MINDANAO MISSION ACADEMY

Manticao, Misamis Oriental

TEACHING GUIDE
Teacher: Emelita P. Elcana Subject: Research in Daily Life 2 Time: 12 hours Date:

Topic/ Lesson Name Nature of Inquiry and Research

Content Standard The learner demonstrates understanding of:
1. the characteristics, strengths, weaknesses, and kinds of quantitative research
2. the importance of quantitative research across fields
3. the nature of variables
Performance Standard The learner is able to:
decide on suitable quantitative research in different areas of interest
Learning Competency The learner:
1. describes characteristics, strengths, weaknesses, and kinds of quantitative research
2. illustrates the importance of quantitative research across fields
3. differentiates kinds of variables and their uses
Specific Learning Outcomes At the end of the week, the students will be able to:
1. familiarize themselves with vocabulary terms to clarify things about quantitative research.
2. describes characteristics, strengths, weaknesses, and kinds of quantitative research
3. illustrates the importance of quantitative research across fields
4. differentiates kinds of variables and their uses
Time Allotment 12 hrs.
Lesson Outline Introduction
Motivation
Instruction/Delivery
Practice
Enrichment
Evaluation
Materials Worksheets, Cartolina, Manila Paper, Glue, Construction Paper, Laptop, VGA & HDMI, Chalk & Eraser, Copies of PT & Rubrics, Textbook,
Photocopy of pages from textbook
Resources Baraceros, E. L. (2016). Practical Research 1. Quezon City: Rex Book Store.
Performance Task Culminating Performance Task

Goal: Propose a solution to a medical, business, or social problem through a research project
Role: You are a medical professional (STEM), an entrepreneur (ABM), and a teacher (HUMSS) who wants to better serve the community
in terms of finding solutions to physical health, business management, and educational problems.
Audience: STEM – medical practitioners & experts, ABM – entrepreneurs and business managers, HUMSS – workers and officials in
DSWD and Dep Ed
 Situation: You are a medical professional (STEM) who want to improve or enhance the treatment of a skin problem among natives in your
locality. You are an entrepreneur (ABM) whose creativity can help you improve the income of your business in terms of your product’s
appearance. You are a teacher (HUMSS) who wants to better serve the community by helping improve systems in the school based on the
majority’s needs within institutions, public or private.
Product: You are going to design a plan how to gather and organize data, collect and gather data, analyze results and findings, and give
conclusions in a quantitative research report
Standard: Your quantitative research report should be relevant, comprehensive, organized, insightful, and ICT-integrated.

Procedure Teacher’s Tips

INTRODUCTION 3 MINUTES
* Overview of the challenges and opportunities in the subject, Practical Research 2.
* Orientation of the Performance Task, Quantitative Research Paper for a group of 5 students
Review of Performance Task (GRASPS)
* Review of Rubrics
MOTIVATION Give them 1 sticky note to write the Bible promise
LO: familiarize themselves with vocabulary terms to clarify things about quantitative research. and have them stick to their research notebook.
Vocabulary:
Students match the meaning to the word and fill in the blank (in the sentence) with the correct word.
Gesture-
Analogous-
Precise-
Inflated-
Instability-

1. Please use _______________ words to explain your point for the listeners’ quick understanding of your ideas.
2. In looks, Malaysian’s are _______________ to Filipinos, but in language, they are not.
3. A person experiences moral _______________ if he does not pattern his life after Jesus Christ.
4. Demonstrate through a _______________ the magnitude of the screen that you think is enough to block the window.
5. The plastic bag becomes _______________ with much air blown into it.

Have a dialog with a partner. Use the newly learned words in your conversation.
Image Intensifier:
Which between these two sets of statements is easier or quicker to understand? Justify your point.
Set A- Ninety five (95%) of the examinees passed the licensure exams.
Twenty pages of the book contain grammatically incorrect sentences.

Set B- A big number of examinees passed the licensure exams.

Several pages of the book contain grammatically incorrect sentences.

What do you think? Does your choice between A and B align itself to the content of the following selection or run counter to the text?
Read the text to find out the truth. (Give students handout to read by pair)

Quantitative Research
Definition of Quantitative Research
Expressions like numerical forms, objective thinking, statistical methods, and measurement signal the existence of quantitative
research. One word that reflects the true nature of this type of research is numerical. This term, numerical, is a descriptive word pertaining
to or denoting a number or symbol to express how many, how much, or what rank things are or have in this world. Expressing meaning
through numerals or a set of symbols indicates specificity, particularly, or exactness of something.

Quantitative research makes you focus your mind on specific things by means of statistics that involve collection and study of
numerical data. Thus, to give the basic meaning of quantitative research is to say that research is a way of making any phenomenon or any
sensory experience clearer or more meaningful by gathering and examining facts and information about such person, thing, place, or event
appealing to your senses. You use mathematical operations of addition, subtraction, division, and multiplication to study and express
relationships between quantities or magnitudes shown by numbers or symbols. Involving measurements and amounts, quantitative
research seeks to find answers to questions starting with how many, how much, how long, to what extent, and the like. Answers to these
questions come in numerals, percentages, and fractions, among others.(Suter 2012; Russell 2013)

Characteristics
Since quantitative research uses numbers and figures to denote a particular thing, this kind of research you to focus your full attention
on the object of your study. Doing this, you tend to exclude your own thoughts and feelings about the subject or object. This is why
quantitative research is described as objectiveness, in which only the real or factual, not the emotional or cognitive existence of the object
matters greatly to the artist, quantitative research is analogous to scientific or experimental thinking. In this case, you just do not identify
problems but theorize, hypothesis, analyze, infer, and create as well. Quantitative research usually happens in hard sciences like physics,
chemistry, biology, and medicine; qualitative research, in soft sciences such as humanities, social sciences, education, and psychology,
among others.

Classification
Quantitative research is of two kinds; experimental and non-experimental. Each of these has sub-types. Falling under experimental are
these specific types: true experimental, quasi-experimental, single subject, and pre-experimental. Quasi-experimental comes in several
types such as: matched comparative group, time series, and counterbalanced quasi-experimental. Non-experimental research, on the other
hand, has these sub-types: survey, historical, observational, correlational, descriptive, and comparative research.

Importance
The importance of quantitative research lies greatly in the production of results that should reflect precise measurement and an in-depth
analysis of data. It is also useful in obtaining an objective understanding of people, things, places, and events in this world; meaning,
attacking accurate or exact meanings to objects or subjects, rather than inflated meanings resulting from the researcher’s bias or personal
attachment to things related to the research. Requiring the use of reliable measurement instruments or statistical methods, a quantitative
study enables people to study their surroundings as objective as they can. This kind of research is likewise an effective method to obtain
information about specified personality traits of a group member or of the group as a whole as regards the extent of the relationship of
their characteristics and the reason behind the instability of some people’s characteristics. (Muijs 2011; Gray 2012)

Quantitative vs. Qualitative Research

Having obtained much knowledge about qualitative and quantitative research, you are now able to compare and contrast the two based on
some standards or criteria appearing in the following table. (Muijs 2011; Sharp 2012)

Standards Qualitative Quantitative

Mental survey of reality Results from social interactions Exists in the physical world
Cause-effect relationships Explained by people’s objective desires Objective; least involvement by the
researcher
Researcher’s involvement with the object Subjective; sometimes personally engaged Revealed by automatic descriptions of
or subject of the study circumstances or conditions
Expression of data, data analysis, and Verbal language (words, visuals, objects) Numerals, statistics
findings
Research plan Takes place as the research proceeds Plans all research aspects before collecting
gradually data
Behavior toward research Desires to preserve the natural setting of Control or manipulation of research
aspects/conditions research features conditions by the researcher
Obtaining knowledge Multiple methods Scientific method
Purpose Makes social intentions understandable Evaluates objectives and examines cause-
effect relationships
Data-analysis technique Thematic codal ways, competence-based Mathematically based methods
Style of expressions Personal, lacks formality Impersonal, scientific, or systematic
Sampling technique More inclined to purposive sampling or use Random sampling as the most preferred
of chosen samples based on some criteria

Text is found in Practical Research 2 by Rex Book Store pp. 8.

INSTRUCTION/DELIVERY The output and responses are recorded but not
graded.
LC and LO: describes characteristics, strengths, weaknesses, and kinds of quantitative research
This part may be done in 20 minutes
Characteristics of Quantitative Research
• Method or procedures of data gathering include items like age, gender, educational status, among others, that call for measurable
characteristics of the population.
• Standardized instruments guide data collection, thus, ensuring the accuracy, reliability and validity of data.
• Figures, tables or graphs showcase summarized data collected in order to show trends, relationships or differences among
variables. In sum, the charts and tables allow you to see the evidence collected.
• A large population yields more reliable data, but principles of random sampling must be strictly followed to prevent researcher’s bias.
• Quantitative methods can be repeated to verify findings in another setting, thus, reinforcing validity of findings.
• Quantitative research puts emphasis on proof, rather than discovery.
Just like qualitative research, quantitative research has its own set of strengths, as well as weakness.

Strengths and Weaknesses of Quantitative Research

• Strengths
Quantitative research design is the most reliable and valid way of concluding results, giving way to a new hypothesis or to disproving
it. This is recorded but not graded
Because of a bigger number of the sample of a population, the results or generations are more reliable and valid.
Quantitative experiments filter out external factors, if properly designed, and so the results gained can be seen, as real and unbiased.
Quantitative experiments are useful for testing the results gained by a series of qualitative experiments, leading to a final answer, and a
narrowing down of possible directions to follow.

Weakness
• Quantitative research can be costly, difficult and time-consuming- difficult because most researchers are non-mathematicians.
• Quantitative studies require extensive statistics treatment, requiring stringent standards, more so with confirmation of results. When
ambiguities in some findings surface, retesting and refinement of the design call for another investment in time and resources to polish the
results.
• Quantitative methods also tend to turn out only proved or unproven results, leaving little room for uncertainty, or grey areas. For the
social sciences, education, anthropology and psychology, human nature is a lot more complex than just a simple yes or no response.

Kinds of Quantitative Research Designs

Research design refers to the overall strategy that you choose in order to integrate the different components of the study in a coherent
and logical way, thereby ensuring you will effectively address the research problem. Furthermore, a research design constitutes the
blueprints for the selection, measurement and analysis of data. The research problem determines the research design you should use.

Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected
through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques.

Kinds of Quantitative Research

1. Causal-comparative research attempts
to determine the cause or consequences of
differences
that already exist between or among
groups of individuals.
a. Female and male employees and their
job satisfaction
b. Gender causes on differences in
abilities
2. Correlational research determines the
extent of a relationship between two or
more variables
using statistical data.
a. Relationship between intelligence and
friendliness
b. Student’s hours of study and their
stress level
3. Descriptive research provides
systematic information about a
phenomenon.
a. The attitudes of scientists regarding
global warming
b. Impacts of Qatari diplomatic crisis on
OFWs
4. Evaluation research provide a means
to judge actions and activities in terms of
values, criteria
and standards
a. Performance of newly-hired SH
teachers in MMC for S.Y. 2017-2018
b. Water quality assessment of Boac
River
5. Experimental research uses the
scientific method to establish the
cause-effect relationship
among a group of variables
a. Levels of heavy metal bioaccumulation
of Nypa fruticans from Boac River
b. Solar purification for water potability
6. A survey is a brief interview or
discussion with individuals about a
specific topic
a. Acceptance of Boakenos to Boac
cityhood
b. Approval rate for Duterte Cabinet
members
Kinds of Quantitative Research
1. Causal-comparative research attempts
to determine the cause or consequences of
differences
that already exist between or among
groups of individuals.
a. Female and male employees and their
job satisfaction
b. Gender causes on differences in
abilities
2. Correlational research determines the
extent of a relationship between two or
more variables
using statistical data.
a. Relationship between intelligence and
friendliness
b. Student’s hours of study and their
stress level
3. Descriptive research provides
systematic information about a
phenomenon.
a. The attitudes of scientists regarding
global warming
b. Impacts of Qatari diplomatic crisis on
OFWs
4. Evaluation research provide a means
to judge actions and activities in terms of
values, criteria
and standards
a. Performance of newly-hired SH
teachers in MMC for S.Y. 2017-2018
b. Water quality assessment of Boac
River
5. Experimental research uses the
scientific method to establish the
cause-effect relationship
among a group of variables
a. Levels of heavy metal bioaccumulation
of Nypa fruticans from Boac River
b. Solar purification for water potability
6. A survey is a brief interview or
discussion with individuals about a
specific topic
a. Acceptance of Boakenos to Boac
cityhood
b. Approval rate for Duterte Cabinet
members
Kinds of Quantitative Research
1. Causal-comparative research attempts
to determine the cause or consequences of
differences
that already exist between or among
groups of individuals.
a. Female and male employees and their
job satisfaction
b. Gender causes on differences in
abilities
2. Correlational research determines the
extent of a relationship between two or
more variables
using statistical data.
a. Relationship between intelligence and
friendliness
b. Student’s hours of study and their
stress level
3. Descriptive research provides
systematic information about a
phenomenon.
a. The attitudes of scientists regarding
global warming
b. Impacts of Qatari diplomatic crisis on
OFWs
4. Evaluation research provide a means
to judge actions and activities in terms of
values, criteria
and standards
a. Performance of newly-hired SH
teachers in MMC for S.Y. 2017-2018
b. Water quality assessment of Boac
River
5. Experimental research uses the
scientific method to establish the
cause-effect relationship
among a group of variables
a. Levels of heavy metal bioaccumulation
of Nypa fruticans from Boac River
b. Solar purification for water potability
6. A survey is a brief interview or
discussion with individuals about a
specific topic
a. Acceptance of Boakenos to Boac
cityhood
b. Approval rate for Duterte Cabinet
members
Experimental research design- allows the researcher to control the situation. In so doing, it allows the researcher to answer the question,
"What causes something to occur?" This kind of research also allows the researcher to identify cause and effect relationships between
variables and to distinguish placebo effects from treatment effects. Further, this research design supports the ability to limit alternative
explanations and to infer direct causal relationships in the study; the approach provides the highest level of evidence for single studies.

Pre-experimental types of research apply to experimental designs with the least internal validity. One type of pre-experiment, the single
group, pre-test-post-test design, measures the group two times, before and after the intervention. Instead of comparing the pretest with the
posttest within one group, the posttest of the treated groups is compared with that of an untreated group. Measuring the effect as the
difference between groups marks this as between-subjects design. Assuming both groups experienced the same time-related influences,
the comparison group feature should protect this design from the rival explanations that threaten the within-subject design.

Two classes of experimental designs can provide better internal validity than-pre-experimental designs: quasi-experimental and true
experimental (Dooly, 1999).

In a quasi-experimental design, the researcher can collect more data, either by scheduling more observations or finding more existing
measures. A true experimental design controls for both time-related and group-related threats. Two features mark true experiments- two or
more differently treated groups and random assignment to these groups. These features require that the researchers have control over the
experimental treatment and the power to place subjects in groups. True experimental design employs both treated and control groups to
deal with time-related rival explanations.
A control group
reflects changes other than those due to the treatment that occur during thetime of the study. Such changes include effects of outside
events, maturation by the subjects, changesin measures and impact of any pre-tests.True experimental design offers the highest internal
validity of all the designs.
Quasi-experimental design
differs from true experimental design by the absence of random assignment ofsubjects to different conditions. What quasi-experiments
have in common with true experiments is thatsome subjects receive an intervention and provide data likely to reflect its impact.
Types of Quasi-Experimental Design
1.

Non-equivalent control group design

-refers to the chance failure of random assignment toequalize the conditions by converting a true experiment into this kind of design, for
purposes o

Text is found in Practical Research 2 by Lorimar Publisher pp 3-4 & Research in Daily Life 2, CIB Chronica, pp. 2-3.
Treasure Hunting. Divide the group into 4. Each group will do the treasure hunt finding the characteristics of Quantitative research
(Group 1), Strengths of Quantitative research (Group 2), Weaknesses of Quantitative research (Group 3), types of quantitative research
(Group 4). The teacher provides instructions for each group to do the “treasure” hunting. Give them time limit to find what they are
assigned to find. After all groups are done, ask them to share what they find.
Process Questions:
1. What treasures did you find?
2. Explain what you found.
3. How can this information help you to be able to conduct quantitative research?
4. Why do we need to learn basic information first before conducting or doing the research?

Additional Emphasis: The teacher do interactive discussion on kinds of quantitative research designs.

*Show & Tell-Part 1: Students group in 2s or 3s. Each pair or triad is given a concept about Experimental and Non-Experimental
Quantitative Research. The pairs or triads create an outline on the concept they have learned together in 15 minutes; they use manila
paper and marker pens.

Text found in Research 2 (Rex Book Store pp. 13-26)

Process Questions:
1. What makes the activity engaging?
2. In what way can the activity motivate researchers to work as a team?
3. Which part of the activity is most challenging?
4. How can a researcher improve himself through this activity?
5. IFL: What does the Bible say about the value of preparation in sharing learning?

Output Check: Pairs or triads have their work shown to their teacher for guidance in the sharing time during the next meeting.

Show & Tell-Part 2: Students in pairs and triads (same as with previous meeting in “groupings”) show their concepts to the class using
outlines written in manila paper. Each pair or triad is given 5 minutes to present and explain the concepts.

Process Questions:
1) In what way have you contributed to your partner’s (or triad’s) learning during the preparation?
2) What makes the “showing and telling” part valuable to you as the audience of your classmates who presented their concept?
3) What makes the “showing and telling” part valuable to you as the presenter of the concept to your audience?
4) IFL: What moral lesson have you learned after the activity?

LC & LO: Illustrates the importance of quantitative research across fields

Text is found in Practical Research 2 by Lorimar Publisher pp 8-14
Walk-in Gallery: Students in pairs go to each station and read illustration on the importance of quantitative research in different fields.
For each station, they formulate at least two research questions (not the examples in the illustration given) to illustrate the importance of
quantitative research across fields.
Process Questions:
1. In general, what is the importance of quantitative research across fields?
2. What can quantitative research contribute to help improve the country? (give examples in different fields e.g. agriculture, medicine,
economy, etc.)

LC & LO: Differentiates kinds of variables and their uses

Text is found in Practical Research 2 by Lorimar Publisher pp 15-18

Swap Talk: Students work by twos. First, they study for 5 minutes together concepts on Different Kinds of Variables & Their Uses.
Then, they form a great big circle in the school lawn to take turns sharing to every pair the concept they have learned in 5 minutes. The
Swap Talk goes on for the next 30 minutes. Students will share and listen to as many pairs as they can in the class; the more pairs they
team up with, the more they learn about the topic.

Process Questions:
1) In what way did the activity engage you?
2) Which part of the activity motivated you to listen very closely with understanding?
3) What makes the activity beneficial to you as researcher?
4) After the activity, what have you realized about research as a work of a team?
5) IFL: What story or incident from the Bible can you connect with working as a team?

The teacher add more explanation on the kinds of variables. See Variables in Research 2 (Rex Book Store pp. 29-31)

Concept explanation. Do the activities found in Research 2 (Rex Book Store pp. 31-33)

Quiz-Maker, Quiz-Taker Challenge: Students work within 10 minutes with the same pairs and triads to formulate a 5-item quiz in a ½
crosswise piece of paper; this quiz is based on their own presentation. After 10 minutes of making, the pairs and triads exchange papers
and then act as quiz-takers to answer their classmates’ quiz based on their presentations (for the next 10 minutes). After taking the quiz,
the quiz-takers return the quiz paper to the quiz-makers for the checking of their answers.

Process Questions:
1) What makes the activity challenging (or easy) for you?
2) Which part of the activity helped you improve your understanding of the concepts presented a few minutes ago?
3) How can you better figure out how to improve your focus on something presented in class?
4) IFL: In what way can Philippians 4:13 encourage you to be more focused on what is TRUTH?

PRACTICE

* Group Quiz: Students work individually on the quiz about the concepts learned during the STATION HOPPING, but they work with
their group (for coaching at some difficult points of the quiz).

QUIZ #1 – November 5, 2018

CHALLENGE A. True or False. Write T if the statement is TRUE; write F if the statement is FALSE.
1. Quantitative research focuses on the numerical aspects of research.
2. Descriptive research is both for Qualitative and Quantitative research.
3. Quantitative Research involves measurements and amounts.
4. Objective thinking is required in Quantitative Research.
 5. Mathematical operations are used in the analysis of data when it comes to Qualitative Research.

CHALLENGE B. Multiple Choice. Encircle the LETTER of the correct answer.

1. Quantitative research uses all of the following except—
a. percentages b. fractions c. codes d. statistics
2. The following are characteristics of Quantitative Research except---
a. objective b. physical c. factual d. emotional
3. Which of the following does a researcher DO NOT DO in Qualitative Research?
a. analyze b. theorize c. hypothesize d. stabilize
4. Which of the following DOES NOT belong to hard sciences?
a. psychology b. chemistry c. biology d. medicine
5.Qualitative research is different from Quantitative research because---
a. the former uses numbers to analyze and interpret data
b. the latter uses percentages to analyze and interpret data
c. the former utilizes mathematical equations
d. the latter utilizes codes in data analysis

CHALLENGE C. Identification. Determine if the given type of study is experimental or non-experimental.

1. survey
2. single subject
3. pre-experimental
4. observational
5. correlational

CHALLENGE D. Comparison & Contrast. Describe Quantitative Research and contrast the descriptions with those of Qualitative
Research using a VENN DIAGRAM.

CHALLENGE E. Just Draw It! Create a poster promoting QUANTITATIVE RESEARCH emphasizing on the Importance of
Quantitative Research.

ENRICHMENT

Directions: Work in pairs for any of the activities listed:

1. Ask each other questions about quantitative and qualitative research. Or do a guessing game in which you describe something in
relation to a research type and let your partner identify the idea being referred to. Be sure you know the right identification of your
descriptions or answers to your questions as these are you basis to determine correctness of the given answers. Decide how you
will reward each other for having given more correct answers to questions raised.
2. Formulate a quantitative research question about each of the following topics:
a. Gender (male and female)
b. Learning styles (visual, audio, kinesthetic, etc.)
c. Philippine transportation system ( MRT, LRT, buses, FX, jeeps, taxi, etc.)
d. Communication media (TV, newspaper, cellphones, email, facebook etc.)
 e. Public order and safety (labor strikes, crime, drug addiction, robbery, etc.)
Note: You may think your own topic as the basis of your questions
3. Formulate quantitative research questions out of the given qualitative questions.
a. Which of these expressions serves as the favorite of teenagers nowadays: OMG!, My gosh, Sana all, etc.)
b. What age do people vent out in the internet?
EVALUATION 1 hour and 30 mins.
Summary exercises in Practical Research 2 by Lorimar Publisher pp 21-24, Practical Research 2 OBE & K12 based by Lorimar Publisher
pp 8-12