. Furthermore, it seeks to answer the following research
questions: (1) What are the different learning delivery modes of the school? (2) What the
various learning styles of the students? (3) Is there a significant relationship between the
different learning delivery modes of the school and the learning styles of its students?
Notice that a general problem was presented first. Then it was followed by the specific
questions considered as research questions of the study.
In stating quantitative research questions, you should also consider the design of your
quantitative research. Quantitative research designs will be elaborated in next module. For
the purpose of writing your research question, here’s a quick guide of research questions for
descriptive research, correlational research, Ex Post Facto research, Experimental, and
Quasi-experimental research.
Research Questions for Descriptive Research focuses on observing and reporting

factors or aspects of the research problem. Phrases such as how often/frequently, how
many/much, what is/are, to what extent/degree, and the likes are used in these questions. For
example, you study the use of social media among Senior High School Students, you can ask
the following questions:
What are the various social media platforms used by Senior High Students?
How many hours students spend on social media per week?
Research Questions for Correlational Research aim to determine the relationships

among two or more variables in your research problem. Correlational research questions
usually begin with the phrases “Is there a significant relationship” or “What is the relationship
between/among”. In the study of use of social media and level of digital literacy of students
following questions can be asked:
What is the relationship between the length of hours spent on social media and level
of digital literacy of students?
Is there a significant relationship between the type of social media used and the level
digital literacy of students?
Research Questions for Ex Post Facto Research attempt to identify the causes of
the phenomenon in the context of your research problem. It is also assumed that no control
or manipulation of variable has been done in order to cause the effect. It is understood that
the cause of the problem already exists before you conducted your study. For example, ex
post facto study on family background and digital literacy of students, the following questions
can be asked:
16
Is there a difference in the literacy level of students between their cultural and
educational family background?
Research Questions for Experimental and Quasi-experimental Research

suggests that answers to these questions are brought about by manipulation or control of a
certain variable during the conduct of the study. These questions provide explanation to the
causal relationship of variables. The following research questions can be asked on studies on
elementary student’s remedial sessions and academic performance of students:
Is there a significant difference in the posttest scores of the control group and
experimental group?
Activity 7B: That’s a Good Question
Directions: Using the same examples in your Activity 7A, rank them on the scale of 1 to 10
(1= lowest, 10 = highest) based on the given parameters in writing a good
research question. If you find that the questions are not so good, then rewrite the
questions on the last column of the table. If you think it is already good, then write
your justification also.
Quantitative Research Your Rating Revised Question/

Question Feasible Clear Significant Ethical Justification
1. How many Grade-7
students are enrolled in
blended learning this
school Year?
2. Is modular learning or
online learning more
effective in Language
or Science subjects?
3. Is there a significant
relationship in the
number of households
and COVID-19
confirmed cases in a
barangay?
Activity 7C: Write the Questions
Directions: Write one (1) general research question and two (2) specific research questions
for the given research problem below.
Research Problem General Question Specific Questions
The Relationship
between Media
Exposure and Health
Anxiety
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Lesson 8: Scope and Delimitation of the Study
In your previous lesson, you were taught how to identify and differentiate various
research variables and its uses. Identifying your research variables is very important since it
will set the parameters of your study. Carefully selecting your research variables also helps
you to determine what will be investigated. As a result, it will be easier for you to set the scope
and delimitation of the study. This lesson focuses on how you are going to indicate the scope
and delimitation of your study.
Activity 8A: Find and Form the Meaning
Directions: Find five synonyms of “scope” and “delimitation”. Then, analyze and connect the
gathered words in order to form the meaning of “Scope and Delimitation of the
Study.
Synonyms Formed Meaning
1.
2.
Scope
3.
4.
5.
1.
2.
Delimitation
3.
4.
5.
Activity 8B: It’s the Scope and Limitation
Directions: Read the sample scope and limitation and identify the boundaries of the study
by writing the corresponding components on the table below.
Sample Scope and Delimitation of the Study
The main objective of this study is to provide information about students’ knowledge and
perception of genetically modified foods and their family health practices. The study also
includes the student’s personal information and occupation of their parents and siblings.
This study is limited to the 120 Grade 12 Male and Female enrolled in the First Semester,
School Year 2019-2020 of Gusa Regional Science High School – X. Each of the respondent
is given questionnaire to answer. The students selected came from six different sections to
prevent subjective perceptions.
Components of the Scope and Delimitation

✓ Topic of the study
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✓ Objective of the study or problems to be
addressed
✓ Time frame in which the study will be

conducted
✓ The locale or area where the study will

be conducted
✓ Characteristics of the participants of the

study
✓ Other parameters
Scope and Delimitation
In doing research study, we make sure that we have certainty and reasons for drawing
the inclusion and exclusion of research variables. We do not write for the sake of writing the
parts of the research paper; such as setting the scope and delimitation of your study. It is
important because it draws the boundary of your study. Without doing so, research procedures
and results will not be coherent to the goal of your study.
The scope specifies the coverage of your study such as variables, population or
participant, and timeline. Delimitation cites factors of your study that are not included or
excluded or those you will not deal in your study.
In this section of your research paper, you may also state the reasons why you did not
include the variables. A clearly written scope and delimitation of the study will make it definitely
easier to answer questions which are related or not related to your study.
Components of Scope and Delimitation
In writing the scope and delimitation of your study, you are also asking the basic profile
questions of your research. The following are the components of the scope and delimitation
of the study but not limited to:
Topic of the Study. What are the variables to be included and excluded?
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Objectives or Problems to be Adressed. Why are you doing this study?
Time Frame. When are you going to conduct this study?
Locale of the Study. Where are you going to gather your data?
Characteristics of the Respondents. Who will be your respondents?
Method and Research Instruments. How are going to collect the data?
Difference between Delimitation and Limitation of the Study
The delimitation of the study describes the various limitations that arose during the
design and conduct of the study. Along the way of conducting your study, you will encounter
limitations which you have not drawn before you start – these are the delimitations of study.
Most of the delimitations arose from the applicability or usefulness of the findings of the study
to the current problem.
Variables not included in your study are also determined by delimitation of your study.
While on the other hand, limitation of the study are those variables included in your study.
Hence, limitation of the study is actually the identified scope of the study.
Activity 8C: Reshape the Scope and Delimitation
Directions: Read the following scope and delimitation about a research on sickness
prevention. Try to improve its structure and coverage. You can add some details
in revising this research section.
Sample
The current focuses on the relationship between socio-demographic background of

the family and their heath practices. Only 60 Grade 11 students were considered in this
study as respondents. The research lasted for two months.
Your revised version
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Lesson 9: Research Framework
As you begin writing your research project, you must consider the framework that is
suitable for your study. What is a research framework? A research framework illustrates the
structure or blueprint of the research plan and helps the researcher formulate relevant
research questions.
The framework consists of the key concepts and assumed relationships of the research
project. It is normally used as a guide for researchers so that they are more focused on the
scope of their studies. It can be presented using visual (diagrams, chart, etc.) and narrative
(paragraph stating the concepts and relationships of the study) forms.
Theoretical and Conceptual Framework
The types of research frameworks are classified as the theoretical and conceptual
frameworks. A theoretical framework is commonly used for studies that anchor on time-
tested theories that relate the findings of the investigation to the underpinning relevant theory
of knowledge. At the same time, a conceptual framework refers to the actual ideas, beliefs,
and tentative theories that specifically support the study. It is primarily a conception or model
of what is out there that the researcher plans to study.
Similarities of the Theoretical and Conceptual Framework
The following are the similar characteristics of Theoretical and Conceptual Framework:
1. Provide an overall view of the research study;

2. Anchor a theory that supports the study;
3. Guide in developing relevant research questions/objectives;
4. Help justify assumptions/hypothesis;
5. Aid in choosing appropriate methodology;
6. Help in gathering and interpreting data and
7. Guide in identifying possible threats to validity.
Differences between the Theoretical and Conceptual Framework
Theoretical framework Conceptual framework

Scope • Broader • Narrower/focused
• Can be used in different studies • Directly related to a specific
study
Focus of Content • The particular theory used • Set of related concepts to a
already in the field specific study
Number of Theories • Presents one theory at a time • May synthesize one or more
theories
Time of Development • Already existing before the • Develop while planning and
conduct of the study writing a specific research
These are the following guidelines and strategies of choosing and developing a Research
Framework according to Barrot (2017, p.73).
Theoretical framework Conceptual framework

• Understand the variables included in your • Identify the key concepts in your study by
study as well as their relationship with one referring to your research questions or
another. objectives.
• Review the existing literature related to your • Search for existing theories that incorporate
research topic. the same concept and look into their
• Using the information that you have relationships with one another.
gathered from the literature, look for
21
possible theories that may potentially • Using the existing theories as a guide, plot
account for the expected results of your your conceptual framework using a concept
research topic. map.
• From these theories, select the one that is • In case that there are concepts not covered
most relevant to your study and can provide by the selected theories. Incorporate them
a blueprint for your research. into your framework. However, make sure
that you are incorporating this concept into
your framework because it is necessary for
your paper.
• After completing the initial draft of your
conceptual framework, write a narrative
explanation of each concept and how each
of them relates to one another. Again, there
should be a basis for the relationship
between the concepts being incorporated.
• Refer once again to your research
questions. Check if the conceptual
framework is aligned with them.
• Note that the process of creating a
conceptual framework is developmental.
This means that it may still be refined or
changed as you read more literature and
look into more theories.
• In some cases, the research hypothesis is
presented at the end of the conceptual
framework.
Concept Map
A concept map is a visual representation of information that helps show the relationship
between ideas. Concept maps begin with the main topic and then branch out into sub-topics,
reflecting the connection of all the elements in the study. It can also provide and organize new
ideas.
It is composed of different figures such as lines, circles, boxes, and other marks or
symbols which represent the elements of your research. It can take the form of charts, graphic
organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts. Concept map arranges
related ideas in a hierarchy. You start broad, and the sub-topics will get more and more
specific. It also helps you in formulating a specific topic from the general or the main idea with
significant connections of information. In other words, understanding the big picture makes
the details more significant and easier to comprehend.
Concept maps are very useful for researchers and readers who understand better
visually. With the proper connection of lines and linking arrows to shapes and other symbols
representing your concepts about the research, the readers can visualize a comprehensive
picture of your study.
However, in the concept map, you are not yet actually researching your study. It is
developing or creating your plan or blueprint so that you will be guided on the flow and direction
of your research study. And that includes your research questions, variables, and
methodology. It means that you are just gathering and soliciting ideas on what you could learn
about your chosen topic.
Before creating your conceptual framework, you have to understand first the different
variables of your study. Although these were already discussed in the previous module for the
purpose of utilizing it in your framework, an in-depth concept is a need.
The independent variable is the “presumed cause” of the research problem. It is the
reason for any “change” or difference in a dependent variable. It can be purposely manipulated
by the researcher, depending on the focus of the study. It maybe can cause, influence, or
22
affect the result or outcome of the study. It is also called as the experimental, treatment,
antecedent, or predictor variable. Moreover, it refers to the variable that is stable and
unaffected by the other variables you are trying to measure.
The dependent variable is the “presumed effect” of the research problem. It is usually
the problem itself or the element that is being questioned. This variable is altered as a result
of experimental manipulation of the independent variable or variables. It is also called as the
criterion, effect, response, or outcome variable which captures the interest of the researcher
and requires analysis, interpretation, and implication of the findings of the study. The variable
that depends on other factors that are measured and are affected or influenced by the
independent variable.
The moderating variable is an independent variable which influences the direction

and the strength of the connection between independent and dependent variables. The
independent variable interacts with the moderator variable, which makes the relationship of
the independent and dependent variable stronger or weaker. It alters the effect that an
independent variable has on a dependent variable base on its value. The moderator thus
influences the effective component of the cause-effect relationship between the two variables.
This is also called as the interaction effect.
Mediating variable or Intervening variable is an element that exists between the

independent to the dependent variable. A mediator (or mediating) variable is an integral part
of the cause-effect relationship and helps us to understand the effects of the independent
variable on the dependent variable. It is a variable that describes the effect and influence of
the relationship between the variables and what is controlling that relationship. This is also
called as correlated or mediator variables.
The control variable is a special type of independent variable that can influence the
dependent variable. It takes an active role in quantitative studies. Statistical procedures are
used to control this variable. It is useful to integrate the control variables into your research
study, but it is not the main focus.
It has somehow an effect on the dependent variable and an extension of the

independent variable. However, if you omit the control variable from your study, the findings
would be less accurate. It is mostly relevant if your study is about to prove a cause-effect
relationship by undertaking statistical analysis.
The Input-Process-Output Model
The Input-Process-Output Model (IPO) is a conceptual paradigm which indicates the

inputs, required process, and the output. This approach is seated on the premise of acquiring
essential information by converting inputs into outputs through the required processing steps
in obtaining the result. The IPO Model is also referred to as a functional model that is usually
used in action research where an intervention or solution is necessary to solve the identified
problem.
The Input is usually the independent variable of the study. Meanwhile, the Process is the
intervention or solution consist of the instruments and analyses used to acquire the result.
Lastly, the Output is the findings or outcome of the interventions being made to solve the
identified problem.
23
Common Example of Conceptual Framework
As you read on different research studies, the common conceptual frameworks used
of most studies are the independent and dependent variable model and the input, process,
and output model.
A. Independent Variable - Dependent Variable Model (IV-DV)
For example:
Figure 1. The schematic diagram of the Independent and Dependent Variables of the Study.
This conceptual framework shows the independent and dependent variables of the
study. It is presumed that the more number of hours a student prepares for the exam, the
higher would be the expected academic performance.
B. The Input – Process - Output Model (IPO)
For example:
Figure 2. The schematic diagram of the Input, Process, and Output Approach of the Study.
This conceptual framework shows the input, process, and output approach of the
study. The input is the independent variable, which includes the socio-demographic and food
safety profile of the respondents. The process includes the tools and analyses in gathering
the data, while the output is the outcome based on the results of the study.
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Activity 9A: Who is YTC?
Directions: Identify the following statements, whether it is true to both theoretical and
conceptual framework or not. Write “Y” for yes on the space at the left side of the statement if
it is true to both while “T” for theoretical and “C” if it is conceptual.
Answer Statement
1. Anchor in a particular theory existing already in the field
2. Generalized in scope
3. Guide in choosing an appropriate methodology
4. Can be presented using both visual and narrative form
5. Enable the readers to obtain a general understanding of the research study
Example 1
Research Title: Effect of Mentoring Program on Academic Performance among Senior

High School Students
Conceptual Paradigm:
Effect of Mentoring Academic

Program Performance
In this conceptual framework, it is expected that the students who underwent the
mentoring program will have better academic performance than those who did not.
Example 2
Research Title: Awareness on the Safety Precaution against COVID 19 among the
Senior Citizens who are living in the Home Care Facilities: Basis for a Proposed
Intervention Program
INPUT PROCESS OUTPUT
Socio-demographic Profile
1. Age
2. Sex 1. Profiling
3. Marital Status
4. Educational 2. Survey Tool
Proposed
Attainment
3. Data Gathering Intervention
Safety Precaution Awareness
Program
Against COVID 19
4. Data Analysis
1. Causes and Interpretation
2. Management
3. Prevention
In this conceptual framework, the input is the baseline information about the
respondents. Necessary steps and procedures are to be implemented to obtain the vital data
25
as a result and findings of the research. Furthermore, these findings will be the basis for a
proposed intervention program as the output of the study.
After thorough reading on the guidelines on how to make your conceptual framework,
kindly answer the following activities. You are given the title of the research study and the
variables in the framework. Designate which box or variable you are going to place the
different elements in the study. Make sure to identify only the factors that can affect the result
of the study. (Note that not all of the elements are applicable.)
Activity 9B: Spot the Variable
Research Title: Medical Intervention and the Number of Patients Recovering from Pneumonia
Elements/Factors
1. Health Care Facilities
2. Work Experience of the Medical Team
3. Medical intervention
4. Social Status of the Patient
5. Number of Patients Recovered from Pneumonia
6. Immune System of the Patient
7. Patient’s Employment
In this conceptual framework, there are assumed moderating variables that are taken
into consideration that somehow they would influence the relationship between the
independent and the dependent variable. They can affect the strength of the connection of the
variables.
26
Activity 9C: Name that Title
Directions: Base on the knowledge and understanding that you have gained from the
previous examples and activities, you have now captured the idea on how to make a
conceptual framework from the research title. With this, you are now given the framework, and
you need to formulate the research title according to the elements and factors that are present
in the variables. Give a possible research title that would reflect on the given variables.
Possible research title:
_________________________________________________________________________
_________________________________________________________________________
Lesson 10: Definition of Terms

Usually, in writing a research paper, the definition of terms is included. It helps in
simplifying some of the technical terms which are vital in the understanding of the research
project. Although this part of the paper is optional, it is advantageous for the reader to include
this to prevent the ambiguous meaning of terms that might otherwise be interpreted in different
ways, causing confusion. It can also enhance comprehension of important key terms.
Definition of Terms is also called as Operational Definition of Variables (ODV).

The word operational refers to “how the word/term was used in the study. At the same time,
the variables are the elements essential to the study.
There are two ways in defining the terms, the conceptual and operational definition.
The conceptual definition is the meaning of the term that is based on how it is defined in the
dictionary or encyclopedia. Operational definition on the other hand is the meaning of the
term based on how it was used in the study.
27
Generally, there are two cases in which important terms need to be defined. First, if
the term is not common or widely known and second, if the term has a specific or unique
meaning in the context of the study.
Benefits of Having Definition of Terms
1. It is a useful place to include technical terms in the topic of the research questions.
2. It can clarify the definition of term, especially if it has a different meaning. Define the
term according to how it was used in the study.
3. It makes it easier to revisit or check the meaning of a term instead of trying to locate it
through the paper.
4. Helps to ensure that the reader can understand the technical terminologies and jargons
while reading the paper.
Guidelines on How to Write the Definition of Terms
1. Write a brief introductory statement. It shortly describes the content of the definition of
terms.
2. List/write the words/terms (which are technical) that would be included (make sure that
the variables and key terms found in the title are included).
3. The terms should be arranged alphabetically.
4. Indention should be applied to each term.
5. The term should be followed with a period.
6. It can be underlined or not.
7. It can be bold and italic or not.
8. It does not have to be lengthy (direct to the point).
9. Acronym/initials should be defined clearly. Complete name should be written first,
followed by the acronym/initials in open-close parenthesis, then the definition/meaning.
10. Do not overflow with technical terms (only those relevant and significant to the study).
11. Keep the definition brief and basic. You will elaborate on it more in the body of your
paper.
Note: Refer also to your institutional format (some institutions have different formats).
Examples of Writing the Definition of Terms
1. Conceptual definition
Face to face. It is when the people involved are being close together and looking
directly at each other.
Module. Is any in a series of standardized units used together, such as an educational

unit that covers a single subject or topic.
Online. Is controlled by or connected to another computer or network.
2. Operational definition
Face to face. This refers to one of the modalities used in learning delivery in which the
teacher and students should be in the same place or setting, such as the
classroom.
Module. Teaching modules are guides of the topics and lessons of a specific subject
given to students under the modular method. It is also an alternative distance
learning delivery in which students are required to read and answer the
activities specified in the module.
Online. It refers to another form of distance learning wherein the teacher and students
will have their lessons using internet connectivity.
28
Example 1
Compose a brief introductory statement written before the list of terms to be defined.
1. For a better understanding of this study, the following terms are defined in the context
of this research.
2. The following terms are defined as used in the study.
3. To comprehend the study better, the following terms are operationally defined.
Example 2
Write the meaning of the key terms, both conceptually and operationally.
1. Student. A person who is enrolled or attends classes at school, college, or university.

(This is defined conceptually).
Student. Refers to a person who is enrolled and attends a Bachelor of Science in

Pharmacy of this university. (This is defined operationally).
2. Undergraduate. A student at a college or university who has not yet earned a

bachelor's or equivalent degree. (This is defined conceptually).
Undergraduate. Refers to a student who is enrolled in the course of Bachelor of

Science in Pharmacy in this university who has not yet received the degree. (This is
defined operationally).
3. Graduate. A person who has completed a course of study or training, especially a

person who has been awarded an undergraduate academic degree. (This is defined
conceptually).
Graduate. Refers to a student who has completed the degree of Bachelor of Science
in Pharmacy of this university. (This is defined operationally).
Activity 10A. My Order Please
Directions: Arrange the following words/terms according to how it should be ordered. Note
the number of sequence on the space provided at the left side of the terms.
Order Defined Terms
Response rate. In survey research, the actual percentage of questionnaires

completed and returned.
Accuracy. A term used in survey research to refer to the match between the
target population and the sample.
Precision. In survey research, the tightness of the confidence limits.
Control group. A group in an experiment that receives not treatment to

compare the treated group against a norm.
Data. Recorded observations, usually in numeric or textual form
Hypothesis. A tentative explanation based on theory to predict a causal

relationship between variables.
29
Reliability. The extent to which a measure, procedure or instrument yields the
same result on repeated trials.
Random sampling. The process used in research to draw a sample of a

population strictly by chance, yielding no discernible pattern beyond chance.
Parameter. A coefficient or value for the population that corresponds to a

particular statistic from a sample and is often inferred from the sample.
Synchronic reliability. The similarity of observations within the same time

frame; it is not about the similarity of things observed.
Activity 10B: Spot Me Wrong
Directions: Read the following definition of terms and identify the errors on how it was written.
Rewrite the correct terms and its definition to the space provided.
Definition of Terms Answer
Mean. The average score within a

distribution.
Median=The center score in a

distribution.
mode. The most frequent score in a

distribution.
RANGE. The difference between the

highest and lowest scores in a distribution.
ANOVA. A method of statistical

analysis used to determine differences
among the means of two or more groups on
a variable.
Lesson 11: Research Hypothesis

When you are finished identifying your statement of the problem or research
questions/objectives, you may now start formulating the hypothesis of your study. What is
hypothesis?
A Hypothesis is a tentative statement about the relationship between two or more

variables. It is a specific and testable prediction on what you expect to happen with the
variables in your study. Usually, it proposes a possible relationship between the independent
variable (what the researcher changes) and the dependent variable (what the research
measures). It is also described as an “educated guess” of what possibly the result would be
of your research, which should be supported on existing theories and knowledge.
Furthermore, the hypothesis states a tentative answer to your research question that can be
tested by further investigation in which you can support or refute it through scientific research
methods such as data collection and statistical analysis. It is the primary idea of any inquiry
that transforms the research questions into a prediction and integrates components like
30
variables, population, and the relation between the variables. Hypothesis formulation is
employed when conducting correlational, ex-post facto, quasi experimental, and experimental
studies.
As a researcher, you must determine whether your hypothesis is accepted or not base
on the findings and outcome of your research study. Not all studies have a hypothesis while,
some studies have several hypotheses.
Types of Research Hypothesis
1. Simple Hypothesis
A simple hypothesis is a prediction of the relationship between two variables,
the independent variable and the dependent variable. It shows a connection between
one independent variable and a single dependent variable.
Ex: The higher the poverty rate in society (one independent variable), the
higher the number would be the out of school youth (one dependent variable).
2. Complex hypothesis
The complex hypothesis reflects the relationship between the independent
variable and the dependent variable. It expresses a connection between two or more
independent variables and two or more dependent variables.
Ex: Eating more vegetables and fresh fruits (independent variables) leads to
boost immune system and enhance blood circulation and digestion (dependent
variables).
3. Empirical Hypothesis
An empirical hypothesis is also called as the “working hypothesis.” It is
presumed to explain certain facts and relationships of phenomena. It comes to life
when a theory is being put to the test, using observation and experiment. From the
name itself “working,” it would mean that it can be changed or replace anytime as soon
as it is no longer supported or accepted base on the observation and experimentation
being done. It is going through some trial and error and perhaps changing around those
independent variables.
Ex: Plants watered everyday grow faster than plants watered once a week.
(Here, trial and error are leading to a series of findings).
4. Logical hypothesis
Logical hypothesis expresses explanation with limited evidence that can be
verified logically. It reflects a relationship of the variables which anchored based on
logical phenomena. Sometimes, a logical hypothesis can be turned into an empirical
hypothesis in which you have to test your theories and postulates.
Ex: Tomato plants bear fruit faster in Earth than in Moon. (Until we can test the
soil and plant growth in Moon's ground, the evidence for this claim will be
limited, and the hypothesis will only remain logical).
5. Statistical hypothesis
A statistical hypothesis is an analysis of a portion of a population. It can be
verified statistically. The variables in a statistical hypothesis can be transformed into
quantifiable sub-variable to assess it statistically.
Ex: If your research is about the psychosocial development of K-3 pupils of the
private and public schools in the city, you would want to examine every single
K-3 pupil in the city. It is not practical. Therefore, you would conduct your
research using a statistical hypothesis or a sample of the K-3 pupil population.
31
6. Null hypothesis
The null hypothesis is denoted with the symbol Ho It exists when you consider
that there is no relationship between the independent and dependent variables or that
there is an insufficient amount of information to claim a scientific hypothesis.
Ex: There is no significant change in my health, whether I exercise every day
or not.
7. Alternative hypothesis
An alternative hypothesis is denoted with the symbol (Ha). It is an alternate
statement expressed to be tested in order to generate the desired output when the
empirical or working hypothesis is not accepted. In an attempt to disprove a null
hypothesis, you tend to seek an alternative hypothesis.
Ex: My health improves during the times when I sleep 8 hours a day than
sleeping for 4 hours only.
A Hypothesis can be classified as Directional and Non-directional Hypothesis
Directional Hypothesis
The directional hypothesis relates the relationship between the variables and
can also predict its nature. It illustrates the direct association of the impact of the
independent variable with the dependent variable, whether it is positively or negatively
affected. The direction of the statement should be clear and justified according to the
findings of the study. Since the hypothesis is gearing to one specific direction it is
investigated through a one-tailed test.
Ex: Students who are eating nutritious food have higher grades than students
not having a proper meal. (This shows that there is an effect between the
grades and nutritious food and the direction of effect is clear that the students
got a higher grade).
Non-directional Hypothesis
A non-directional hypothesis is used when there is no principle involved. It is a
premise that a relationship exists between two variables. However, the direction of the
effect is not specifically determined. It is a statement that reflects the association of the
independent variable to the dependent variable without predicting the exact nature of
the direction of the relationship. This relationship is not specified as negative or
positive. The hypothesis, in this case, is investigated through a two-tailed test.
Ex: There is a significant difference in the average grades between those

students that have proper nutritious meal and those that do not have proper
meals. (This depicts that there is an effect between the average grades and
nutritious food, but it does not reflect the direction of the effect whether it is
positively or negatively affected).
Guidelines in Formulating Hypothesis
These guidelines must be observed in formulating your hypothesis.
1. Before writing your specific hypothesis, spend more time researching about the topic
you are interested in. Focus on information and previous studies related to your topic.
2. Your independent variable and dependent variable must be included in your

hypothesis.
3. The relationship of your variables must be reflected in your hypothesis. Will your
independent variable affects your dependent variable?
4. Your hypothesis should be simple and specific as possible. If your hypothesis is vague
and complicated, it would be difficult to find the answer to your question.
32
5. Your hypothesis should be concise and comprises clear and simple language. Make it
short and simple for it to be easily understood and avoid any misconceptions or
misunderstandings.
6. Your hypothesis should be testable without violating ethical standards. It means that it
could be investigated and measured through a scientific methods such as statistical
analysis and data interpretation.
7. Your hypothesis must be falsifiable. It means that your hypothesis can be proven
wrong through experiments or empirical data. There are no absolute answers to
research questions, but there is a possibility of validating the hypotheses to be true
beyond a reasonable doubt.
Activity 11A: Own Words
Directions: In your own words, briefly define the following terms according to how you
understood the lesson. Write your answers to the space provided.
1. Concise.____________________________________________________________
___________________________________________________________________
2. Falsifiable. __________________________________________________________
___________________________________________________________________
3. Hypothesis. _________________________________________________________
___________________________________________________________________
4. Null hypothesis. ______________________________________________________

___________________________________________________________________
5. Testable.
____________________________________________________________
___________________________________________________________________
Example 1
Determine the following hypotheses, whether it is a good or bad hypothesis base on

what you have learned. Put a check (√) mark on the right column to indicate your answer.
Briefly support your answer with an explanation or remark.
Hypotheses Good Bad Reason/Remark
1. If the amount of water given √ This hypothesis is not clear and

to my plants will be altered, specific. It does not answer a specific
then they may grow at question or give a possible
different rates.
explanation of a potential
phenomenon.
2. When there is less oxygen √ This hypothesis is good because it is

in water, the mortality rate testable, simple, written as a
of the fish is increased. statement, and establishes the
participants (fish), variables (oxygen
in water, and mortality rate), and
predicts effect (as oxygen levels
33
decrease, the mortality rate is
increased).
3. Pest infected plants that are √ This hypothesis gives a clear

exposed to insecticidal indication of what is to be tested (the
soap will have fewer pest ability of the insecticidal soap to
after a week than pest
minimize pest infestation), it includes
infected plants that are not
treated. the independent variable (insecticidal
soap) and the dependent variable
(number pest), and predicts the effect
(exposure to insecticidal soap
reduces the number of pests).
4. In detecting enemy aircraft, √ This hypothesis is not clear in its

a sound warning signal is statement. There is no point of
more effective to a fighter comparison with the sound warning
pilot.
signal.
5. Studying of students is √ This hypothesis is clear, concise, and

more efficient under bright complete. It can also be tested and
lights than studying under can be falsifiable.
dim lights.
Activity 11B: Type Identity
Directions: Given the following hypotheses, identify the type and direction which applies to
each. Write your answer in the right column.
Hypotheses Answer
1. There is no relationship between the use of

social media and the attention span of students
in school.
2. Sex education for high school students has no
effect on the rates of teen pregnancy.
3. The number of lectures attended by the senior
high school students does not affect their final
exam scores.
4. If you sleep at least 6 hours a day, you will get
a high score on the test than if you get less
sleep.
Activity 11C. Ho vs Ha
Directions: Formulate a sample of null hypothesis and alternative hypothesis.
Null Hypothesis (Ho) Alternative Hypothesis (Ha)
34
Lesson 12: Review of Related Literature
After you have selected your research topic, you have to spend more time for your
review of related literature. As a researcher, you are promoting knowledge. The knowledge
created by other previous studies is essential because it can be a baseline or reference for
your research study as the related literature.
Review of related literature is a compilation of studies related to a specific area of

research. It evaluates, classifies and summarizes all the relevant previous studies conducted
on a specified topic. It is also design to justify your research by exposing the gaps of the
previous studies. It is vital that your literature review is centralized. Thus, you should choose
studies that are focused to your topic rather than collecting a broader scope of studies which
are already not relevant to your research.
Moreover, literature review is an essential component of research. It forms a

"picture" for the reader, providing a support and full comprehension of the developments in
the field. This picture tells the reader that you have acknowledged, considered and adapted
previous related significant works in the field into your research.
Literature review plays a significant impact in the discussion of the results and findings.
The discussion of results and findings should focus on your research rather than those of the
other previous researches. Hence, the literature review should be used only in the discussion
as support, evidence, and further explanation for your study. These are the three (3) ways of
using literature review in the discussion of your study: a) providing context as a foundation to
develop your ideas, b) comparing your findings from other previous related studies, and c)
stating what contribution your study has made in the field.
However, there are also three (3) common errors that are usually made when including
literature reviews in the discussion of the study. First, there are wide range of studies being
included in which most of them are not anymore relevant to your specific topic under
investigation. Second, stating the related article mentioning the original article rather than
citing the original article itself. Lastly, previous work has been cited by the researcher based
only on the abstracts and without even reading the entire research.
Purpose of a literature review
The review of related literature is anchored to the following purposes.
1. To discover the connection of your research to the existing body of knowledge and to
the real-life situations.
2. To identify more theories or concepts as the foundation of your research study and
learn from them.
3. To determine the relationship of your research with previous research studies to

prevent duplication and to acknowledge other researchers.
4. To acquire knowledge on the accuracy and significance of your research questions.
5. To acquaint yourself with the technical terminologies relevant to your study.
6. To determine possible gaps, conflicts, and open questions left from other researches
which might help you in formulating and justifying your research ideas.
7. To clarify misconceptions on previous researches and help refocus, polish, and

contribute to the development of the body of knowledge.
35
Structure of Literature Review
This is how you are going to structure your review of related literature. The main goal
for doing this is to make the reader understand easily the different studies and how they are
relevant to your study.
1. Introduction
The introduction somehow presents the fundamental idea of the particular
study of the literature review.
2. Main Body
The main body consists of the organized discussion of sources. This is where
you summarize and synthesize your literature review and reflect how they related to
your study.
3. Conclusions/Recommendations
Conclusion and recommendation emphasized what you have learned from
reviewing the literature and where would your study lead to.
Types of Literature Review
These are the different types of literature review depending on how you organize and
present your review of related studies.
1. Context review
From the name itself, context review is primarily focused on the content or
contextual aspect of research. Usually it is a type of review in which the researcher
relates his or her study to a larger body of knowledge. It presents the current research
by merging it into a wider framework and determine its contribution and impact to the
specific field of study.
2. Historical review
Historical review is a specialized type of literature review in which the
researcher organizes the related researches according to the period of time it was
conducted. Historical literature review focuses on probing research in a specified field
throughout a chronological order, which usually starts from the oldest period of time
going to the most recent studies. The goal of this type of research is to gain knowledge
on the advancement of technology and to identify developments on certain areas,
which progress through time. It can be integrated with a theoretical or methodological
review to illustrate how a concept, theory, or research method developed through time.
3. Integrative review
Integrative review is a common type of literature review in which the researcher
introduces and summarizes the recent knowledge of the study. It emphasizes the
agreements and disagreements of knowledge among various previous researches. It
also considers reviews, critiques, and synthesizes representative literature in an
integrated way in order to generate new structure and viewpoint on the topic. This is
the most common form of literature review in the social sciences. This review is usually
merge with a context review.
4. Methodological review
Methodological review is a specialized type of literature review in which the
researcher gathers and compares and contrast other studies to the current research.
It basically summarizes and evaluates the strengths and gaps in methodological
aspects of various studies and illustrates the effects of different methodologies
(research designs, samples, process) to different outcomes. This approach also
emphasizes ethical issues when necessary, which you should consider and be
conscious of as you go through your current research.
36
5. Self-study review
Self-study review is a literature review in which the researcher demonstrates
his or her understanding of a specific body of knowledge. It contains existing proof
associated to a clearly stated research questions and uses standardized methods to
determine and evaluate relevant research. However, it can also produce problems of
prejudice especially when it is used to summarize claims or statements linking his or
her findings to a system of knowledge. Typically, it is a practice in the educational
program or course requirement.
6. Theoretical review
Theoretical review is a literature review in which the researcher introduces
several theories or concepts that are focused on a specific topic. It is particular on the
theories and concepts being highlighted on other researches and compare them to the
current study basing on its framework, hypothesis, consistency, and justification. The
theoretical literature review aids in establishing the theories already existed, the
relationships of theories among various studies, the degree of its investigation, and the
development of new hypotheses.
Type of Sources for a Literature Review
In doing a literature review, researchers must be acquainted with the three (3)
basic types of sources which are the general references, primary and secondary
sources. General references are sources in which a researcher refers to tract down
other sources. Primary sources are publications in which a researcher accounts the
findings of his or her investigations. Most primary sources are found in journal articles.
Secondary sources are publications in which a researcher considers the work of
others.
Where can you find review of related literature?
As a researcher, you can find information about the research studies in numerous
formats such as books, scholarly journal articles, dissertations, government documents, policy
reports, and periodicals. Most researchers are also presenting their findings during meetings,
congress, and conventions of professional societies and organizations.
1. Books
Books convey many forms of information. The needed information here is from
the books containing a collection of research materials and articles. You can find
citation information on them such as the title, author, date, and publisher in the catalog
system.
2. Scholarly Journals
Scholarly journals may also be referred to as academic journals or peer-
reviewed journals. They are filled with peer-reviewed information of research. Articles
are written by a scholar in the field and the researcher is always identified. List of the
sources of the information like footnotes, endnotes, and bibliography is always
included. Typically, they contain advance terminologies since the researcher uses
technical language in their field of study. The researcher assumes that the reader has
a background and basic understanding in the field of research.
3. Dissertations
Dissertation is a final requirement for the degree of doctor of philosophy (Ph.D.)
in which the student or researcher has to complete a work of original research. Some
dissertations are eventually published as books or articles which take into account its
findings and contribution to the academic discipline. Since dissertations are original
research, they can be a source of valuable information.
4. Government Documents
Most of the government agencies around the world support research
undertakings and publish the findings of the study. Government documents are usually
37
kept at the government and some school libraries. These documents are rarely found
in the catalog system. Assistance from the librarian is needed for you to be able to
locate these documents since it is considered as specialized publications.
5. Policy Reports and Presented Papers

Policy reports are also a source of information in literature review. Policy papers
are not like the typical research papers. Usually they are discussed to non-academic
readers. They may initiate by identifying an issue or phenomenon that usually claim
an answer and they are focused on being persuasive. Moreover, policy papers are
written proficiently and most of the readers does not want to read a book due to limited
time. Generally, they are supplemented by policy briefs which summarize the papers.
6. Periodicals
Periodicals are findings of the study which can be seen in newspapers, in
popular magazines, on television or radio broadcasts, and in Internet news summaries.
They are the chosen edited summaries done by journalists for the general readers.
They are deficient in numerous vital details that are require to critically evaluate the
study. Therefore, it is essential to supplement this information with other sources.
Steps in Writing Literature Review
1. Find/Search for the Relevant Literature

There are many ways on how to find relevant research studies. You may use the
following:
a. Search engines to facilitate your information inquiry. Make sure that they are
reliable.
b. University online library
c. Snowballing
d. Related dissertations
2. Log, Catalogue and Synthesize

After searching and gathering the different relevant studies, you need to arrange
them in order for you to organize them easily.
a. Log the reference information. You may use reference management
software.
b. Catalogue all relevant articles. You may use excel so that it will be organize
and systematic. You can make your own template so that you will be efficient.
c. Digest and synthesize. Organize the different ideas from different sources.
Arrange them according to the criteria that you made in your excel template.
This would make the connections of the different studies easier to identify.
3. Outlining and Writing Up

In-depth planning and enough time should be given importance during this period
since you will need to concentrate and have focus in writing up your paper.
a. Draw up your outline. You need to make an outline first for the structuring of
your literature review. Thorough reading and understanding should be done for
you to be able to plan and structure the ideas from your different sources. You
can use the different approaches like chronological, thematic, theoretical, etc.
b. Write it up. After formulating the outline, you can now begin writing your first
draft. It is expected that your first draft is still rough. Your second draft involves
tightening up and improving the flow. There would be several drafts needed for
your paper to be polished.
c. Recap. When you are finish with your paper, have it read by others who are
qualified (expert in the field) for further improvements. Comprehend and
incorporate their corrections and suggestions for the betterment of your study.
It is so much better if there will be more qualified people that can proof-read
your paper.
38
In-text Citation and Referencing Styles
Citation is a reference to a literature being used in your study. It is a way of giving

acknowledgement to the authors whom you have referred their intellectual works and creativity
as a support or foundation of your research. Typically, citations include author’s name, date,
publisher information, journal information and/or DOI (Digital Objective Identifier) if present.
From the name itself, an in-text citation is a reference made within the body of text in
the paper. It leads the reader to a source where a particular information has been taken of.
An in-text citation should be reflected when you refer, paraphrase, summarize, or quote from
another author. A corresponding reference list must be provided at the end of the study as
references or bibliography.
A references typically includes only the sources that you have mentioned or cited in-
text in your paper, while a bibliography, is generally a list of all the sources you used to
generate your ideas about your research even if you have not mentioned or cited them in your
paper.
There are different citing and referencing styles that are being used depending on the
specific requirements of different field of disciplines. Please refer to your Practical Research
1 (PR1).
Activity 12A: Own Words
Directions: In your own words, briefly define the following terms according to how you
understood the lesson. Write your answers on the space provided.
1. Peer-review. _________________________________________________________
___________________________________________________________________
2. In-text citation. _______________________________________________________

___________________________________________________________________
3. Periodicals. _________________________________________________________
___________________________________________________________________
4. Search engines. ______________________________________________________

___________________________________________________________________
5. Body of knowledge. ___________________________________________________

___________________________________________________________________
Refer to the following sites/links for further discussions on review of related literature.
https://bit.ly/3eyzoRI
https://bit.ly/2VfLd7W
39
Activity 12B. Com-Con
Directions: Compare and contrast the following terms. Write your answers in a table. You
may use a separate paper.
Terms Compare Contrast

Reference Bibliography
Reference and
Bibliography
Thesis Dissertation
Thesis and
Dissertation
Primary sources Secondary sources
Primary sources and

Secondary sources
Activity 12C. Write Me Up
In five (5) to ten (10) sentences, briefly discuss the importance of the review of related
literature in a research study.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
⟣⦿⌘✠⥀⟣⟐◈⟐⟢ END OF MODULE ⟣⟐◈⟐⟢⥁✠⌘⦿⟢
SOURCE: Luzano, R. A., Okit, K.L., Napone, M. P., & Bañares, M. C. (2020). Practical Research 2
- Grade 12. Alternative Delivery Mode. Department of Education – Division of
Cagayan De Oro. Cagayan De Oro City, Philippines.
40
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Mindanao State University at Naawan

INTEGRATED DEVELOPMENTAL SCHOOL

GRADE 12 (AS 02)

TOPIC/LEARNING COMPETENCY ACTIVITY

Lesson 1: Introduction to Quantitative Research Activity 1A. (Answer what is asked.)

Lesson 5: Research Title Activity 5A. (Do as directed.)

Lesson 10: Definition of Terms Activity 10A. My Order Please

Lesson 11: Research Hypothesis Activity 11A. Own Words

Lesson 12: Review of Related Literature Activity 12A. Own Words

I. Nature of Inquiry and Research

II. Identifying the Inquiry and Stating the Problem

III. Learning from Others and Reviewing the Literature

Lesson 10: Definition of Terms

Written Work – 35%

Quantitative research uses scientifically collected and statistically analyzed data to

Characteristics of Quantitative Research

Quantitative research is commonly used in natural sciences research problems

3. VISUAL RESULT PRESENTATION. Data is numerical, which makes presentation

7. RELIABLE DATA. Data is taken and analyzed objectively from a sample as a

8. REPLICATION. The Quantitative method can be repeated to verify findings enhancing

Strengths of Quantitative Research

The following are the strengths of quantitative research.

1. Quantitative research can be replicated or repeated.

Weaknesses of Quantitative Research

The following are the disadvantages of quantitative research:

1. It lacks the necessary data to explore a problem or concept in depth.

Kinds of Quantitative Research

Descriptive design is used to describe a particular phenomenon by observing it as it

The correlational design identifies the relationship between variables. Data is

Ex post facto design is used to investigate a possible relationship between previous

A quasi-experimental design is used to establish the cause and effect relationship of

Activity 1A: Answer as indicated.

Directions: Write your learning about the following:

1. What is quantitative research?

2. What are the characteristics of quantitative research?

3. Discuss the strengths of quantitative research.

4. Discuss the weaknesses of quantitative research.

Lesson 2: Importance of Quantitative Research

Key Question: How is quantitative research applicable across fields?

Importance of Quantitative Research Across Fields

Using quantitative design helps us determine and better understand relationships

Field Contribution/Application Example

Directions: Answer the following questions clearly but briefly.

1. How is quantitative research relevant to different discipline?

2. Explain briefly, the importance or contribution of quantitative research to each of the

Field Importance / contribution

Arts and Design

Agriculture and Fisheries

Business and Accounting

Lesson 3: Variables in Quantitative Research

DISCREET CONTINUOUS NOMINAL ORDINAL DICHOTOMOUS

A. Interval are quantitative variables where the interval or differences between

A. Dichotomous are consisting of only two distinct categories or values. For

Activity 3A: Identifying variables

Independent variable: _________________________________________________

Independent variable: __________________________________________________

Data Type of variable Classification

Lesson 4: Designing Research Topic

Steps in Developing Research Topic

Developing a research problem can be done in four (4) steps:

1. Choose a broad topic

A. Choose an interesting topic.

B. Select a significant topic.

C. Choose a topic relevant to your field.