Senior High School

Practical Research 2
First Semester - Quarter 1
Nature of Inquiry and Research
CS_RS12-Ia-c-1-2-3
General Biology 1—Grade 11
Alternative Delivery Mode
First Semester– Quarter 1— Nature of Inquiry and Research
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education - Region III

Secretary : Leonor M Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Writer: Lex Vernon G. Anzano
Language Editor: Joselito G. Milan
Content Editor: Marciano V. Cruz, Jr.
Cherilyn R. Goyena, PhD
Illustrator: Lex Vernon G. Anzano
Layout Artist: Lex Vernon G. Anzano

Management Team

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor—LRMDS
Agnes R. Bernardo, PhD
EPS—Division ADM Coordinator
Marinella P. Garcia Sy, PhD
EPS—Science
Glenda S. Constantino
Project Development Officer II
Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 Senior High School

Practical Research 2
First Semester - Quarter 1
Nature of Inquiry and Research
CS_RS12-Ia-c-1-2-3
 Introductory Message

For the facilitator:

Welcome to Practical Research 2 Alternative Delivery Mode (ADM) Module on Nature of
Inquiry and Research!

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to Practical Research 2 Alternative Delivery Mode (ADM) Module on Nature of
Inquiry and Research!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take. If
What I Know
you get all the answers correct (100%), you may
decide to skip this module.

1
 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you learned
from the lesson.
This section provides an activity which will help you
What Can I Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
2
 What I Need to Know

This module encourages you to understand the nature of inquiry and research.
Various activities are provided for you to perform to strengthen your knowledge and skills
regarding the topic.
The module is divided into two lessons, namely:

 Lesson 1 – Nature of Quantitative Research

 Lesson 2 – Nature of Variables

After going through this module, you are expected to:
1. describe characteristics, strengths, weaknesses, and kinds of quantitative
research;
2. illustrate the importance of quantitative research across fields;
3. differentiate kinds of variables and their uses; and
4. decide on suitable quantitative research in different areas of interest

What I Know

Directions: Choose the letter of the best answer. Write your answers on the space
provided before each number.

1. Which of the following variables is an example of ratio?

a. sex c. year level
b. length d. birth place
2. Which quantitative research aims to investigate cause and effect
relationships without manipulating any variable?
a. survey c. experimental
b. correlational d. causal-comparative
3. The following are characteristics of a quantitative research EXCEPT:
a. required large sample size c. Objective
b. use numerical data d. Thematic

4. If a researcher wants to know the opinions and ideas of a particular group

about an issue, he must conduct:
a. survey c. single-subject
b. correlational d. causal-comparative
3
 5. Which of the following is a strength of quantitative research?
a. costly c. objective
b. thematic d. all of the above
6. Which of the following variables does NOT possess a clear definition of
zero?
a. nominal c. interval
b. ordinal d. Ratio
7. Which quantitative type of research investigates for the possible associa-
tions between or among variables?
a. survey c. single-subject
b. correlational d. causal-comparative
8. Which variable is presumed to be affected by the manipulated variable?
a. ratio c. dependent
b. ordinal d. Independent
9. Impacts of positive discipline on the self-esteem of grade 6 students.
Which is the dependent variable?
a. positive discipline c. students’ self-esteem
b. grade 6 students d. both a and c
10. Samantha wants to determine the impact of students’ BMI on their social
skills. Which research type should she use?
a. Single-subject c. quasi-experimental
b. Causal-comparative d. true experimental

Directions: Write “Fact” if the statement is correct and “Bluff” if otherwise. Write your
answers before each number.

1. Some solutions to the exiting problems in society can be discovered

through quantitative research.
2. Non-experimental research requires manipulation of variables.
3. Research instruments are tools to gather data from the respondents.
4. In a correlational study, the researcher may look for a possible
relation between or among variables.
5. The dependent variable is affected by the changes made with the
independent variable.

4
 Lesson Characteristics, Strengths, Weaknesses and
1 Kinds of Quantitative Research

Since the beginning of human civilization, humans are naturally curious about their
surroundings. People often inquire and strive to find answers to their questions. The word
inquiry and research may simply mean investigation. However, the latter requires a
systematic and scientific process. Now more than ever, research has become a scien-
tific discipline that aims to search for truth, to solve existing problems, to discover, to

What’s In

Before you proceed to your next lesson, let us refresh what you have learned from
your previous research subject - Practical Research 1: Qualitative Research.

Directions: Based on your stock knowledge, complete the concept map with words that
can be associated with the word research. Try to elaborate your answer on the
space provided

Your answer here

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5
 What’s New

“Uncle Kevin? It’s me Sophia. I want to

become an animal doctor someday and I am
thinking of taking STEM strand in Senior High
School.”
“Oh, hi sweetie! That’s nice. How may I
help you?” Uncle Kevin replied.
“I called to know some of the courses I
need to take once I’m in.”
“Well, you need to take science subjects as your specialization such as earth
science, biology, chemistry, physics and calculus. You might also need to present
and defend a scientific study.” Her uncle explained.
“What do you mean?”
“You need to conduct a quantitative research.”
“Wow! I don’t even know what that is.”

Are you like Sophia, clueless of what a quantitative research is? In this lesson you
will learn about the characteristics, strengths, weaknesses, types and importance of
quantitative research across fields.

What is It

There are many available definitions of quantitative research online and from
different books. However, one can simply define it as a careful and systematic way of investigation
in some field of knowledge with the use of numbers and computational techniques.

Characteristics of a Quantitative Research

Before you conduct a quantitative research, you must be familiarized with its
characteristics and these are enumerated below:
Objective. A quantitative research must be based on facts and not on mere
superstitious belief, feelings, intuitions or guesses.
Follows scientific process. In a quantitative research especially in experimental, the
researchers need to follow scientific method such as formulating questions, formulating
hypothesis, and experimentation.

6
Research Instruments. For the researchers be able to gather data, sometimes they
need to use research instruments such as questionnaires, rating scales, tally sheets,
performance checklists and the like especially when dealing with descriptive type of
research.
Numerical Data. In a quantitative research, data must be in numerical form. For better
understanding and simpler presentation, researchers may present these data using
graphs, tables, charts and the like.
Required Large Sample Size. For researchers to come up with a reliable analysis
and conclusion, they must have large sample size that will represent an entire
population.
Replicable. Researchers can repeat a quantitative research to verify the results. If
errors appear in the results, it's either the previous or the current researchers may have
committed a mistake.
Like qualitative research, quantitative research has its strengths and weaknesses
as well. And as you explore this module, you will realize that some of its characteristics
are also its strengths and some are its weaknesses.

Strengths of a Quantitative Research

1. A quantitative research is objective and is not influenced by one's belief or opinion.
2. It is easy to process and to analyze using statistical treatment since the data are
numerical. Results can be verified thru repetition of the study.

Weaknesses of a Quantitative Research

1. It is costly since it requires a large sample size. A researcher needs to produce a
large number of instrument such as test paper or questionnaire. He may also need to
distribute the instrument to the respondents one by one. It some scientific
experimental research, a research may require to use laboratory apparatus or
chemicals which are usually expensive.
2. It does not allow respondents to further elaborate their answers to complete the
context of the information. Some respondents are also prone to just guessing their
answers.

Kinds of Quantitative Research

There are several kinds of quantitative research and each has its own uniqueness
and use. To help you understand the classification, please examine figure 1.
There are two major kinds quantitative research: experimental and
non-experimental. To fall under experimental, manipulation of variable (e.g. grade, speed
and temperature) is required and examples of this are: true experimental, quasi-
experimental and single-subject. On the other hand, non-experimental research does not
require manipulation of variable and is not after the cause-and-effect relationship. This
type of research includes correlational, survey and causal-comparative.

7
Figure 1. Types of Quantitative Research

True Experimental
There are two essential characteristics that a quantitative research must have to
be considered as a true experimental research. First is the manipulation of variable. The
researchers can attempt to influence a dependent variable by manipulating the
independent variable. Second, randomization. Participants or subjects of the study have
equal chance to be assigned to either in the experimental group or control group before
the conduction of the experiment. This kind of research, when done correctly is one of the
most powerful design to establish cause-and-effect relationship.
An example of this research is when a researcher wants to determine if sleep
deprivation can significantly affect academic performance of a person. The researcher
can manipulate the independent variable which is the number of sleep to cause an effect
to the participant’s academic performance which is the dependent variable (we will
discuss variables thoroughly in lesson 2).

Quasi-experimental
In this type of research, the researchers can also manipulate variable to determine
cause-and-effect relationship. However, its difference from the true experimental is that
participants are not randomly assigned.
For instance, a researcher decided to determine the effects of playing classical
music during the classes on the academic performance of students in Mathematics. The
researcher may select two sections: one for the experimental group and one for the
control group. The process of creating two groups doesn’t require to apply random
selection since there are already existing groups by sections.

Single-subject Research
In some cases, researchers find it difficult to have a large sample size of
respondents. So instead of creating groups, they extensively collect data on a single
subject at a time.
For example, a clinical psychologist has only 8 participants (people with special
characteristic such as deaf and blind) in his study. Instead of creating two groups with
four members each, he may just study them one at a time to extensively collect and
analyze the data.

8
Correlational Research
This type of research aims to identify possible relationships or associations
between or among variables. However, a researcher cannot claim for a cause-and-effect
relationship since it does NOT involve manipulation of variables. For example, a
researcher found out that there is a strong BUT negative relationship between playing
online games and academic performance. He can use it to predict that the more a student
plays online games, the lower his academic performance may become or vice versa.
However, the researcher cannot claim that playing online games can cause low academic
performance. Why? It is because another variable may cause for that. What do I mean?
Maybe, it's lack of sleep that can actually make a student's academic performance low
and not necessarily playing online game.
In some cases, researchers investigate for possible connections (correlational)
before they proceed to experimental. Again, this type of study only investigates for
possible associations which can be used for prediction.

Survey Research
When a researcher is interested to know the opinions or ideas of a certain group of
people about a particular issue, conducting a survey research is the most appropriate to
do.
The data will be collected from a sample population representing the entire group.
To do this, the researcher often needs the help of a research instrument such as
questionnaire, rating scale, etc.

Causal-comparative Research

In this type of research, the researcher is attempting to identify the cause-and-effect

relationship without actually manipulating any variable. How does it become possible? A
researcher may observe how two groups of individuals differ on weight and height when
one is taking the normal diet and the other one is taking a new diet.

Importance of Research across Fields

Research is valuable to society. In fact, the goal of education is not only to learn
existing knowledge but also to discover and create new information that may help
humanity to solve existing problems and problems that may arise in the future.
As a senior high student, regardless of what track in Senior High School you have
chosen, this course will help you appreciate your future career and visualize how you can
address current and challenges and those that may arise along the way.
If you’re dreaming to have your own business or be in the business world, research
is useful to know what consumers want and/or how the economy works. You can conduct
a feasibility study prior to the establishment of your business to assure success.
On the other hand, if you want to pursue career related to medicine, sciences and
engineering. Research can help you test the effectivity of a certain drug, or to test how
new processes, designs can better improve the living conditions not only of humans but
also of other living organisms such as plants and animals
9
 What’s More

Independent Activity 1. What kind of Research?

Directions: Based on the given research topics below you’re going to decide what kind of
quantitative research would you use to investigate these problems. Briefly
discuss your answers.

1. Connection between one’s gender and academic performance

____________________________________________________________________
____________________________________________________________________
2. Effects of vermicast to the growth and yield performance of leafy vegetable plants
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
3. Impacts of African Swine Fever to pork vendors in Bulacan
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Relationship of English proficiency to academic performance in mathematics
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Attitude and opinion of high school students towards academic cheating
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Independent Assessment 1
Directions: Choose the letter of the best answer. Write your answer on the space provided
before each number.

1. Which of the following is a characteristic of a quantitative research?

a. numerical data
b. contextual
c. subjective
d. thematic

10
2. One of the strengths of a quantitative research is:
a. costly
b. objective
c. requires small number of respondents
d. all of the above

3. Which of the following is an example of weakness of a quantitative research?

a. objective
b. data are easier to analyze
c. results can be verified thru repetition
d. contextual factors are ignored

4. Which quantitative research must be used to probe significance of relationship

between or among variables?
a. survey
b. correlational
c. quasi-experimental
d. true experimental

5. A researcher wants to investigate the cause and effect relationships of variables.

Which type of research is NOT applicable?
a. true experimental
b. quasi-experimental
c. single-subject
d. correlational

Directions: Briefly describe the following quantitative researches on your own words. Write
your answers on the space provided after each number

Quasi-experimental Research
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

11
Survey Research
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
True experimental
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Single-subject Research
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Causal-comparative Research
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Correlational Research
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Directions: Turn your TV on or your radio and tune in to a news program. Identify three
existing problems in the society that you think is worthy of becoming your focus of
research study.
For example, I heard from the news that many millennial Filipinos prefer to spend
their money in travelling than buying expensive gadgets. Because of this, I might want to
conduct a survey research to know the opinions of millennials about this and to confirm
whether that claim is true or not.

1.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

12
 Lesson
Variables
2

What’s In

Directions: Before you proceed to your next lesson, let’s refresh what you’ve learned from
the previous lesson. Briefly describe the following kinds or research and give
examples of topic that may be applicable to each.

True-experimental
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Survey
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Correlational
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

What’s New

“What’s the matter, Nakia? You

seem devastated.” Sandra asked her
friend.

“Yah! I don’t know what happened

to my tomato seedlings. I tried my best
to grow them but after a few days, they
all withered and died. Nakia replied.

“There must be some variables responsible for this. You have to know them,
Nakia.”

“Variables? What do you mean Sandra?”

13
 Together with Nakia, let us discover what variables are and why they are important in
a quantitative research.

What is It

Variables
Variables are concepts, qualities or characteristics. Some vary in amount and
some in kinds. For example birth place. Some of you may answer the municipalities
where you were born like: San Miguel, San Ildefonso, San Rafael, Baliwag, etc. As you
see, for one characteristic, there are variation within a class.

Types of Variables
Variables are classified in several ways. One way is to classify them into continuous
and discrete. Continuous variables are also known as quantitative variables. These
variables vary in amount and assume numerical value that is less or more along a
continuum. Simple examples of this type of variable are: length (3.54 meters), height (5’3
feet), score (84.5%). On the other hand, discrete variables only vary in kinds. For
example hair color (black, brown, blonde and yellow), sex (male or female) and teaching
position (Teacher 1, Teacher 2, and Teacher 3…). In some cases, assignment of
numbers to these categories can be applied but it’s up to the discretion of the researcher.
Continuous or quantitative variables can be further categorized into ratio and
interval. Both possess meaning to the difference of two values. However, ratio variables
possess clear definition of zero unlike interval. For example, the difference between 90
meters and 80 meters is of the same value and meaning with the difference between 50
meters and 40 meters. When you say 0 meter, it means zero or none of that variable.
Other examples of ratio variables are: hours of sleep, grades, weight, mass, and volume.
On the contrary, interval variables do not possess clear definition of zero although
the difference between two values has meaning and value. For example, the difference
between 100 and 70 degrees Celsius is of the same value with the difference between 50
and 20 degrees Celsius. However, zero (0) degree Celsius does not necessarily mean
that there’s no internal energy within the object.
Discrete variables can be further classified into nominal and ordinal variables. Nominal
variable is used to name or categorize the qualities that are being measured. In some
cases, assignment of numbers to these categories can be applied but it’s up to the discre-
tion of the researcher.
On the other hand, an ordinal variable shows order, hierarchy or ranks However,
the magnitude of the difference between each category cannot be provided. Just like in
nominal variable, number can be assigned to each category upon the discretion of the
researcher. For example, t-shirt sizes. There are small, medium and large.

14
 Variable

Discrete Continuous

Nominal Ordinal Ratio Interval

Figure 2. Classification of Variables

Variables can also be classified into independent, dependent, constant,

extraneous and confounding variable. In a typical experimental type of research,
variables are truly important. The variable that is being manipulated by the researcher to
cause changes in the outcome is called independent variable. The one that shows effects
or changes brought by the independent variable is called dependent variable.
Suppose you want to test the effect of an organic fertilizer to the growth and yield
performance of eggplants. As the researcher you need to add 10g, 20g, 30g, 40g and
50g of organic fertilizer to each treatment or group of eggplants. You will also create a
group of eggplants where commercialized fertilizer will be applied. Given an enough time,
you will measure the growth and also the yield performance of eggplants in each
treatment.
In this example, independent variable is the amount of organic fertilizer because it
is the amount of organic fertilizer that I manipulated. The effects of fertilizer will manifest
on the growth and yield that’s why they’re considered as dependent variables.
As you know, for the eggplants to grow, it also needs enough exposure to
sunlight, water, proper aeration. These are known to be the extraneous variables.
Researchers must pay attention to control these variables because once not, they may
affect the results. These extraneous variables become your confounding variables.

What’s More

Independent Activity 2. Understanding Variables

Directions: Identify the variables in each number. Write N if it’s nominal, O if ordinal, R if
ratio and I if interval. Write your answer on a separate sheet of paper.

_____1. religion _____6. citizenship

_____2. height _____7. job position
_____3. mass of sugar _____8. speed
_____4. type of music _____9. year level
_____5. number of books _____10. temperature in Fahrenheit
15
_____11. test scores _____16. type of sports
_____12. eye color _____17. amount of rainfall
_____13. emotions _____18. density of an object
_____14. diaper sizes _____19. acid level
_____15. time _____20. Gender

Independent Assessment 2. Understanding Variables

Directions: Modified true or false. Write true if the statement is correct but if false change
the underlined words to make the statements correct. Write your answer on a
separate sheet of paper.

________1. Continuous variables are also quantitative.

________2. Gender is an example of an ordinal variable.
________3. Nominal variable is the lowest form of measurement.
________4. Interval variable has clear definition and value of zero.
________5. Both nominal and ratio are discrete.
________6. Independent variables are the ones that show outcome or changes.
________7. Extraneous variables are controlled independent variables.
________8. Price of houses is a discrete type of variable.
________9. Pulse and heart rate are discrete variables.
________10. Variables are concepts, qualities or characteristics.

Independent Activity 3. Defining Variables

Directions: Define the following terms below on your own words. Write your answers on
the space provided after each number.

1. Independent variable
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Dependent variable
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Extraneous variable
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

16
Independent Assessment 3
Directions: Identify the independent, dependent and possible extraneous variable in each
number. Write your answers on the space provided after

1. Effects of computer simulation activity and hands-on activity on the product creativity of
senior high students.
IV:______________________________________________________________
DV:_____________________________________________________________
EV:_____________________________________________________________

2. Improving reading comprehension with the use of strategic improvised materials

IV:______________________________________________________________
DV:_____________________________________________________________
EV:_____________________________________________________________

3. Relations of leadership and managerial skills to subordinates’ retention and job

satisfaction
IV:______________________________________________________________
DV:_____________________________________________________________
EV:_____________________________________________________________

4. Effects of different concentrations of vermitea to the growth and yield of petchay plant
IV:______________________________________________________________
DV:_____________________________________________________________
EV:_____________________________________________________________

5. Improving students’ academic performance through blended learning

IV:______________________________________________________________
DV:_____________________________________________________________
EV:_____________________________________________________________

17
 What I Have Learned

Directions: Carefully read and follow the procedures below:

1. Search or create a research problem/ topic.
2. Determine the variables that you think are involved in that particular study.
3. Identify the type of research that is applicable to that research problem or topic.
4. Write your answers on the space provided below.

For example: millennial Filipinos prefer to spend their money in travelling than
buying expensive gadgets. The variables involve are the respondents’ gender, age,
social status, family’s economic status and places where they want to travel. The type of
research applicable to this particular study is Survey research.

 Research Topic:
_____________________________________________________________________
_____________________________________________________________________
 Variables of the Study
_____________________________________________________________________
_____________________________________________________________________
 Applicable Type of Research
_____________________________________________________________________
_____________________________________________________________________

What Can I Do

Directions: Create a slogan or poster that will raise people’s awareness on the
importance of research to improve the quality of life of Filipinos.

Criteria for grading:

Accuracy of the ideas : 60%

Organization of ideas : 30%
Neatness of output : 10%
Total : 100%

18
 Assessment

Directions: Classify the following variables by putting a check on the box that
corresponds to your answer.

Nominal Ordinal Interval Ratio

1. degrees in Celsius
2. career choice
3. mathematical ability
4. top 10 in class
5. name of province

Directions: Identify the independent, dependent and extraneous variables in the given
sets:

independent dependent Extraneous

variable variable
Variable
1. The amount of heavy metals absorbed
using activated carbons from different
materials
2. Different concentrations of Madre cacao
leaf extract are used to kill mosquito larvae
3. The academic performance of students in
English subject is measured after exposing
students to music and dance
4. A seminar on bullying was conducted by
the school administrators to address the
increasing number of cyberbullying cases
5. The growth of the plants are measured
after getting exposed from different light
colors

19
 Directions: Using the Venn diagram below, compare and contrast the experimental and
non-experimental types of quantitative research.

Experimental Research Non-experimental Research

Rubrics:

(2 points) (1 point)
Similarities
all similarities are present Not all similarities are present
(3 points)
(2 points)
Differences If two or more distinct
If only one distinct characteristics
characteristics are present to
are present to each research type
each research type
Total points 5 points

Additional Activities

Directions: If you are a GAS, STEM, ABM, HE, AFA, ICT, SPORTS or HUMSS student
choose a suitable quantitative research in the areas of your interest. For
example, if you are a STEM student. You might choose a true experimental
type of quantitative research. Explain your on the space provided

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

20
 21
Independent Activity 3
1. The variable that can cause effects or
changes to the dependent variable. What I Know
2. The variable that is affected by the 1. b
independent variable.
2. d
3. Any variable that may alter the result of
3. d
the experiment aside from the
independent variable. 4. a
5. c
Lesson 2: Independent 6. c
What’s In Assessment 1 7. b
Answers may vary Part I 8. c
1. a 9. c
What's More What's More 2. b 10. b
Independent Independent 3. d
Assessment2 Activity 2
4. b 1. Fact
1. true 1. N 11. R
5. d 2. Bluff
2. Nominal 2. R 12. N
Part II and III 3. Fact
3. true 3. R 13. N
Answers may 4. Fact
4. Ratio 4. N 14. O vary
5. Bluff
5. ordinal 5. R 15. R
6. Dependent 6. N 16. N
7. true 7. O 17. R What’s More Lesson 1:What’s In
8. continuous 8. R 18. R Independent Answers may vary
Activity 1
9. true 9. O 19. R
Answers may vary
10. true 10. I 20. N
Answer Key
 22
Assessment
Part 1
1. interval
2. nominal
3. ratio
4. ordinal
5. nominal Independent Assessment 3
Part 2 1.
1. IV: use of activated carbon from different IV: use of computer simulation and hands
materials -on activity
DV: amount of heavy metals absorbed DV: creativity of senior high students
EV: gadget used to measure the absorbed EV: health conditions of participants
heavy metals
2.
2. IV: application of different concentrations of
madre caco leaf extract IV: use of strategic intervention materials
DV: number of dead mosquito larvae DV: reading comprehension of students
EV: the same type of water, same age of larvae EV: bias in sampling procedure
3. IV: exposing students to music and dance 3:
DV: academic performance of students in IV: leadership and managerial skills
English subject DV: retention and job satisfaction of
EV: homogenous class, classroom condition subordinates
4. IV: seminar on bullying EV: poor condition of the venue
DV: number of cyberbullying cases 4.
EV: condition of the venue IV: supplementation of vermitea
5. IV: plants exposure to different colors of light DV: growth of petchay
DV: growth of plants EV: use of different types of soil
EV: same type of plants used 5.
Part 3 IV: application of blended learning
Answers may vary DV: students’ academic performance
EV: poor condition of the classroom
What I have learned
Note to students: Answer in extraneous
Answers may vary
variable may vary
References

Baraceros, Esther L. Practical Research 2. 1st ed. Quezon City: REX Publishing,
2016

Faltado III. Ruben E., Bombita, Medardo B., Boholana, Helen B. & Pogoy, Angeline M.
Practical Research 2: Quantitative Research. Quezon City: LORIMAR Publishing
House, 2016

Fraenkel, Jack R. & Wallen, Norman E. 2010. How to Design and Evaluate Research in
Education. 7th ed. Philippines: McGRAW-HILL Companies Inc., 2010

23
 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph