12

Inquiries,
Investigations, and
Immersion
Quarter 3: Module 5-8

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 Republic of the Philippines
Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

DEVELOPMENT TEAM OF THE MODULE

WRITERS: JUDY MAE G. PANTOLLA, MT I
MARK ANTHONY C. MAMON, MT I
JOVELLANO V. ONTOG, T III
EVANGELINE C. BEDRERO, HTIII
REGIN ADRIAN V. SUBA, T III
MANDIE S. ESTRADA, TIII
JOHN CARL P. CABARLES, EPS II
GERAME H. TURA, T II
NATHALIE GAILE R. PANTOJA, SST I

CONSOLIDATOR: JOVELLANO V. ONTOG, T III

LANGUAGE EDITOR: MAE CHRISTINE S. DIANA MT I

CONTENT LEILANIE A. BRIZA, T III

VALIDATORS LOUISE A. FERRER, MT I
MARY ANN M. GUEVARRA, T III
MARJORIE A. NARIZ, MT I

COVER PAGE AIRA MARI CON M. AUSTERO

ILLUSTRATOR:

TEAM LEADER: DR. RAQUEL M. AUSTERO

Education Program Supervisor

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 Module 5 Review of Related Literature
Most Essential Learning Competency
• Selects, cites, and synthesizes related literature (continuation of Modules 3 and 4)
• Uses sources according to ethical standards

What’s In
What are the main characteristics of a good literature review?
A. Coverage – a literature review must cover relevant or significant references. It does
not refer to citing many or numerous authors, but it refers to a literature review that
identifies and presents relevant literature from these references. A literature review
identifies and presents the main research concepts and builds a framework for the
research paper. A literature review also covers a deeper discussion of the topics
rather than a superficial overview or presentation of arguments.
B. Synthesis – a literature review should make a summary or connection of relevant
references. It combines concepts and references, but a literature review offers a fresh
and new view about the topic that reflects the knowledge of the author/s.
C. Rhetoric – a literature review must be coherent and clear in presenting ideas and
concepts in a well-articulated text.
D. Significance – a literature review presents the practical and theoretical
importance/relevance of the research problem.
E. Balanced – a literature review balances clarity and brevity, breadth and depth, and
rigor and consistency.

How to write or structure a review of related literature (RRL)?

The typical and overall structure of a literature review consists of the following components:

A. Introduction
- Usually composed of only one or two paragraphs.
- It presents a brief or concise overview or synthesis of the literature review about
the 'research problem.'
- It states the purpose of the literature review
- It states the general findings of the literature review or what do most of the sources
or references conclude.

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 Include the following areas of concerns in writing the introduction:
1. defining or identifying the general topic to provide a context for the literature
review;
2. emphasizing the overall research trends and gaps, and conflicts in theories,
methodologies, pieces of evidence, and conclusions;
3. establishing the purpose and point of view of the literature review; and
4. explaining the scope and the sequence of the literature review.

B. Main Body
- Sections and sub-sections are logically arranged.
- Each paragraph in the main body focuses on particular sources of literature.
- Each paragraph in the main body discuss a different theme relevant to the
research topic
- The main body discusses and explains the findings from the literature sources.
- Each new section has a brief critical overview or synthesis of the literature.
- There must be logical connections, relationships, and transitions between or
among sources.
- Sources are cited to support a point, argument, or information.
- Arrange main ideas from general to specific.

The main body of the literature review can be structured chronologically or

thematically:
1. Chronological Literature Review – uses and presents literature sources based
on their publication date. This literature review method presents a
development of a specific concept, issue, or topic over time. This literature
review is standard for historiographical works.
2. Thematic Literature Review – this is a common type of structure of literature
review. This method of organizing information is based on grouping different
literature sources based on their topic and theoretical concept. Researchers
conduct an in-depth literature search in this method because it requires
analysis of topics, theories, and concepts significant to their investigation. The
literature review can be organized into subsections that explain or discuss
different aspects of the research topic.

C. Conclusion
- It provides a concise summary of findings from the literature review describing
current or present knowledge
- Identifies flaws or gaps of current knowledge
- It presents a rationale for conducting future researches.

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 Note:
- A literature review must have a complete and correct citation for each source. Do
not forget in-text citations and the reference list in a research paper, thesis, or
dissertation

What questions do you need to ask yourself as a researcher when you begin
writing the RRL?
A. How will the literature review be organized?
B. What are the section headings that must be included in the literature review?
C. How do various literature sources relate to each other?
D. What are the essential concepts or information these literature studies contribute to
the literature review?
E. What are the limitations and gaps of your study based on the literature sources?
F. How does your research study fit into what has been done or conducted?

What are the questions you need to ask yourself as a researcher after writing
the first draft of RRL?
A. Is there a logical flow between/among sections, paragraphs, and sentences?
B. Do the content and concept continue from topic to topic?
C. Do your conclusion and introduction match?
D. Do you properly follow the correct citation style or format?

What is plagiarism?
- Plagiarism is a Latin word "Plagiarius," which means a kidnapper
- It means to take over the ideas, methods, or written words of another without
acknowledgment and to take the work as their own
- Appropriating a theory, explanation, conclusion, hypothesis, and metaphor,
either in whole, in parts, or with superficial changes without attributing credits to
the source.
- To steal and pass off the ideas or words of another as one's own without giving
credits to the source
- To copy ideas and work improperly without acknowledgment to the source
- Self-plagiarism is a type of plagiarism in which the writer/researcher republishes
an entire work or reuses parts of a previously written text and presents it as a
new work without acknowledging the source or asking permission from the
previous publisher.

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What are the ways to avoid plagiarism?
1. Always acknowledge the source of the idea and work
2. One must cite references correctly and accurately following the appropriate citation
formats or styles
3. Use your own words when paraphrasing
4. All the text copied verbatim from another source must be enclosed with quotation
marks
5. Cite references if you are not sure that an idea or the fact that you will include is a
common knowledge

What are the ethical guidelines in writing research?

(Source: Faltado, R.E., Bombita, M.B., Boholano, H.B., & Pogoy, A.M. 2016. Practical
Research 2 (Quantitative Research for SHS). Quezon City: Lorimar Publishing, Inc.)

1. An ethical writer always acknowledges the contributions, ideas, and works of others
and the source of his/her ideas.
2. Whether we paraphrase or summarize the text or enclose verbatim text with
quotation marks, we still need to acknowledge every source of our information.
3. In our writing, we must convey the exact meaning of other authors' ideas or facts
even if we paraphrase or summarize their work using our own words.
4. A writer has an ethical responsibility to readers and the author/s, from whom he or
she is borrowing ideas and facts.
5. A writer must have a comprehensive understanding of the ideas and terminologies
being used in order to make substantial and accurate modifications to the original
text
6. Authors or writers must be familiar with the essential elements and guidelines of the
copyright law
7. Authors or writers must double-check to ensure correct and accurate citations.
8. The reference list in your research paper should only include sources whose
contents are used in your work
9. As a writer/author, strive to obtain and use the actual published paper.

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 What’s More

Activity 1. Study Framework

Directions: Use intermediate pad papers for this activity. Choose only ONE research topic
listed below, and make an outline for its thematic literature review. Please follow the
guidelines indicated.
Part I: Choose only ONE topic from this list
A. Water pollution in Manila Bay
B. Global effects of COVID-19 pandemic
C. Utilization of Information and Communications Technology (ICT) in teaching
and learning
D. The present status of online selling
E. The world’s most in-demand profession
F. Malnutrition among children
G. Causes and effects of biodiversity loss
H. Impact of corruption on growth and inequality

Part II: Make an outline for the literature review of the research topic you have chosen.
Follow the indicated guidelines

Literature Review Outline (use separate sheets of pad paper)

Chosen Research Topic: __________________________.
I. Introduction (use bullet points for every sentences)
a. Introduce the general topic and make a general overview
b. Overall themes and trends in the literature on this topic
c. Indicate why it is an important topic
d. Indicate the scope and sequence of the literature review

Main Body
II. 1st Heading (Section): ________________________________________
(Indicate an overview about this section)
a. Sub-heading (sub-section) A: _________________________________
(Indicate an overview about this sub-section: narrow but
grouped findings about the theme)
b. Sub-heading (sub-section) B: _________________________________
(Indicate an overview about this sub-section: narrow but
grouped findings about the theme)
c. Sub-heading (sub-section) C: _________________________________
(Indicate an overview about this sub-section: narrow but
grouped findings about the theme)

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III. 2nd Heading (Section): ________________________________________
(Indicate an overview about this section)
a. Sub-heading (sub-section) A:
_________________________________
(Indicate an overview about this sub-section: narrow but grouped
findings about the theme)

b. Sub-heading (sub-section) B:
_________________________________
(Indicate an overview about this sub-section: narrow but grouped
findings about the theme)
c. Sub-heading (sub-section) C:
_________________________________
(Indicate an overview about this sub-section: narrow but grouped
findings about the theme)

IV. Conclusion (Use bullet points for every sentences)

- Indicate an overview of the summary of findings from the literature sources
about your chosen research topic
- Flaws or gaps of current knowledge identified
- Indicate how your own study will contribute to future studies.

Activity 2. Writing RRL

Directions: Use intermediate pad papers for this activity. Using the outline you made from
the previous worksheet, make or write a comprehensive, coherent, and relevant thematic
literature review about the research topic you have chosen. Please follow the guidelines
indicated.
Guidelines:
WHAT’S NEW
Activity: Review of Related Literature

Directions: Use intermediate pad papers for this activity. Using the outline you
made from the previous worksheet, make or write a comprehensive, coherent,
and relevant thematic literature review about the research topic you have
chosen. Please follow the guidelines indicated.

Guidelines:

- Avoid plagiarism. Follow the APA in-text and reference list

citation style format.

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 - Use only published research journals, books and articles as
sources.

- You can use the back portion of the intermediate pad.

- Follow the number of paragraphs required for every sections
or sub-sections.

- Make a comprehensive, coherent, and relevant literature

review based from the outline you previously made.

Review of Related Literature (RRL)

Chosen Research Topic: __________________________.
I. Introduction (1 to 2 paragraphs)

a. Introduce the general topic and make a general overview

b. Overall themes and trends in the literature on this topic
c. Indicate why it is an important topic

d. Indicate the scope and sequence of the literature review

Main Body

II. 1st Heading (Section): _____________________________ (1 paragraph)

(Indicate an overview about this section)
a. Sub-heading (sub-section) A: ___________________ (at least 2 paragraphs)
(Comprehensive literature review about the theme - narrow but grouped findings about the
theme).

b. Sub-heading (sub-section) B: ___________________ (at least 2 paragraphs)

(Comprehensive literature review about the theme - narrow but grouped findings about the
theme).

c. Sub-heading (sub-section) C: ___________________ (at least 2 paragraphs)

(Comprehensive literature review about the theme - narrow but grouped findings about the
theme).

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 III. 2nd Heading (Section): _____________________________ (1 paragraph)
(Indicate an overview about this section)

d. Sub-heading (sub-section) D: ___________________ (at least 2 paragraphs)

(Comprehensive literature review about the theme - narrow but grouped findings about the
theme).

e. Sub-heading (sub-section) E: ___________________ (at least 2 paragraphs)

(Comprehensive literature review about the theme - narrow but grouped findings about the
theme).

f. Sub-heading (sub-section) F: ___________________ (at least 2 paragraphs)

(Comprehensive literature review about the theme - narrow but grouped findings about the
theme).

IV. Conclusion (1 to 2 paragraphs)

- Indicate the summary of findings from the literature sources about your
chosen research topic
- Flaws or gaps of current knowledge identified
- Indicate how your own study will contribute to future studies.

Reference List (use APA citation style format)

What I Have Learned

Directions: Complete the statements on what you have learned in writing a literature
review coherent and relevant to the research study.
Things I learned:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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Things I will apply:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Module 6 Research Design

Most Essential Learning Competency

• describes adequately research design (either quantitative or qualitative).

What’s In
Quantitative research uses numerical data to formulate facts and reveal patterns in
research (Defranzo, 2011). This type of research can be used to establish generalizable
facts or confirm theories and assumptions about a topic (Streefkerk, 2020). Examples of
quantitative methods include: structured, unmoderated testing, surveys, and
questionnaires. Data from experimental set-ups may also be used in quantitative research.
Quantitative Research is used to generate numerical data which can then be analyzed
statistically. It is used to measure attitudes, opinions, behaviors, and other defined factors
quantitatively. This kind of research can generalize results from a larger sample population.

Qualitative research is used to gather in-depth insights on perceptions, concepts,

thoughts or experiences regarding topics that invite further investigation (Streefkerk,
2020). Qualitative methods include observation, interview, ethnographic studies, diary and
case studies, and focus group discussion. This type of research is primarily exploratory. It
allows for the better understanding of insights, thoughts, opinions, reasonings and
motivations (Defranzo, 2011).

When to use Quantitative Research Method

1. To gather insights where the size and range of the population can be expanded.
2. To present conclusions and recommendations that can be projected into a larger
population.

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 3. To see the big picture.
4. To gather data on “how many” and use it to confirm a hypothesis.
5. When methodologies to be used are structured and would be consistent throughout
the data collection procedure.
6. When a questionnaire includes closed-ended questions where the answers can be
converted to numerical data.
7. To look for cause and effect relationships which can be used to make predictions in
the gathered data or a larger population.
8. The data received is statistically valid and can be generalized to the entire population
being studied.

When to use Qualitative Research

1. To gather perceptions, insights and feedback from a relatively small group of
respondents.
2. To gather data from a specified population answering How, When, Where and Why
type of questions.
3. When there is no right or wrong response from the participants. The researcher has
no idea of what to expect regarding the responses and records different types of
gathered data.
4. To dig deeper into issues of interest, including detailed analysis of the results.
5. To do in-depth analysis on issues affecting specific groups through interviews,
uninterrupted observations or ethnographic participation.
6. To start a research about problems or about what people think about. This idea can
later become hypotheses.
7. To understand the respondents or participants through their honest opinions that
may help point out blind spots.

The advantage and disadvantage of quantitative research (Booker, 2017)

Advantage

● Objectivity: Quantitative research uses numerical data, leading to results that are
clear and are difficult to misinterpret. The methodology can also be easily repeated,
and the researcher can reliably track changes over time.
● Easy to analyze: Numerical data can be subjected to statistical analysis to gain more
understanding of the data.
● Quick: Closed type of questions that require specific answers are used. Data is
generated fast because respondents find it easier to answer.

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 ● Ability to generalize: When the survey involves a statistically valid random sample,
researchers can generalize on the findings beyond the sample group.
Disadvantage

● Big sample needed: Quantitative research requires a large sample to be able to

deliver reliable results because a larger the sample would yield a more statistically
accurate outcome.
● Limited answers: It does not permit free text responses which would mean that it
could be missing contextual details.
● Potential for bias: Some respondents may have characteristics that are not
applicable to the population, creating potential bias in the study.
● Wording is crucial: It is necessary that the researcher asks the appropriate questions
to have confidence in the data to be gathered.

The advantage and disadvantage of qualitative research

Advantage

● More detailed: Qualitative research offers in-depth analysis and more detailed
understanding of a particular topic.
● Unprompted feedback: It is unlikely to be biased as it uses open-ended questions
that gather a variety of responses.
● Taps participants creativity: Respondents’ answers may vary, and generated
suggestions may be used to create solutions for a certain problem at hand.
● Smaller sample needed: It can be conducted even in a small sample.
Disadvantage

● Less measurable: Free text responses are difficult to quantify, making the gathered
data less accessible for statistical analysis.

● Results may not be applicable to a larger population: As qualitative research does

not provide statistically strong findings; its conclusions may not be applicable to a
broader audience. However, this can be addressed by including quantitative analysis
in the study.

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 ● Not repeatable: Proponents may not be able to gather similar results as responses
of different groups may vary and it may be difficult to keep track of changes over
time.

Basic rule in using qualitative or quantitative data

● When confirming or testing a theory or hypothesis, use quantitative research
● When you want to understand concepts thoughts or experiences, use qualitative
research

Quantitative research Qualitative Research

Focus: testing theories or hypotheses Focus: exploring ideas, formulating

theory or hypothesis

Uses statistics for analysis Analyzed by summarizing, coding and

interpreting

Mainly expressed in numerical data Mainly expressed in free text

Requires large number of Requires relatively few respondents

respondents

Closed type or fixed answer type of Open-ended questions

questions

Key terms include testing, Key terms include understanding,

measurement, objectivity, context, complexity, subjectivity
replicability

What’s More

Activity 1. State your point of view !

In your own words define the following terms:
a. Quantitative research design
________________________________________________________________
________________________________________________________________

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 ________________________________________________________________
____________________________________________________

b. Qualitative research design

________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________

Activity 2. Design your Research Title

Write your tentative working research Title

Activity 3. Express your opinion!

Cite examples on why you have considered the use of research design in your
study.
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________

What I Have Learned

How to select research design in your study?

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 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

What I Can Do

Cite your experiences in presenting your research design

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Module 7 Sampling Technique

Most Essential Learning Competency

• Describes adequately research design (either quantitative or qualitative), data
gathering instrument, sample, data collection and analysis procedures,
prepares data gathering instrument.

What’s In
SAMPLING METHODS/TECHNIQUES FOR QUALITATIVE RESEARCH
• PURPOSIVE SAMPLING – also known as DELIBERATE SAMPLING, involves
identifying and selecting individuals or groups of individuals that are exceptionally
knowledgeable about or experienced with a phenomenon of interest (Creswell &
Plano Clark, 2011). Researchers choose a sample according to their knowledge
about the study and population. Participants are specifically chosen according to the
needs of the study. Individuals who are not first-hand related to the study are rejected.
• QUOTA SAMPLING - The researcher determines how many people with related
characteristics are to be included as participants. Characteristics include age, place
of residence, class, gender, marital status, and profession. The criteria set by the
researcher allows him to focus on people he thinks would most likely experience,

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 know about, or have insights into the research topic. Then the researcher goes into
the community and – using recruitment strategies appropriate to the location, culture,
and study population – finds people who fit these criteria until he meets the
prescribed quota.
• SNOWBALL SAMPLING – also known as CHAIN REFERRAL SAMPLING. Snowball
sampling is used to find and enlist "hidden populations," where groups are not easily
accessible to researchers when using other sampling strategies.

SAMPLING INSTRUMENTS FOR QUALITATIVE RESEARCH

• INTERVIEWS are helpful to explore experiences, views, opinions, or beliefs on

specific matters. Most of the time, the researcher develops a topic list before starting
the interview, which will be used flexibly. The interview is a product of interaction
between the researcher and the interviewee. It is also essential to consider the setting
and skills of the researcher, especially about the ability to build a rapport with the
interviewee.
• FOCUS GROUP DISCUSSIONS are useful to assess how social knowledge is built.
The researcher initiates the discussion to assess how knowledge and ideas develop
and operate in a group. The facilitator often guides a discussion about a particular
topic in a group of usually 6 -12 people. The role of the facilitator is to create an open
atmosphere, involve participants in the discussion, and manage the discussion.
• OBSERVATIONAL METHODS are used to understand phenomena by studying
people's accounts and actions in an everyday context. There are different types of
observations, with various degrees of research participation, like Non -Participant
Observation (e.g., using video recordings) and Participant Observation or
Ethnography. Ethnography involves the researcher participating in people's daily
lives for an extended time. This enables researchers to see what happens, learn what
is said, and ask questions through informal and formal interviews and collect
documents and artifacts (Hammersley & Atkinson, 2007: 3).
• DOCUMENT ANALYSIS is based on existing sources that include government
reports, personal documents, articles in newspapers, books, or medical records.

SAMPLING METHOD/TECHNIQUES AND INSTRUMENT FOR

QUANTITATIVE RESEARCH

PROBABILITY SAMPLING TECHNIQUE- all individuals have an equal chance of being

selected as a subject for the research. The most basic example of probability sampling is

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listing all the names of the individuals in the population in separate pieces of paper and
then drawing several papers from the complete list of names.

• SIMPLE RANDOM SAMPLING is obtained by selecting elementary units so that

each unit in the population has an equal chance of being selected.
• SYSTEMATIC RANDOM SAMPLING is obtained by selecting elementary units so
that each unit in the population has an equal chance of being selected.
• STRATIFIED RANDOM SAMPLING is obtained by independently selecting a
separate simple random sample per stratum. The strata are based on members'
shared attributes or characteristics. Random samples from each stratum are taken
in a number proportional to the stratum's size when compared to the population.
The subsets of the strata are now pooled to form a random sample.
• CLUSTER SAMPLING is used to enable random sampling to occur while limiting the
time and costs that would otherwise be required to sample from either a vast
population or one that is geographically diverse. A one- or two-level randomization
process will be used in this method; the critical element in this process is that each
criterion has an equal opportunity to be chosen, with no researcher or facility bias.

NON - PROBABILITY SAMPLING TECHNIQUES refer to the researcher's subjective

judgment when selecting units from the population to be included in the sample. In this type
of sampling, members do not have an equal chance of being selected. Because of this, it
would not be safe to assume that the sample fully represents the target population. It is
possible that the researcher deliberately chose the individuals that will participate in the
study.

• CONVENIENCE SAMPLING - the samples are selected just because they are the
easiest to enlist for the study. The researcher did not consider selecting subjects that
are representative of the entire population.
• CONSECUTIVE SAMPLING is a sampling technique where every subject meets
inclusion criteria until when the required sample size is achieved. This technique
involves selecting all individuals who have met the pre-established criteria and who
agree to participate. The selection stops until the number of subjects desired is
sufficient.
• JUDGMENTAL SAMPLING, also called PURPOSIVE SAMPLING or AUTHORITATIVE
SAMPLING, is where subjects are handpicked from the accessible population.
Subjects usually are selected using judgmental sampling because the researcher
believes that certain subjects are likely to benefit or be more compliant. This is
obtained according to the discretion of someone who is adept with the relevant
characteristics of the target population. The researcher selects the sample based on
judgment.

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 • QUOTA SAMPLING - the first step is to divide the population into exclusive
subgroups. Then, the researcher must identify the proportions of these subgroups in
the population; this same proportion will be applied in the sampling process. Finally,
the researcher selects subjects from the various subgroups while considering the
proportions noted in the previous step. The final step ensures that the sample is
representative of the entire population. It also allows the researcher to study traits
and characteristics that are noted for each subgroup.
• SEQUENTIAL SAMPLING - the process begins with the sampling of a single
observation or a group of observations. These are then tested to see whether the
null hypothesis can be rejected. If the null is not rejected, then another observation
or group of observations is sampled, and the test is rerun. In this way, the test
continues until the researcher is confident in his or her results.
• SYSTEMATIC RANDOM SAMPLING - the researcher first randomly picks the first
item or subject from the population. Then, the researcher will select each nth subject
from the list.
• SNOWBALL SAMPLING is used by researchers when the sample of the study is very
rare or is limited to a minimal subgroup of the population. This type of sampling
method is like chain referral. After observing the initial subject, the researcher asks
for assistance from the samples to help identify people with a similar trait of interest.

SAMPLING INSTRUMENTS FOR QUANTITATIVE RESEARCH

The two most used research instruments in Quantitative Research Studies include
Questionnaire and Test
QUESTIONNAIRE is a research instrument consisting of a series of questions and other
prompts for the purpose of gathering information from respondents.
STEPS IN CONSTRUCTING A QUESTIONNAIRE
A. Reviewing the literature
B. Deciding what information should be sought
C. Knowing the respondents
D. Constructing of questionnaire items
E. Reexamining and Revising the Questions
F. Pretesting Questionnaires
G. Editing the Questionnaire and specifying procedure for use.
TEST is a means of measuring the knowledge, skill, feeling, intelligence, or aptitude of an
individual or group used in co-relational studies.
TYPES OF TEST

• NORM - REFERENCED TEST produces a score that tells how individual performance
compares with other individuals. It describes the performance, such as achievement,
in relative terms.

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 • DOMAIN – REFERENCED TEST produces a score that tells how individual
performance compares with other individuals. It describes the performance, such as
achievement, in relative terms.

DEVELOPMENT OF TEST
A. Review Literature
B. Define Objectives
C. Define Target Population
D. Develop an Item Pool
E. Prepare a Prototype
F. Evaluate the Prototype
G. Revise Measure

What’s More

Activity 1. Define the samples

Direction: For each of the Research Problems, determine the sampling method/technique
to gather data and explain the reason behind the choice.
________________ 1. A study on the awareness of Grade 12 students in the
National Capital Region of the health benefit of eating
vegetables.

________________ 2. A Teacher wants to examine the effect of policy change to

Teachers and decided to utilize a school within the district
he or she worked in to recruit participants.

________________ 3. A Professional who is a member of a Professional

Organization wanted to recruit participants through contact
information available to members of that organization.

________________ 4. A researcher looking to analyze the characteristics of people

belonging to different annual income divisions

________________ 5. A teacher wants to identify the philosophical progression of

Senior High School Students interested in studying for their
college degree.

________________ 6. Companies/ Brands stop people in a mall or crowded areas

and hand them promotional leaflets to purchase a luxury car.

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 ________________ 7. Lucas is a new manager at the local movie theater. The
owner of the movie theater wants to find out how the
customers feel about the new renovations they've done at
the theater. Lucas can't ask every customer that comes in
how they feel, especially when the movie theater gets
busiest on Friday and Saturday nights. Lucas gives a survey
to every fourth customer that comes in to the movie theater.

________________ 8. A Research Team seek to determine the effect of religion

amongst various age groups.

________________ 9. 25 Employees being chosen out of a hat from a Chocolate

Factory of 250 Employees.

________________ 10. Gaming Company wants to know how one of their games is
doing in the market one day after its release.

Activity 2. Sampling for Qualitative Research

Direction: Identify whether the situation is an Interview, Focus Group Discussion,
Observational Method, Participant Observation, or Document Analysis. Justify your answer
by giving a concise explanation.
1. Students were asked some questions to make sure that they are 18+ years of age,
and that they currently attend University XYZ. This interview was followed by a question on
how frequently they use the meal plan. Participants were scheduled into hub assemblage
based on their meal plan usage. Research Organizations had their usage data, but it was
decided that students should be allowed to self-select into a usage group through the
screening questionnaire. The not-so-frequent users were defined as those who eat less than
one meal per day using the meal plan. Moderate users were labeled as students who eat
between one and two meals per day, while frequent users eat two or more meals per day
using the meal plan. Eligible students were offered a time and date for participation in a hub
assemblage based on their usage.

2. One of Cagayan De Oro City's Strategic Plan Goals is a "Beautiful and

Environmentally Sensitive City." This was established, in part, in response to the 2018
Citizen Survey results regarding recycling as well as continual concerns from the community
at large about recycling. One of the objectives is to offer "a convenient recycling program
for residents and businesses with a high level of participation." Over the last year, the City
has conducted a multi-phase trash and recycling service needs assessment to reach this
objective. Part of this assessment included a hub assemblage invested in helping the City
figure out the best way to accomplish this objective. The City contracted with Philippine
National Research Center, Incorporated to conduct the hub assemblage with concerned

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residents. The purpose of the discussion assembly was to explore options identified by the
Environmental Advisory Board's community recycling study subcommittee and how the
group felt about those options. The hub assemblage was comprised of adult residents (age
18 and older) who had volunteered, in response to a public announcement during a meeting,
to participate in a hub assemblage concerned with recycling. In total, 16 people were invited
to participate, and 13 attended.

3. Thank you very much for agreeing to meet with us. We are from the Research
Institute, and ABC has funded us to evaluate the PROGRAM A initiative in Metro Manila's
Pilot Community. We have a series of questions that we would like to ask you over the next
hour. To answer is not a requirement when you do not feel comfortable answering. You will
not be identified in any reports that we produce, nor will the comments you say be attributed
to you without permission.
4. Before we start, I want to restate our goals for conducting this. We are hoping to learn
about your experiences and insights as Principal Investigator for one of the Centers for
Population Health and Health Disparities: what you feel has been the Center's
accomplishments up until now, as well as your thoughts about the future.

5. Jill is a researcher at a local university. She has just been tasked with studying how
technology is used in foreign language classrooms to enhance student learning. Though
Jill is very optimistic about her project, she has no idea how she will conduct her study.
After speaking to her colleagues, Jill decides that it would be best for her to enroll in an
actual foreign language course, complete all assigned homework and classwork, and
attend field trips just as any regular student enrolled in the class would. Jill would also have
informal conversations with other students in the class and the teacher. Jill would keep a
complete record of all assignments and take detailed observations about what happened
during her encounters with her classmates and teachers. Jill would also keep track of
technology usage, classroom norms and expectations, and any other information that she
finds useful.

Activity 3. Sampling Methods

Direction: For each of the research problems, determine the sampling method/technique to
gather data and explain the reason behind the choice.

1. A Senior High School Student wants to look at current Nurses’ perceptions of leadership
styles within a specific hospital setting.

2. A member of a Non – Government Organization wants to contact potential respondents,

particularly vegetarians, cyclists, and people with particular disabilities who support a
particular political party and ask them whether they know of anybody with the same
characteristics that you are looking for in your research.

22
3. A researcher wants to conduct a survey of individuals on the brand of what smartphone
they prefer to use. A sample size of 500 respondents is considered. Also, he is only
interested in surveying ten cities in the country. A Top Executive at a Burger Company
wants to determine what age group prefers what brand of burger in a particular city. He
applies proportions to the age groups of 21-30, 31-40, 41-50, and 51+. From this
information, the researcher gauges the eating trend of Burger among the population of
the City. An Information and Communication Technology Coordinator wants to
determine the patterns of use of social media by global Information Technology
consulting Companies based in the country.

What I Have Learned

Directions: Fill in the metacognition table.

1.
Two things I have learned
2.

1.
Two things I want to ask
2.

One sentence that will summarize today’s 1.

topic

What I Can Do
Directions: Formulate a Research Title on the Research Problems below. If possible, write
the Statement of the Problem (optional) in order for you to come up with a set of 10 Item
Interview Questions for Qualitative Research and a set of 25 Item Questionnaire for
Quantitative Research. Use a separate sheet for your answer.
For Quantitative Research: An outpatient had an annual appointment with his optometrist.
Since the clinic specializes in medical services and not products, there are few input patients
can give on new things for the clinic to ideate and produce.
Note: The questionnaire is targeted at Patient Satisfaction.
For Qualitative Research: Exposure to health claims, particularly in the media and

23
social media is prevalent, and the information conveyed is often inaccurate, incomplete, or
misleading. Some Senior High School Students are already making decisions about using
readily available health interventions (such as sports drinks and beauty products). Although
previous research has assessed adults' understanding of health claims, no research has
examined this issue in young adults attending Senior High School.

Module 8 Data Collection and Analysis Procedure

Most Essential Learning Competency

• describes adequately research design (either quantitative or qualitative), data gathering
instrument, sample, data collection and analysis procedures, prepares data gathering instrument

What’s In
After formulating the research problem, constructing the research framework, and
writing the research instruments, it is now time to collect data. Your next concern is what
to do with the mass of raw data that you have collected. Thus, this module will focus on
the data collection (quantitative or qualitative) and analysis procedures.
Data collection is the process of gathering and measuring information on variables
of interest in an established systematic fashion that enables one to answer stated research
questions, test hypotheses, and evaluate outcomes. Data collection is sometimes called
instrumentation. The tool or device used to collect data is called an instrument.
There are several questions before doing the data collection.
1. First, how will the data be gathered? Remember that the data you collect in your
study must depend on your research design and the purpose of your research.
For example, the best data collection procedures to describe a phenomenon
(descriptive study) are surveys, interviews, and observations. After defining a
research goal, you must ask yourself, “what are the expected results from my
survey?” If you’re expecting in-depth feedback or experiential data, you should
consider running a qualitative survey instead. If you’re looking to conclude a
representative data set, then a quantitative survey is for you.
2. When to collect data? If your study is about doing an intervention, it is crucial to
collect data before and after the intervention.
3. Where to collect data? Always make sure that the participants in the data
collection process must be in an environment where they can accomplish your
questionnaire. It will ensure the validity of the data you are collecting.
4. How to analyze data? Collected quantitative data can be interpreted and be
given meaning by using either descriptive or inferential statistics. On the other
hand, qualitative data analysis is done by coding and categorizing (using various
clustering and classification schemes), attaching concepts to the categories,

24
 linking and combining (integrating) abstract concepts, creating theory from
emerging themes, and writing an understanding.
Key Differences Between Quantitative and Qualitative Approaches to Inquiry That Guide
Data Collection and Analysis
Source: https://www.sagepub.com/sites/default/files/upm-binaries/43144_12.pdf

Quantitative Research Qualitative Research

Tests hypotheses born from theory Generates understanding from patterns

Generalizes from a sample to the population Applies ideas across contexts

Focuses on control to establish the cause or Focuses on interpreting and understanding

permit prediction the social construction of meaning in a
natural setting

Attends to precise measurements and objective Attends to an accurate description of the

data collection process via words, texts, etc., and
observations

Favors parsimony and seeks a single truth Appreciates complexity and multiple realities

Analyzes that yields a significance level Conducts analysis that seeks insight and
metaphor

Faces statistical complexity Faces conceptual complexity

Analyzes data collection Analyzes along with data collection

Favors the laboratory Favors fieldwork

Uses instruments with psychometric properties It relies on researchers who have become
skilled at observing, recording, and coding
(researcher as the instrument)

Generates a report that follows a standardized Generates a report of findings that includes
format expressive language and a personal voice

Uses designs that are fixed before data Allows designs to emerge during the study
collection

Often uses large sample sizes determined by Often studies single cases or small groups
power analysis or acceptable margins of error that build arguments for the study’s
confirmability

Uses statistical scales as data Uses text as data

25
Favors standardized tests and instruments that Favors interviews, observations, and
measure constructs documents

Performs data analysis in a prescribed, Performs data analysis in a creative, iterative,

standardized, linear fashion nonlinear, holistic fashion

Uses reliable and valid data Uses trustworthy, credible, coherent data

Data Collection Methods (source: https://www.scribbr.com/methodology/qualitative-

quantitative-research/)
Many data collection methods can be either qualitative or quantitative. For
example, in surveys, observations, or case studies, your data can be represented as
numbers (e.g., using rating scales or counting frequencies) or words (e.g., with open-
ended questions or descriptions of what you observe).

Quantitative Data Collection Methods

Surveys: List of closed or multiple-choice questions distributed to a sample (online, in
person, or over the phone).
Experiments: A situation in which variables are controlled and manipulated to establish
cause-and-effect relationships.
Observations: Observing subjects in a natural environment where variables cannot be
controlled.

Qualitative Data Collection Methods

Interviews: Asking open-ended questions verbally to respondents.
Focus groups: Discussion among a group of people about a topic to gather opinions
that can be used for further research.
Ethnography: Participating in a community or organization for an extended period of
time to closely observe culture and behavior.
Literature review: Survey of published works by other authors.

When to Use Qualitative vs. Quantitative Research

A rule of thumb for deciding whether to use qualitative or quantitative data is:
● Use quantitative research if you want to confirm or test something (a theory or
hypothesis).
● Use qualitative research if you want to understand something (concepts,
thoughts, experiences).

For most research topics, you can choose a qualitative, quantitative, or mixed-
methods approach. Which type you choose depends on whether you are taking
an inductive vs. deductive research approach. With research question(s); whether you
are doing experimental, correlational, or descriptive research; and practical
considerations such as time, money, availability of data, and access to respondents.

26
Example research question: How satisfied are students with their studies?

Quantitative research approach

You survey 600 grade, 11 students at your campus and ask them questions such
as: “on a scale from 1-5, how satisfied are you with your teachers?” You can perform
statistical analysis on the data and conclude: “on average students rated their teachers
4.4”.

Qualitative research approach

You conduct in-depth interviews with 15 students and ask them open-ended
questions such as: “How satisfied are you with your studies?”, “What is the most positive
aspect of your study program?” and “What can be done to improve the study
program?” Based on the answers you get, you can ask follow-up questions to clarify
things. You transcribe all interviews using transcription software and try to find
commonalities and patterns.

Mixed methods approach

You conduct interviews to find out how satisfied students are with their studies.
Through open-ended questions, you learn things you never thought about before and
gain new insights. Later, you use a survey to test these insights on a larger scale. It’s
also possible to start with a survey to find out the overall trends, followed by interviews
to better understand the reasons behind the trends.

Analyzing quantitative data

Quantitative data is based on numbers. Simple math or more advanced statistical
analysis is used to discover commonalities or patterns in the data. The results are often
reported in graphs and tables.
Applications such as Excel, SPSS, or R can be used to calculate things like:
● Average scores
● The number of times a particular answer was given
● The correlation or causation between two or more variables
● The reliability and validity of the results

Analyzing qualitative data

Qualitative data is more challenging to analyze than quantitative data. It consists
of text, images, or videos instead of numbers.
Some common approaches to analyzing qualitative data include:
● Qualitative content analysis: Tracking the occurrence, position, and meaning of
words or phrases
● Thematic analysis: Closely examining the data to identify the main themes and
patterns
● Discourse analysis: Studying how communication works in social contexts

27
 What’s More
Activity 1. Complete Me!
Instructions: Write your research title below. Explain what kind of data you will be collecting.
Support your answer.
Research Title: ______________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What kind of data will you be collecting? _____________________________

Explain your answer:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity 2. Differentiating Data

Differentiate quantitative data from qualitative data.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

28
Activity 3. Organizing the Method Section
Instructions: Complete the table below by answering each column. Refer to the given an example.
Use a separate sheet of paper for your answer.

Sources of
Research Question Variable Data Analysis
Data
Example for quantitative Academic Pretest and ● Mean
research: achievement in posttest on ratings on
physics academic academic
Are there any significant achievement
achievement
differences in physics ● Cross
in physics
achievement test scores tabulation
before and after prolonged data
exposure to a cooperative ● Median
learning environment scores
compared to a physics class ● T-test of
in a conventional classroom? independent
means
Example for quantitative Perception of Interview ● Coding
research: the learners
towards a
What is the perception of the
modular
learners towards the modular
approach
approach amid covid 19?

Sources of
Research Question Variable Data Analysis
Data

29
Activity 4. Method Section
Instructions: On a separate sheet of paper, write the method section of your research study. Use a
separate sheet of paper if necessary. Make sure that all parts are evident.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity 5: Analyzing Quantitative Data

Instructions: Study the given data and results and answer the following questions below.
A researcher surveyed 15 students in a school whether they engage in playing musical instruments
or not. The participants were further asked if playing helps them relieve stress and motivates them
to study. They were also asked about their choice of musical instruments. Below is the tabulation of
the codes and the coded data in the survey.
Coding Sheet

Variables Code Variables Code

Sex (S) Musical Instrument (MI)
Male 1 Guitar 1
Female 2 Piano 2
Violin 3
Flute 4
Grade Level (GL) Stress Reliever (SR)
Grade 11 1 Yes 1
Grade 12 2 No 2
Playing Musical Instrument Motivated to Study (MS)
(PMI) 1 Yes 1
Yes 2 No 2
No

30
 Coded Raw Data

Participant S GL PMI MI SR MS
1 1 1 1 1 1 1
2 1 1 1 2 1 1
3 1 1 1 3 1 1
4 1 2 1 4 1 1
5 1 2 1 4 1 1
6 2 2 1 3 1 1
7 2 1 1 2 1 1
8 2 2 1 1 1 2
9 2 2 1 1 2 2
10 1 2 1 1 1 1
11 1 2 1 2 2 2
12 1 1 1 2 2 2
13 2 1 1 3 1 2
14 2 2 1 4 1 2
15 1 2 1 3 2 1

1. What are the steps that you need to perform in order to present the data?
2. What data presentation (pie chart, bar graph, table, etc.) are you going to apply
to present your findings?

What I Have Learned

Instructions: Differentiate quantitative data from qualitative data.
________________________________________________________________
________________________________________________________________
________________________________________________________________

What I Can Do
Instructions: What is the significance of analyzing the data?
________________________________________________________________
________________________________________________________________
________________________________________________________________

31
 32
MODULE 8 MODULE 5
Activity 1 : Answer may vary Activity 1 : Answer may vary
Activity 2: Answer may vary Activity 2: Answer may vary
Activity 3: Answer may vary
Activity 4: Answer may vary
Activity 5 : Answer may vary
MODULE 6
Possible answer: Activity 1 : Answer may vary
#1 Activity 2: Answer may vary
1. Use the code in the table and count Activity 3: Answer may vary
the frequency of each code
2. Solve for the percentage
#2
The researcher can present the data by using MODULE 7
pie chart, bar graph and table. Activity 1
1. Cluster sampling
2. Convenience sampling
3. Convenience sampling
4. Stratified sampling
5. Purposive sampling
6. Consecutive Sampling
7. Systematic Random Sampling
8. Stratified Random Sampling
9. Simple Random Sampling
10. Convenience Sampling
Activity 2: Answer may vary
Activity 3:
1. Purposive Sampling
2. Snowball Sampling
3. Quota Sampling
Explanation: answer may vary
Answer Key