G12 Inquiries, Investigation, and

Immersion

UNDERSTANDING WAYS TO
COLLECT DATA

QUARTER 3, WEEK 6-8, MODULE 4

Most Essential Learning Competency (MELC):

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

After formulating your research question, designing your conceptual framework, and
synthesizing your reviewed literature and studies, you are now ready to choose the appropriate
research design aligned in your problem.
Research design refers to the overall strategy that you choose to utilize in conducting
your study. It constitutes the plan for the sampling procedure, sample size, data collection, data
gathering instrument, and analysis of data. A common mistake made by some researchers is
that they begin their inquiry without determining the information required to address the research
problem. Remember that your research problem determines the type of design you should use in
your study. The research design ensures that research problems are effectively addressed
logically and as unambiguously as possible (De Vaus, 2001).
At the end of this module, you are expected to:
a. describe qualitative and quantitative research designs;
b. discuss the factors that may be considered in determining the sample size;
c. explain varied forms of sampling techniques/procedures;
d. describe the different types of data collection in qualitative and quantitative research;
e. construct an instrument for data gathering; and
f. choose appropriate statistical tools for data analysis.

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Name: ________________________ Subject: _______________________
Grade & Section/Strand: __________ Subject Teacher: ________________

WRITTEN WORK #1
INQUIRIES, INVESTIGATIONS AND IMMERSION
QUARTER 3, MODULE 4
HOW MUCH DO YOU KNOW?
Directions: Read each item carefully and write the letter of your answer in your quiz notebook.
1. Which of the following refers to the overall strategy that you choose to utilize in conducting
your study?
A. Data collection C. Research design
B. Data analysis D. Sampling
2. Which of the following is most likely a quantitative research?
A. Studying the culture of indigenous people.
B. Case study of the life of a successful entrepreneur.
C. Determining the effects of online class on the social skills of learners.
D. A phenomenological study on the lived experiences of millennial teachers.
3. A researcher analyzes the words used in the State of the Nation Address of President
Rodrigo Duterte. What qualitative research is applied?
A. Case study B. Ethnography C. Grounded theory D. Content analysis
4. What research design uses an intervention?
A. Case study C. Experimental research
B. Descriptive research D. Survey
5. What do you call the member of a population who can provide information for the population?
A. Population B. Sample C. Sampling D. Subject
6. What instrument for collecting data consists of a series of questions that respondents provide
answers to a research study?
A. Checklist B. Interview C. Observation D. Questionnaire
7. What is the mean of the following measurements: 18, 26, 27, 29, 30, 15, & 10?
A. 21 B. 22 C. 23 D. 24
8. Angel plans to conduct a study that involves cosmetics. She wanted to find out the
preference of cosmetic use among adolescents and adult women. What research design is
appropriate to use?
A. Case study B. Correlational C. Descriptive D. Qualitative
9. Ryan chooses the elements for his sample by giving particular attention to each
subpopulation. What sampling design is used?
A. Cluster sampling C. Stratified random sampling
B. Simple random sampling D. Systematic random sampling
10. What type of non-probability sampling requires the researcher to set a number of subjects
who will be included in the study?
A. Convenience sampling C. Quota sampling
B. Snowball sampling D. Judgemental sampling
11. What research strategy is described here? “Theory is created based on the information
gathered.”
A. Action research C. Experiment
B. Ethnography D. Grounded theory
12. Which of the following should be done after pilot testing the questionnaire?
A. Interpret the data collected.
B. Gather feedback from the respondents.
C. Add more questions to test the validity and reliability of the questions.
D. Revise the instrument as needed based on the feedback provided during
the pilot testing.
13. Why is test validity important?
A. To identify and collect data.
B. To make reliable questionnaires.
C. To determine the effect of a test.
D. To make sure that it accurately measures what it aims to measure.
14. Which one of these is NOT normally associated with quantitative data?
A. Numbers
B. Researcher’s views of high importance.
C. The analysis begins as data are collected.
D. The analysis is guided by standardized rules.
15. For any study, you should question the validity and reliability of:
A. the questionnaire. C. the sampling procedure.
B. the interviewing process. D. all of the choices
Prepared by: Checked by:
ARLYN R. FERNANDEZ RUSS DV BASBAS
Subject Group Head SHS Assistant Principal II

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 WHAT DO YOU KNOW?

Directions: Recall the research designs discussed in your previous research subjects. Give
three examples of research design and describe each.

Lesson 1: RESEARCH DESIGN

Research design is the set of methods and techniques chosen by a researcher. The design
allows researchers to select research methods that are appropriate for the problem and set up
their studies for success.
Qualitative Research Design
Below are several research designs used by researchers in conducting qualitative research
for different goals and objectives.
1. Case Study. A case study is a research method that involves an in-depth and detailed
examination of a given group of person, program, or event in a defined time frame. The
collection of data can be done through documents, reports, and observations. Examples are
case studies of the specific patient a doctor treated, the life of a successful entrepreneur, and
experiences of a drug-dependent person.
2. Ethnography. The researcher immersed himself in the target participant’s environment to
understand their culture, often for years. The researcher experienced the natural setting of the
participants first hand and sometimes acts as a participant-observer. Observations and
interviews are the common data collection method for this design. Examples are studying the
culture of indigenous people, multilingualism on Maranao school children, and burial practices
of Igorots.
3. Phenomenological Study. The purpose of the study is to describe an activity, phenomenon,
or event based on the participant’s own perspective or experience. Data can be obtained
through interviews, observations, and documents (videos and images). Examples are
phenomenological study on the lived experiences of millennial teachers, Filipino nurses who
became OFW, and college graduates who choose to do community outreach programs instead
of practicing their professions.
4. Grounded Theory. The grounded theory attempts to provide an explanation or theory behind
events. Interviews and current documents are used to create a theory based on the information
gathered. For example, a grounded theory study could involve understanding how software
developers develop codes to communicate, how values and beliefs shape teaching strategies,
and student perceptions of teacher presence in an online class.
5. Content Analysis. This is a research method used to examine the use of patterns in
communication, artifacts, and documents that includes pictures, videos or audio, and texts of
various formats. It looks at the relationship between the words used and their meanings. For
example, the analysis of the words used in the State of the Nation Address of President
Rodrigo Duterte, gay language, and evaluating the words used in a TV program.
Quantitative Research Design
Quantitative research designs are either descriptive or experimental.
1. Descriptive Research Designs. Descriptive research establishes an association between
variables where subjects of the study are usually measured once. In a descriptive study, no
attempt is made to change behavior or conditions because the sample is measured as they
are. Examples of descriptive research designs are the following:
a. Survey design is used to describe the attitudes, opinions, behaviors, or characteristics of the
population.
b. Correlational research design is used to measure the relationship between variables without
manipulating either of them. For example, as height increases, weight also increases.
c. Ex-post facto research design is used to examine causal relationships. It investigates how
an independent variable affects a dependent variable. One example is determining the
effects of online class on the social skills of learners.
d. Evaluative research design seeks to assess or judge the effectiveness or efficiency of a policy
or program when applied to a group of respondents. For example, a study on the
effectiveness of the implementation of the most essential learning competencies in the new
normal.
e. Comparative studies endeavor to compare and contrast two or more groups of subjects, often
at a single point of time. An example of a comparative study is comparing the academic
performance among students enrolled in a public and private pre-school.
2. Experimental Research Designs. Experimental research design establishes a cause-effect
relationship where subjects of the study are measured before and after treatment. In an
experimental study, you make measurements, try an intervention, and then make
measurements again to see the effect of the intervention. Below are some of the experimental
research designs commonly used:

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a. Pre-test/Post-test control group. The design used test units to an experimental and control
group. Both groups are given the same pre-test and post-test. The experimental group is
subjected to treatment while the control group is not given treatment. The results are then
measured and compared using the test after the intervention is implemented.
b. Single group pre-test post-test design. A research design in which the same group of a
subject is measured before and after an intervention is administered. A pre-test is given to the
group, followed by the implementation of the intervention, and then a post-test is administered.
The single group pre-test post-test design is used where there are a limited number of subjects
available.

Lesson 2: FACTORS CONSIDERED IN DETERMINING THE SAMPLE SIZE

It is important that a researcher choose the sample that is appropriate in the research study to
get an adequate amount of data to fully understand the focus of the study and answer the research
question.
Sampling is the process of choosing the respondents of the study for data analysis. The
goal of sampling is to draw conclusions about the populations from a sample. Population is
referred to as the entire group that you want to draw conclusions about while the sample is the
specific group where you will collect data. According to Garcia (as cited by Bernardez, 2011),
sample size may be determined by considering the following:
1. Type of research. For qualitative research where the study concentrates on the subjective
meaning of a phenomenon or case, the sample size may at least be 10. In quantitative
research where the collection of data is emphasized on numbers, the sample size should be at
least 30 subjects.
2. The degree of accuracy. As the number of respondents increases, the degree of accuracy
may be better achieved, provided the appropriate sampling technique shall be applied.
Where there are a limited number of respondents, total sampling is recommended to achieve a
greater degree of accuracy.
3. The size of the population. As the sample size increases, the lower the percentage of
respondents from the population may be taken: approximately 50% of 100 to 200 samples;
20% of 201 to 500; 15% of 1001 to 1500; or 10% of 1501 or more samples may be considered
as subjects of the study and should be chosen through an appropriate sampling technique.
The ideal sample size for experimental research could be at least 30 respondents per group.
4. The number of variables. Larger sample size is used where there are variables that could
not be controlled by the researcher.

Lesson 3: SAMPLING TECHNIQUES

There are two general categories of sampling techniques: probability sampling and
non-probability sampling.
1. Probability sampling or also called random sampling. It is a method of selecting a sample
size from a target population wherein each member of the population has an equal chance to
be included in the sample. Some of the probability sampling techniques used are the
following:
a. Simple Random Sampling. It refers to a sampling technique where every member of the
population has an equal chance of being selected. Samples are chosen either through a
lottery or other techniques that are based entirely on chance.
b. Systematic Random Sampling. Subjects of the study are selected from an ordered
sampling frame. For example, if a researcher needs 100 samples out of 1,000 persons, divide
the population (which is 1000) to the sample needed (100), the answer is 10. Choose a number
between 1 and 10, for instance, the researcher chose 10. Thus, select samples whose
numbers are 10, 20, 30, and so on until you reach the desired sample size.
c. Stratified Random Sampling. It is the process of choosing samples where the population is
divided into sub-group or stratum. For example, if the stratum consists of 300 single and 700
married with a population of 1000, divide 300 by 1,000 and 700 by 1,000 then multiply the
answer by 100. Hence, the respondents would be 30 single and 70 married.
d. Cluster Sampling. This sampling technique uses clusters rather than separate individuals in
selecting the samples. For example, a researcher wants to find out the academic
performance of students in Pangasinan, and then he can divide the entire population
(population of Pangasinan) into different clusters (municipalities). Then the researcher
selects several clusters through simple or systematic random sampling depending on the
research study.

2. Non-probability sampling or also called non-random sampling. This sampling technique

does not make use of random sampling technique because the selection of respondents is
based on the researcher’s personal judgment. The nonprobability sampling is classified as
follows:
a. Purposive sampling is also called subjective or judgmental sampling. It is a technique where
the researcher selects his respondents for a special purpose. For instance, if a researcher
wants to conduct a study about the struggles of students whose parents are Overseas Filipino
Workers (OFW), he should select respondents whose parents are working abroad.

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b. Snowball Sampling. This type of sampling refers to chain-referral sampling where subjects
recruit participants from their acquaintances. For example, a researcher is conducting a
study about homelessness. You meet one respondent who agrees to participate in the
research, and then that respondent will refer you to someone he knows who is homeless.
c. Convenience sampling is a method of selecting samples that happen to be most accessible
to the researcher that is why it is sometimes referred to as availability sampling. An example
is conducting a survey about student support given by the school, the researcher asks
classmates to answer the survey.
d. Quota sampling is a technique of selecting samples where the researcher sets a number of
subjects who will be included in the study. For example, the researcher sets the first 100
customers as his respondents to determine what brand of coffee is salable in a cafeteria.

Lesson 4: DATA COLLECTION PROCEDURE

Data collection is the process of gathering the data needed in your study. There are several
techniques for data collection in qualitative and quantitative research.
Types of Qualitative Data Collection Procedure
1. Interview includes the participant sharing of his experience, feelings, views, opinions, or
beliefs on a specific topic. Interviews could be structured, unstructured, or semi-structured.
Structured interviews use a set of questions prepared in advance. Unstructured interviews
use open-ended questions where the interviewer can change the questions and can ask
follow-up questions to the interviewee’s response. Semi-structured interviews used both
close and open- ended questions.
2. Focus group discussions are used to find out how social knowledge is produced. The
researcher gathers respondents to discuss their perceptions, attitudes, beliefs, and opinions
about a specific topic of interest.
3. Observational methods involve the observation and description of a participant’s behavior in
natural surroundings. The researcher records or observes what they see, both in verbal and
non-verbal behaviors of the subjects under study.
4. Document analysis depends on the compilation and analysis of data from sources like
government reports, personal documents, newspaper articles, books, or medical records.
Types of Quantitative Data Collection Procedure
1. Survey is a technique used to gather data by asking question interviews or formal lists of a
questionnaire. Tracer study and census are examples of the survey data collection
procedure.
2. Questionnaire is a set of standardized or researcher-made questions which often make use of
checklist and rating scales. Questionnaire includes paper and pen, web-based, and
self-administered.
3. Quantitative interview is a standardized interview or a researcher-made survey. It contains
closed-ended questions to ensure that each interview question is presented with the same
answer options. Interviews can be done via face to face, telephone, or computer-assisted
personal interviewing.

Lesson 5: DESIGNING THE DATA GATHERING INSTRUMENT

Research instruments are tools designed to gather data from the subjects of the study.
When there are no available tools in your research study, you may decide to develop an
instrument yourself. Consider the following steps in designing the research instrument:
1. Do basic research on the background of the variables to be measured. Define and
elaborate on the construct that you wish to measure. Construct refers to the characteristics
that you want to evaluate.
2. Choose your measurement method. Write the statements/questions and select the
appropriate scales of measurement in your instrument. This is how your respondents will
answer the questions in your study. You can use the Likert scale, dichotomous question, or
open-ended questions.
3. Establish the validity of the questionnaire. Validity refers to the extent to which a test
measures what it intends to measure. The validity of the questionnaire can be assessed using
the following:
Face validity: Does the content of the questionnaire appear to measure what it aims?
Construct validity: Does the questionnaire measure the concept that it’s intended to
measure?
Content validity: Is the questionnaire fully representative of what it aims to measure?
Criterion validity: Do the outcome correspond to a different test of the same thing?

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4. Establish the reliability of the questionnaire. Reliability is the consistency of the
measuring instrument. It is getting the same result, applying the same method to the same
subjects under the same conditions. The reliability of the questionnaire can be assessed
using the following:
Test-retest reliability: Measures the consistency of the same instrument over time.
Interrater: Measures the consistency of the same instrument conducted by different
respondents.
Internal consistency: Measures the consistency of the individual items of an instrument.
Split-half or parallel forms: Measures the consistency of two different tests which are
designed to be equivalent.
5. Pilot tests the instrument in a small group of people. A pilot test is intended to evaluate
the clarity, relevance, suitability, and feasibility of your measurement instrument.
6. Revise the questionnaires after identifying the errors.

Lesson 6: DATA ANALYSES PROCEDURES

Once the necessary data have already been gathered, you are now ready to organize the raw
data for analysis. Research methodology requires a data analysis plan to gather useful
information to find an answer to a research problem.
Qualitative Data Analyses
Here are some of the qualitative data analyses than can be used in your study:
1. Coding. In this data analysis, the research analyst reads the data and mark sections within
the data using a code. After coding, the analyst makes a summary of the codes and discusses
the similarities and differences of the codes.
2. Recursive abstraction. As defined by Leshan (2012), it is a method where data are
analyzed without coding. The sets of data are summarized into a compressed, clear, and
easily understood analysis.
3. Computer-Assisted Qualitative Data Analysis Software (CAQDAS). A program used in
enhancing analysts’ competence at applying, retrieving, and storing the codes gathered from
reading the data.
Quantitative Data Analyses
Below are some of the quantitative data analyses that can be used in your study:
1. Mean. It is the average of the numbers. To get the mean, add all the numbers then divide by
how many numbers are there. For example, get the mean of the following numbers: 10, 5, 3,
6, 7, 12, 8, 4, 13, & 10. Add the given numbers and divide them into 10, the answer is 8.8.
2. Percentage. The percentage is computed by taking the frequency divided by the total
number of participants and multiplying by 100%. For instance, the frequency of male
respondents within a sample of 400 is 160. Divide the frequency of males (160) to the sample
(400) then multiply the quotient to 100. The answer is 40%.
3. T-test. This is a type of data analysis used to determine if there is a significant difference
between the means of two groups. A t-test is used to test the hypothesis that two means are
equal, or that the difference between them is zero. For example, we could test whether boys
and girls in sixth grade have the same average height.
4. Chi-square. A chi-square tests a null hypothesis about the relationship or association
between two variables. For example, you could test the hypothesis that elementary and
secondary students are equally likely to choose face to face learning, online learning, modular
distance learning, or homeschooling.
5. ANOVA. ANOVA is a statistical analysis that stands for Analysis of Variance. It is used to
determine if the result of a survey or experiment is significant. The researcher is testing
groups to find out if there’s a difference between them. For example, when students from
different schools take the same exam, you want to see if one school outperforms the other.

GO DEEPER
Directions: Analyze the research methodology presented. Discuss the research design,
sampling technique, sample size, data collection, data gathering instrument, and statistical
analysis used.
Research Title: “IMPROVING THE TEST SCORES OF GRADE 12 TECHNICAL VOCATIONAL
LIVELIHOOD (TVL) STUDENTS IN EARTH AND LIFE SCIENCE THROUGH OPEN
EDUCATIONAL RESOURCES (OER)”
RESEARCH METHODOLOGY
Research Design
One group pre-test post-test design will be used in this study. Oxford (2019) defined one
group pre-test post-test quasi-experimental design as one of the most frequently used

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quasi-experimental research designs in which a single group of research participants or subjects
is pre-tested, given some treatment or independent variable manipulation, then post-tested. If the
pre-test and post-test scores differ significantly, then the difference may be attributed to the
independent variable, but because the research design is not strictly experimental and there is no
control group, this inference is uncertain, and the difference may be due to extraneous variables
such as order effects or regression towards the mean.
Sources of Data
Participants in this study will be the Grade 12 Technical-Vocational-Livelihood (TVL) students
in the San Luis National High School who are enrolled in Earth and Life Science subject for the
Second Semester of the School Year 2019-2020. Purposive sampling will be used in this
study. The researcher chose said students for the reason that the researcher finds them most
fitted for the study in terms of their number which is just enough for thorough observation, their
schedule, Monday to Thursday for continued observation, the remaining day will enable the
respondents to finish some assigned task to be submitted on the following week. Scores of said
students in terms of daily quizzes and quarterly examinations were way far from the Humanities
and Social Sciences (HUMSS) class.

Instrumentation and Data Collection

The study will use the instruments pre-test and post-test (50 items) which contains
multiple-choice questions prepared by the researcher. The teacher-researcher will administer a
pre-test covering the budgeted lessons in the second rating period in Earth and Life Science to the
Grade 12 TVL. The result of the pre-test will be collated, analyzed, interpreted, and presented in
tabular forms. The mean scores of the students will be computed. An intervention using Open
Educational Resources (OER) will be used. A post-test will then be given, of which results are
also collated, analyzed, interpreted, and presented in tabular forms. Both tests will be prepared
by the researcher. The content validity of the test will be evaluated by five (5) Science teachers
using the content validity instrument written by Dr. Lelia V. Meimban. Furthermore, the test will
be pre-tested to twenty (20) Grade 12 students who are not the subjects of this study. The result
will be the basis for item analysis and for establishing the reliability of the test. The item difficulty
and item discrimination of each test item will be determined using the Classical Item and Test
Analysis Spreadsheet (CITAS). Items with an index of difficulty within 0.40 and 0.70 and an index
of discrimination within 0.30 and 1.00 will be retained. CITAS is a simple tool used to statistically
analyze small-scale assessments. The reliability of the test will be determined using the
Kuder-Richardson Formula 20 (KR-20) index. KR-20 ranges in theory from 0.0 to 1.0, with 0.0
indicating random number generation and 1.0 indicating perfectly consistent measurement.
Therefore, a higher number is regarded as better.

Tools for Data Analysis

To describe the performance of the Grade 12 TVL students in the pre-test and post-test,
the mean score will be used.
T-tests will be employed to determine the significant difference between the pre-test and
post-test scores of the students before and after the implementation of Open Educational
Resources (OER).

WHAT DID YOU LEARN?

Research design is a plan for conducting your research study. Always consider your
research problem when planning for your research design. Research design comprises
sampling techniques, sample size, data collection, an instrument for data gathering, and statistical
tools for data analysis. Qualitative research design includes a case study, ethnography,
phenomenological study, grounded theory, and content analysis. Qualitative research generates
textual data or non-numeric data and it is subjective while quantitative research produces
numerical data and it is objective. This research design consists of a descriptive and
experimental research design. Descriptive research is used to describe general or specific
behaviors, attitudes, and attributes that are observed and measured. Experimental research
determines the cause and effect relationship of variables.
The sample size may be determined by considering any of the following: the type of
research, the degree of accuracy, the size of the population, and the number of variables studied.
There are two general categories of selecting your samples: probability sampling and
non-probability sampling. In probability sampling, each member of the population has an equal
chance to be included in the sample while in non-probability sampling, the selection of
respondents is based on the researcher’s personal judgment.
There are many ways to collect data from respondents. You can use focus group interviews,
discussion, observation, document analysis, survey, or questionnaire depending on your research
problem. In designing an instrument for data collection, establishing the validity and reliability
of the instrument is significant.

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 Validity is the extent to which a test measures what it intends to measure while reliability is the
consistency of the measuring instrument. Basic methods to test the validity of an instrument
were face validity, content validity, construct validity, and criterion validity. Some ways to
determine the reliability of an instrument were testretest, interrater, internal consistency, and
split-half.
Coding, recursive abstraction, and computer-assisted qualitative data analysis software are
the data analyses and procedures for qualitative research. In quantitative research, mean,
percentage, t-test, chi-square, and ANOVA are the basic statistical analysis that can be used.

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Name: ________________________ Subject: _______________________
Grade & Section/Strand: __________ Subject Teacher: ________________

PERFORMANCE TASK #1
INQUIRIES, INVESTIGATIONS AND IMMERSION
QUARTER 3, MODULE 4

WHAT CAN YOU DO?

Directions: Write the research methodology of your study. Include research design, sampling
techniques, sample size, data collection, an instrument for data gathering, and statistical tools for
data analysis. The rubric below will be used in assessing your output.
Criteria 5 4 3 2 Score
Research The research The research The research The research
Design design has been design has been design is design has not
identified and identified but unclear. been determined.
coherent. lacking.
Sampling The description of The sampling The sample was The sample was not
the sampling strategy was not identified. determined. The
strategy was adequately The sampling sampling strategy
meaningful, identified and strategy was was inappropriate
including both described. The confusing and for the research
quantitative and size of the lacked questions.
qualitative population, relevance to the
descriptions. sample, and purpose.
comparison
groups was
identified.
Research The validity and Either validity or The data The description of
Instruments reliability of the data reliability of the gathering the instruments was
gathering data gathering instrument was confusing,
instrument were instrument was identified and incomplete, or
done. done. described. lacked relevance to
the research
questions and
variables.
Research The procedures The procedures The procedures No research
Procedures were clearly and for implementing were confusing, procedures were
logically presented. the study were incomplete, or presented.
identified and lacked
described relevance to
chronologically. purpose,
research
questions, or
sampling
strategy.
Data Data analysis was Data analysis Data analysis Data analysis
Analysis sufficiently specific, was identified. procedures procedures were
clear, and The level of were confusing not discussed.
appropriate. significance was and
stated. lacked
relevance to the
research design.
Grammar Content has no Content has 1-5 Content has 6- Content has 11 and
and Spelling misspellings or misspellings and 10 misspellings above misspellings
grammatical errors. grammatical and grammatical and grammatical
errors. errors. errors.
Total Score
Source: Adapted and modified from Prieto, N., Naval, V. and Carrey, T. (2016). Practical
Research 1 for Senior High School. Qualitative, Quezon City: LORIMAR Publishing Inc.
pp.121-122

Prepared by: Checked by:

ARLYN R. FERNANDEZ RUSS DV BASBAS

Subject Group Head SHS Assistant Principal II

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Name: _________________________ Subject: ______________________
Grade & Section/Strand: __________ Subject Teacher: _______________

WRITTEN WORK #2
INQUIRIES, INVESTIGATIONS AND IMMERSION
QUARTER 3, MODULE 4
HOW MUCH DID YOU LEARN?
Directions: Read each item carefully and write the letter of your answer in your quiz notebook.
1. Which of the following includes a plan for the sampling procedure, sample size, data
collection, data gathering instrument, and analysis of data?
A. Research analysis C. Research problem
B. B. Research design D. Research question
2. Which of the following is NOT a qualitative research?
A. Studying the culture of indigenous people.
B. Case study of experiences of a drug-dependent person.
C. Determining the effects of technology in the academic performance of students.
D. A phenomenological study of college graduates who choose to do community outreach
programs instead of practicing their professions.
3. A researcher analyzes the effectiveness of the implementation of the most essential learning
competencies in the new normal. What quantitative research is applied?
A. Comparative B. Evaluative C. Ex-post facto D. Survey
4. What research design is used to test the relationship between variables?
A. Comparative B. Correlational C. Ex-post facto D. Survey
5. What do you call the group of people who are the respondents of your study?
A. Population C. Sampling
B. Sample D. Subject
6. What type of interview uses a set of questions prepared in advance?
A. Pre-structured interview C. Structured interview
B. Semi-structured interview D. Unstructured interview
7. What is the mean of the following measurements: 15, 10, 5, 25, 20, & 30?
A. 18 B. 19 C. 20 D. 21
8. When a researcher aims to investigate the life and experiences of an alcoholic person, which
will s/he most likely choose as a qualitative research design?
A. Case study C. Phenomenology
B. Ethnography D. Grounded theory
9. Edna determines her respondents by asking people as to who would be most suited for her
study. Through this, she is referred from one respondent to the other. What type of
non-probability sampling has been utilized?
A. Convenience sampling C. Quota sampling
B. Judgmental sampling D. Snowball sampling
10. If a researcher would like to study the way of life of the Mangyans, their folkways and mores,
s/he will most likely use:
A. Case study B. Content analysis C. Ethnography D. Grounded theory
11. Which of these is not a likely topic of interest in qualitative research?
A. Human situations C. Scientific findings and discoveries
B. Social phenomena D. Groups of people and their cultural heritage
12. Which of the following refers to the degree to which a test measures what it claims, or purports
to be measuring?
A. Consistency C. Reliability
B. Rationality D. Validity
13. What do you call the consistency of the measuring instrument?
A. Consistency C. Reliability
B. Rationality D. Validity
14. What research study is suited for document analysis?
A. Ebola Virus
B. Historical Study of the Town of Cainta, Rizal
C. Evaluation of Public and Private Partnership in Education
D. Impact of Leadership Training on Leadership Development of SHS Student Teachers
15. Which of the following are data collection methods?
I. Survey II. Watching TV
III. Searching on Google IV. Observation
A. I, IV B. I, II C. I, III D. II, III
Prepared by: Checked by:

ARLYN R. FERNANDEZ RUSS DV BASBAS

Subject Group Head SHS Assistant Principal II

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Name: _________________________ Subject: ______________________
Grade & Section/Strand: __________ Subject Teacher: _______________

PERFORMANCE TASK #2
INQUIRIES, INVESTIGATIONS AND IMMERSION
QUARTER 3, MODULE 4

LEARN MORE

Directions: Read the research methodology of your downloaded qualitative research from the
previous topic, the given research example in this book, and your research paper. Compare the
research design, sample size, sampling technique, data collection procedure, data gathering
instrument, and data analysis used in the three research papers using the table below.

Research Research Sample Sampling Data Data Data

Title Design Size Technique Collection Gathering Analysis
Procedure Instrument

Prepared by: Checked by:

ARLYN R. FERNANDEZ RUSS DV BASBAS

Subject Group Head SHS Assistant Principal II

11