PRACTICAL

RESEARCH
2
SEMESTER I-WEEK 1
QUANTITATIVE
RESEARCH
 Quantitative Qualitative
Research Research

• Is the process of • Involves

collecting and collecting and
analyzing analyzing non-
numerical data. numerical data
 • Deals with the characteristics
observed from the research
subject’s traits are translated
QUANTITATIV numerically and focuses on
E RESEARCH the analysis and
interpretation of the raw
numerical data gathered
based on statistical outcomes.
STRENGTHS
• Quantitative research can be replicated or repeated.
• Findings can be generalized to the population
• Conclusive establishment of cause and effect
• Numerical and quantifiable data can be used to predict
outcomes
• Fast and easy data analysis using statistical software
• Fast and easy data gathering
• Very objective
• Validity and reliability can be established
WEAKNESSES
• It lacks the necessary data to explore a problem or concept in depth.
• It does not provide comprehensive explanation of human
experiences.
• Some information cannot be described by numerical data such as
feelings and beliefs.
• The research design is rigid and not very flexible.
• The participants are limited to choose only from the given responses.
• The respondents may tend to provide inaccurate responses.
• A large sample size makes data collection more costly.
TYPES OF QUANTITATIVE
RESEARCH
QUANTITATIVE
RESEARCH

NON-EXPERIMENTAL RESEARCH EXPERIMENTAL RESEARCH

Descriptive Correlational True Quasi-

Research Research Experimental Experimental
 NON-EXPERIMENTAL
RESEARCH
• Describe a situation or phenomenon
• Researchers collect data without making charges
or introducing treatments. (no interventions– it
may be program, strategy or innovation.)
• It focuses on the relationship between two or
more variables without any interference from
the proponent.
Current events or scenario– example: online
class or COVID-19
 DESCRIPTIVE
RESEARCH
• Designed to give answers to questions of
who, what, where and how which are
linked with research problem. It does not
answer the question why because it does
not seek to explain why certain things
happen. It is used only to describes what
exists and to gather information about
the status of a certain phenomenon.
SURVEY
RESEARCH
• Is the most fundamental tool for all
quantitative research methodologies and
studies. Surveys are used to ask questions
to a sample of respondents, using various
types such as online polls, online surveys,
paper questionnaires and web intercept
surveys. It can be conducted by asking
multiple survey questions and collect data
to produce numerical results.
 CORRELATIONAL
RESEARCH
• is conducted to establish a relationship between
two closely-knit entities and how one impacts the
other and what are the changes that are eventually
observed. This research method is carried out to
give value to naturally occurring relationships, and
a minimum of two different groups are required to
conduct this quantitative research method
successfully. Patterns, relationships, and trends
between variables are concluded. The impact of
one of these variables on the other is observed
along with how it changes the relationship
between the two variables.
CASUAL-COMPARATIVE
RESEARCH

• mainly depends on the factor of comparison.

Also called the quasi-experimental research.
It is used by researchers to conclude cause-
effect equation between two or more
variables, where one variable is dependent
on the other independent variable. The
independent variable is established but not
manipulated, and its impact on the
dependent variable is observed.
Experimental
Research
• also known as true experimentation is
reliant on a theory. Experimental
research, as the name suggests, is
usually based on one or more theories.
This theory has not been proven in the
past and is merely a supposition. In this
research, an analysis is done around
proving or disproving the statement.
 Determine whether the following samples are
descriptive, survey, correlation, casual-
ACTIVITY comparative/quasi-experimental, or
experimental research.

Sample Title Answer

1. Successful Career and Educational Attainment of K to 12 Graduates

2. The Effect of Gender on College Course Choices

3. The Effectiveness of Computer-Assisted Writing in the Quality of
Essays of Senior High School Students
4. The Preferred Learning Modalities of Junior High School Students

5. Study Habits of Elementary Students

 • play a significant role in
quantitative research. When
you intend to accomplish
something through research,
VARIABLE the boundaries of your goal
must be defined first to direct
S your focus into a specific
characteristic or condition
through identifying the
variables of your research
study.
 • Independent variable – a variable that
is presumed to cause changes in
another variable. It is a causal variable.
• Dependent variable – a variable that
changes because of another variable.
Kinds of This is the effect or outcome variable.
VARIABLE • Mediating variable – a variable that
comes in between other variables. It
S helps to delineate the process through
which variables affect one another.
• Moderator variable – a variable that
delineates how a relationship of
interest changes under different
conditions or circumstances.
 • Nominal Variables- are variables
that have two or more categories
but which do not have an intrinsic
order. Examples: Biological Sex,
Gender, Political Affiliations,
Nature of Basketball Fan Affiliation
Variables/Data • Ordinal Variables- are variables
that have two or more categories,
just like nominal variables only
the categories can also be
ordered or ranked. Examples:
Educational Level, Age brackets,
Classroom ranking.
 • Interval Variables- are variables
for which their central
characteristics is that they can be
measured along a continuum and
they have a numerical value.
Nature of Examples: Temperature, Income
Variables/Data • Ratio Variables- are interval
variables, but with the added
condition that 0 (zero) of the
measurement indicates that there
is none of that variable. Examples:
Height, Mass, Distance, etc
The importance of quantitative research
across fields
1. is more reliable and objective
2. can use statistics to generalize a finding
3. often reduces and restructures a complex problem to a
limited number of variables
4. looks at relationships between variables and can establish
cause and effect in highly controlled circumstances
5. tests theories or hypotheses
6. assumes sample as representative of the population
7. subjectivity of researcher in methodology is recognized less
8. is less detailed than qualitative data and may miss a
desired response from the participant
IDENTIFYING THE AREA OF INQUIRY

A. Exploratory-whether the research entails the

discovery of ideas and insights
B. Descriptive-whether the research defines an opinion,
attitude, or behavior held by a group of people on a
given subject
C. Casual- whether the research identifies a cause-and-
effect relationship between variables.
Research Title
Basic guidelines in making a
research title
1. Use an accurate description of the subject and scope of the study
instead of using general terms.
2. Do not use abbreviations except for commonly known ones like DNA
and ICT.
3. Do not include words like “The study of,” “analysis of,” “an
investigation of” or similar construction as these would only lengthen
the title.
4. Include the main dependent and independent variables.
5. Be mindful of the proper use of grammar and punctuation.
Basic guidelines in making a
research title
6. Capitalize first letter of all nouns, pronouns, verbs, adjectives,
adverbs as well as the first letter of the first and last words.
7. State in declarative form, although you may also see titles in
question form from time to time.
8. The year the study has been conducted should not be
indicated unless it is a historical study.
9. Use current terminology.
10. Depending on the institutional requirements, 5 to 15 words
are sufficient to describe the research study.
Basic guidelines in making a
research title
11. Use the common name instead of chemical formula (e.g., NH4).
12. Write and italicize the full scientific names.
13. Must reflect the tone of the paper. An academic research paper has title
which is not casual, or informal, or does not contain humor.

(Source: Rochelle A. Luzano, Ma. Doris P. Napone, Kim Charies L. Okit and Maria Eleonor C. Bañares, Module in Practical Research 2,
Department of Education – Division of Cagayan de Oro, 2020, p.10.)
Research Background
Questions to be considered

1. What is already known about the topic?

2. What is not known about the topic?
3. Why do you need to address those gaps?
4. What is the rationale of your study?
Steps in developing research
background

1. Conduct preliminary research.

2. Read information and develop a research question.
3. Write a research question.
4. Use your research question as a guide.
5. Create relevant questions as you write the
background study.
6. Identify any further study that needs to be done.
7. Revise and edit your background study.
Research Problem
• The research problem is a statement about an area of
concern, a condition to be improved upon, a difficulty to
be eliminated, or a troubling question that exists in
scholarly literature, theory, or practice that points to the
need for a meaningful understanding and deliberate
investigation.
Research Problem
• research problem is the main organizing principle guiding the analysis
of your paper. It provides you a venue to express what you want to
convey, and it signifies three things:
1. The core subject matter of scholarly communication;
2. Means by which you arrive at other topics of conversations; and
3. The discovery of new knowledge and understanding.

The aims of stating a problem are the following:

1. Introduce the reader to the importance of the topic being studied;
2. Place the problem in a particular context; and
3. Provide the framework for reporting the results.
Research problem is a statement about an area of concern.
Research questions are the foundation of your research study.
Research questions are the foundation of your research study.
It is key to research because it points out where you are going
and it signifies what you intend to do.

• A research question should, in general, be “potentially

testable” and it should be:
1. of sufficient scope as to be resolvable with resources available
2. not involved in proving right or wrong
3. stated in such a way as to clearly define the problem to be
investigated
There is no so-called "best way" to structure a quantitative
research question. However, to create well-structured quantitative
research questions, we recommend an approach that is based on
four steps:
1. Choosing a type of quantitative research question you are
trying to create
(i.e., descriptive, comparative, or relationship-based)
2. Identifying the different types of variables you are trying to
measure, manipulate, or control as well as any groups you may
be interested in
3. Selecting an appropriate structure as a type of quantitative
research question based on the variables and/or groups involved
4. Writing down the problem or issues you are trying to address
To summarize, a research question
should be:
1. Clear: it provides enough specifics that one’s audience can easily
understand its purpose without needing an additional explanation.
2. Focused: it is narrow enough that it can be answered thoroughly
in the space the writing task allows.
3. Concise: it is expressed in the fewest possible words.
4. Complex: it is not answerable with a simple “yes” or “no”, but
rather requires synthesis and analysis of ideas and sources before
the composition of an answer.
5. Arguable: its potential answers are open to debate rather than
accepted facts
Scope and Delimitation of the Study

• How do you indicate the scope and limitations of a study?

Scope and delimitation cover the range of research. It states
the limitations of the study in the terms of the study area,
subject/sample, problem, time frame, as well as the statistical
treatment, instruments, and equipment, among others

MISCONCEPTION ALERT
• Limitations and delimitations are two different terms and
should not be used interchangeably in a research study .
• Limitations are conditions beyond the control of the
researcher that may cause restrictions and make the
conclusions to be generalizable only to the conditions set by
the researcher
• Delimitations, on the other hand, are the conditions that the
researcher purposely controlled. These are the limits beyond
the concern of the study.
Limitations of the study may be due to:
Methodological limitation – this is due to the inability to obtain sufficient appropriate
evidence.
Data interpretation – this is due to access or limited use of a particular data analysis
technique or software.
Scope of the study – this is due to an intentional setting of parameters that define the
boundary of the study.
Components of Scope and Delimitation
In writing the scope and delimitation of your study, you are also asking the basic profile
questions of your research. The following are the components of the scope and delimitation
of the study but not limited to:
The topic of the study. What are the variables to be included and excluded?
Objectives or problems to be addressed. Why are you doing this study?
Time Frame. When are you going to conduct this study?
The locale of the study. Where are you going to gather your data?
Characteristics of the respondents. Who will be your respondents?
Method and Research Instruments. How are going to collect the data?
 • A research framework illustrates the
structure or blueprint of the research plan
and helps the researcher formulate
relevant research questions.
• The framework consists of the key concepts
and assumed relationships of the research
project. It is normally used as a guide for
researchers so that they are more focused
on the scope of their studies. It can be
Research presented using visual (diagrams, charts,
Framework etc.) and narrative (paragraph stating the
concepts and relationships of the study)
forms.
• A conceptual framework refers to the
actual ideas, beliefs, and tentative theories
that specifically support the study. It is
primarily a conception or model of what is
out there that the researcher plans to
study.
 These are the following guidelines and strategies for
choosing and developing a Research Framework.

Identify the key concepts in your study by referring to your

research questions or objectives.
• Search for existing theories that incorporate the same
concept and look into their relationships with one another.
• Using the existing theories as a guide, plot your conceptual
framework using a concept map.
• In cases where there are concepts not covered by the
selected theories, incorporate them into your framework.
However, make sure that you are incorporating this concept
into your framework because it is necessary for your paper.
These are the following guidelines and strategies for
choosing and developing a Research Framework.

• After completing the initial draft of your conceptual framework,

write a narrative explanation of each concept and how each of
them relates to one another. Again, there should be a basis for the
relationship between the concepts being incorporated.
• Refer once again to your research questions. Check if the
conceptual framework is aligned with them.
• Note that the process of creating a conceptual framework is
developmental. This means that it may still be refined or changed
as you read more literature and look into more theories.
• In some cases, the research hypothesis is presented at the end of
the conceptual framework.
 • A concept map is a visual
representation of information that
helps show the relationship
between ideas. Concept maps
begin with the main topic and
then branch out into sub-topics,
Concept reflecting the connection of all the
elements in the study. It can also
Map provide and organize new ideas. It
is composed of different figures
such as lines, circles, boxes, and
other marks or symbols which
represent the elements of your
research.
The Input-Process-Output Model
• The Input-Process-Output Model (IPO) is a conceptual
framework which indicates the inputs, required process, and
the output. This approach is seated on the premise of
acquiring essential information by converting inputs into
outputs through the required processing steps in obtaining the
result. The IPO Model is also referred to as a functional model
that is usually used in action research where intervention or
solution is necessary to solve the identified problem.
• The input is usually the independent variable of the study.
Meanwhile, the process is the intervention or solution consist
of the instruments and analyses used to acquire the result.
Lastly, the output is the findings or outcome of the
interventions being made to solve the identified problem.
Common Example of Conceptual
Framework

A. Independent Variable - Dependent Variable Model (IV-DV)

B. The Input – Process - Output Model (IPO)
DEFINITION OF TERMS
• In writing a research paper, the definition of terms is included. It
helps in simplifying some of the technical terms which are vital in
the understanding of the research project.
• Definition of Terms is also called Operational Definition of
Variables (ODV). The word operational refers to how the
word/term was used in the study. At the same time, the variables
are the elements essential to the study.
• There are two ways in defining the terms, the conceptual and
operational definitions. The conceptual definition is the
meaning of the term that is based on how it is defined in the
dictionary or encyclopedia. The operational definition on the
other hand is the meaning of the term based on how it was used
in the study.
Proposed Intervention Program
1. Profiling
2. Survey Tool
3. Data Gathering
4. Data Analysis and Interpretation

Socio-demographic Profile
1. Age
2. Sex
3. Marital Status
4. Educational Attainment
Safety Precaution Awareness Against COVID 19
1. Causes
2. Management
3. Prevention
How to Write the Definition of Terms
1. Conceptual definition
Face to face. It is when the people involved are being close together and looking
directly at each other. 7
The module is any in a series of standardized units used together, such as an
educational unit that covers a single subject or topic.
Online. Is controlled by or connected to another computer or network.
2. Operational definition
Face to face. This refers to one of the modalities used in learning delivery in which
the teacher and students should be in the same place or setting, such as the
classroom.
Module. Teaching modules are guides of the topics and lessons of a specific subject
given to students under the modular method. It is also an alternative distance
learning delivery in which students are required to read and answer the activities
specified in the module.
Online. It refers to another form of distance learning wherein the teacher and
students will have their lessons using internet connectivity.
Research Hypothesis
Types of Research Hypothesis
1. Simple Hypothesis
A simple hypothesis is a prediction of the relationship between two variables,
the independent variable, and the dependent variable. It shows a connection
between one independent variable and a single dependent variable.
Example: The higher the poverty rate in society (one independent variable), the
higher the number would be the out of school youth (one dependent variable).
2. Complex hypothesis
The complex hypothesis reflects the relationship between the independent
variable and the dependent variable. It expresses a connection between two or
more independent variables and two or more dependent variables.
Example: Eating more vegetables and fresh fruits (independent variables) leads
to boost the immune system and enhance blood circulation and digestion
(dependent variables).
Research Hypothesis
3. Empirical Hypothesis
An empirical hypothesis is also called the “working hypothesis.” It is presumed to explain
certain facts and relationships of phenomena. It comes to life when a theory is being put to the
test, using observation and experiment. From the name itself “working,” it would mean that it
can be changed or replace anytime as soon as it is no longer supported or accepted base on the
observation and experimentation being done. It is going through some trial and error and
perhaps changing around those independent variables.
Example: Plants watered every day grow faster than plants watered once a week. (Here, trial
and error are leading to a series of findings).
4. Logical hypothesis
A logical hypothesis expresses an explanation with limited evidence that can be verified
logically. It reflects a relationship of the variables which anchored based on logical phenomena.
Sometimes, a logical hypothesis can be turned into an empirical hypothesis in which you have
to test your theories and postulates.
Example: Tomato plants bear fruit faster on Earth than on Moon. (Until we are can test the soil
and plant growth in Moon's ground, the evidence for this claim will be limited, and the hypothesis
will only remain logical). 10
Research Hypothesis
5. Statistical hypothesis
A statistical hypothesis is an analysis of a portion of a population. It can be verified statistically. The variables
in a statistical hypothesis can be transformed into quantifiable sub-variable to assess it statistically.
Example: If your research is about the psychosocial development of K-3 pupils of the private and public
schools in the city, you would want to examine every single K-3 pupil in the city. It is not practical. Therefore,
you would conduct your research using a statistical hypothesis or a sample of the K-3 pupil population.
6. Null hypothesis
The null hypothesis is denoted with the symbol Ho. It exists when you consider that there is no relationship
between the independent and dependent variables or that there is an insufficient amount of information to
claim a scientific hypothesis.
Example: There is no significant change in my health, whether I exercise every day or not.
7. Alternative hypothesis
An alternative hypothesis is denoted with the symbol (Ha). It is an alternate statement expressed to be
tested to generate the desired output when the empirical or working hypothesis is not accepted. To
disprove a null hypothesis, you tend to seek an alternative hypothesis.
Example: My health improves during the times when I sleep 8 hours a day than sleeping for 4 hours only.
Research Hypothesis

7. Alternative hypothesis
An alternative hypothesis is denoted with the symbol (Ha). It is
an alternate statement expressed to be tested to generate the
desired output when the empirical or working hypothesis is not
accepted. To disprove a null hypothesis, you tend to seek an
alternative hypothesis.
Example: My health improves during the times when I sleep 8
hours a day than sleeping for 4 hours only.
A Hypothesis can be classified as a Directional
and Non-directional Hypothesis
Directional Hypothesis
• The directional hypothesis relates the relationship between the variables
and can also predict its nature. It illustrates the direct association of the
impact of the independent variable with the dependent variable,
whether it is positively or negatively affected. The direction of the
statement should be clear and justified according to the findings of the
study. Since the hypothesis is gearing to one specific direction it is
investigated through a one-tailed test. Example: Students who are
eating nutritious food have higher grades than students not having a
proper meal. (This shows that there is an effect between the grades and
nutritious food and the direction of effect is clear that the students got a
higher grade).
A Hypothesis can be classified as a Directional
and Non-directional Hypothesis
Non-directional Hypothesis
• A non-directional hypothesis is used when there is no principle involved. It is a
premise that a relationship exists between two variables. However, the
direction of the effect is not specifically determined. It is a statement that
reflects the association of the independent variable to the dependent variable
without predicting the exact nature of the direction of the relationship. This
relationship is not specified as negative or positive. The hypothesis, in this
case, is investigated through a two-tailed test.
• Example: There is a significant difference in the average grades between those
students that have a proper nutritious meal and those that do not have proper
meals. (This depicts that there is an effect between the average grades and
nutritious food, but it does not reflect the direction of the effect whether it is
positively or negatively affected).
The nature 1. It can be tested.
of 2. It is not an ethical issue.
hypotheses 3. It is not too specific and
not too general.
is
4. It is a prediction of
described consequences.
below: 5. It is considered valuable
even if proven false.