Chord Progression Handbook: For Guitar, Piano, and Other Accompaniment Instruments

Chord Progression Handbook
For Guitar, Piano, and Other

Accompaniment Instruments
Bill Matney & Brenna Niemuth

For Guitar, Piano, and Other
Accompaniment Instruments
Bill Matney & Brenna Niemuth
University of Kansas Libraries

Lawrence, KS 66045
Copyright 2019 Bill Matney
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Guitar Chord Handbook (http://hdl.handle.net/1808/29433)
Chord Progression Handbook (https://hdl.handle.net/1808/29434)
Strumming, Fingerpicking, and Hybrid Accompaniment Patterns for Guitar
(https://hdl.handle.net/1808/29435)
This was funded in part by an Open Educational Resources Grant by KU Libraries and with the
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ii
Preface
This work is one part of a three-part Open Educational Resource (OER) that teaches
students how to play the guitar as an accompaniment instrument, facilitating technical,
theoretical, and ear skill development that can translate into a range of song styles.
Materials may be used either as primary or supplemental guides for: (a) non-primary
guitar classes, (b) musicianship classes for music therapy and music education
students, and (c) other musicianship classes.
This resource includes three handbooks and a set of supplementary videos.

• The Guitar Chord Handbook (http://hdl.handle.net/1808/29433) provides
visuals for common open chords, as well as some barre and color chords.
• The Chord Progression Handbook (https://hdl.handle.net/1808/29434) maps

out more than 20 common chord progressions found in folk and popular music,
providing song examples.
• The third handbook, Strumming, Fingerpicking, and Hybrid Accompaniment

Patterns for Guitar (https://hdl.handle.net/1808/29435), facilitates detailed
development of strumming, muting, plucking, and combined skills with more than
150 exercises. Videos provide visual reinforcement for each
strumming/fingerpicking exercise.
• Videos for Strumming Patterns: Each strumming pattern has been video
recorded as a resource for you. These videos can be located at:
https://www.youtube.com/playlist?list=PLCZYIvXCKglMZHkCvJ9wqgd8cpC0eZHYd
About Open Educational Resources
UNESCO (The United Nations Educational, Scientific, and Cultural Organization)

defines Open Educational Resources (OER) as "teaching, learning and research
materials in any medium – digital or otherwise – that reside in the public domain or have
been released under an open license that permits no-cost access, use, adaptation and
redistribution by others with no or limited restrictions." OER may be legally retained,
reused, revised, remixed, and redistributed (Wiley). These resources are a powerful
mechanism for increasing access to and equity in educational content, as well as
supporting innovation in pedagogy and increasing academic freedom. The University of
Kansas Libraries actively promotes and supports the creation and use of OER. For
more information see https://openaccess.ku.edu/oer.
iii
Introduction
This handbook provides twenty chord progressions commonly found in folk and
popular music, both using standard cadences and some modal progressions as
well.
Because songs can use chord progressions in many rhythmic arrangements and
in many keys, this book provides you with roman numerals in sequence without
specific rhythmic notation, as if it is a “loop.” The book then provides one or more
examples of how this progression may be notated rhythmically, and then one or
more examples of how this progression looks in a particular key. Lastly, each
page includes song examples that use the progression. These songs are far from
the only examples, so feel free to write in more for your own use!
In this handbook, chord progressions begin as simply as possible (single chord)

and move in a developmental fashion towards more complex progressions. As
you learn new chords, you can work on these progressions in multiple keys. The
progressions found here are far from comprehensive, but they provide common
tools, as well as practical and valuable building blocks.
You can also approach these chord progressions using simple chords, and then
move to more complex chord types. You can begin with triads (major and minor
chords), and later replace these triads with dominant seventh chords and minor
seventh chords for added color and tension. Some progressions will explicitly use
seventh chords, while others will not. However, you can be creative and
substitute these chords, even including major seventh chords or other types of
extensions as you learn them.
While using this handbook, I also encourage you to engage your ears. Listen for
how each chord progression sounds so that you can work towards hearing a
song and knowing the progression being used. This type of ear training will open
you up to quick re-creation of songs, as well as easier transposition, composition,
and improvisation.
I would like to recognize and offer gratitude to the following mentors and
colleagues who have either played a role in my own development along these
lines, or who have engaged in discussions and collaborations on chord
progression repertoire: Russel Scanlon (Jazz Guitar, Austin Community College),
Dan Haerle (Jazz Piano: University of North Texas), Joe Pinson (Music Therapy:
Texas Woman’s University), and Josh Massicot (Piano, Nazareth College).
iv
Playing Chord Progressions:
Your ability to both hear and play chord progressions promotes your capacity to
re-create, compose, accompany, improvise, arrange, and teach music. This
handbook lays out a progressive set of some of the common progressions within
Western folk and popular music traditions. The following bullets provide some
suggestions as you work through these progressions.
● Begin slow: Practicing slow helps your brain take in the information. It’s
better to begin slow and comfortable with good execution.
● Make mistakes: You are going to whether you want to or not. Just try to
reduce their occurrence on the same task over time. Ask for support if you
run into a challenge; everyone has those moments.
● Use a metronome: Work on playing “in time.” If we can play in time, we

are better able to play with (and play with the) time in our music.
● Speeds: Your time will become stronger on all speeds if you are playing
progressions in a range of tempos. Find your comfort range and then
push it, both on the slow and fast ends.
● Frequency of Practice/Play: Playing for short periods of time multiple times

a day can help with retention.
● If you can sing it, you can play it: Sing along with the root of chords in a
progression, whether you have the instrument or not. Thirty seconds
walking from one classroom to the next can be an opportunity to engage
with a chord progression by singing it.
● Listen to music: Listen for the chord progressions being used in all styles
of music. Ear training has a purpose, and that purpose is not specific to
classical music music theory classes. There are also chord progression
loop apps you can use, as well as software that will work similarly (ranging
from Band in a Box to Garageband or Fruity Loops). You will find
examples of songs for each chord progression in this book. Listen to
those songs.
● Play with other people. Create jams. Play things that are easy for you and
be purposefully expressive with them. Play things that are too hard for
you and struggle with them. Play to enjoy playing and play with others to
enjoy community.
v
Chord Progression 1:
Single Major Chord
Notation Example:
Key Example:
Key I
G G
Song Examples1
o One Chord Song by Stoney Larue

o Electric Avenue by Eddie Grant
o Lime in the Coconut by Harry Nillson (advanced- single dominant 7th)
o Ohm by Yo La Tengo
o *Everyday People by Sly and the Family Stone
o *Frere Jacques: Folk Song
o *Row Row Row Your Boat: Folk Song
o *Bad to the Bone by George Thorogood and the Destroyers
1 contains multiple chords in original song but can also be played with one major chord throughout
1
Chord Progression 1B:

Single Minor Chord
Notation Example:
Key Example:
Key i
Em Em
Song Examples2:
o Get Up, Stand Up by Bob Marley

o Papa Was a Rolling Stone by The Temptations
o *Into the Jungle by X Ambassador and Jamie N Commons
o *We Will Rock you by Queen
o *Bang Bang by Jesse J
2 *contains multiple chords in original song but can also be played with one major chord throughout
2

Tonic-Dominant in Major Key

Notation Example:

Key Examples:

Key I V
G G D
C C G

Song Examples:

o Jockamo (later known as Iko Iko) by Sugar Boy and His Cane Cutters
o Farmer in the Dell – Folk Song
o Achey Breaky Heart by Billy Ray Cyrus
o Jambalaya by Hank Williams
o Row, Row, Row, Your Boat - Folk Song
o Wheels on the Bus by Children’s Song
o Skip to My Lou - Folk Song
o Clementine - Folk Song
o London Bridge by Folk Song
o Banana Boat Song (Day-O) by Harry Belafonte

3


Tonic-Dominant in Minor Key

Notation Example:

Key Examples:

Key i V
Gm Gm D
Am Am E

Song Example:

● Black Horse in a Cherry Tree (verses) by KT Tungsten

4

Tonic-Subdominant in Major Key

Notation Example:

Key Examples:

Key I IV
G G C
C C F
D D G

Song Examples:

o I Still Haven’t Found What I’m Looking For by U2
o Love me Do (verses) by the Beatles
o I Just Want to Fly by Sugar Ray
o Born in the USA by Bruce Springstein
o Lively Up Yourself by Bob Marley
o Paperback Writer by The Beatles
o Everyday People by Sly and the Family Stone
o What I Got by Sublime
o When Love Comes to Town by U2 and B.B. King
o You Need to Calm Down by Taylor Swift
5

Major to Relative Minor

Notation Example:

Key Examples:

Key I vi
G G Em
C C Am

Song Examples:
o Want to Want Me (verse) by Jason Derulo
o Buffalo Soldier (verses) by Bob Marley
o Roar by Katy Perry

6

I, IV, and V chords

Notation Example:

Key Examples:

Key I IV V
G G C D
C C F G

Song Examples:
o La Bamba: Folk song from Mexico made popular by Richie Valens
o Twist and Shout by The Beatles
o Mr. Jones by Counting Crows
o That’s Not My Name by The Ting Tings (chorus with added V at end)

7

I, IV, and V chords: Plagal Cadence

Notation Example:

Key Examples:

Key I V IV
G G D C
C C G F

Song Examples:
o Learn to Fly by the Foo Fighters (verses)
o Drift Away (chorus) by Mentor Williams
o Semi Charmed Kind of Life by Third Eye Blind

8

I, IV, and V chords: Plagal Cadence 2

Notation Example:

Key Examples:

Key I IV V IV
G G C D C
C C F G F

Song Examples:
o Louie Louie by Richard Berry/The Kingsmen
o Wild Thing by The Troggs
o I Love Rock and Roll by Joan Jett and the Blackhearts
o Here I Go Again (added V at end) by Whitesnake

9

Introducing Dominant 7th Chords

We often use Dominant 7th chords instead of Major triads to add color and create
harmonic tension in a song. Some songs will directly call for one or the other, while
other songs will be more open to harmonic interpretation. This progression gives
you an opportunity to practice dominant 7th chords. From here on out, you will see
some chord progressions that add different types of 7th chords, either as a part of
the progression or as an option (by placing the 7 in parentheses). You can also
substitute V7 chords for V chords in any progression presented.

Notation Example:

Key Examples:

Key I V7
G G G7
C C C7

Song Examples:
See examples given in Chord Progression 2

10

Standard Blues Progression with Major chords
(optional: replace with Dominant 7th chords throughout)

The 12 bar blues is a popular chord progression that, at its root, consists of I, IV, and
V chords. There are many variations of this fundamental form, but we are going to
focus on the basics.

Notation Example:

11

Standard Blues Progression: Continued

Key Examples:

Key Example of 12 bar blues in Key of D:

D (I)
G (IV) D (I)
A (V) G (IV) D (I)

Key Example of 12 bar blues in Key of G:

G (I)
C (IV) G (I)
D (V) C (IV) G (I)

Song Examples:

o Kansas City by Leiber and Stoller/ Fats Domino
o Give Me One Reason by Tracy Chapman
o Jump Jive and Wail by Louis Prima
o I Got You (I Feel Good) by James Brown
o Rock and Roll by Led Zeppelin
o Pride and Joy by Stevie Ray Vaughan
o Tutti Fruity by Little Richard
o Should I Stay or Should I Go by the Clash (extra chords for motion)

12


Modal: Tonic to Minor Three Chord

This progression is occasionally used by itself in a, or can be used as the beginning
to a longer progression.

Notation Example:

Key Examples:

Key I iii
G G Bm
C C Em

Song Examples:
o Eleanor Rigby by the Beatles
o Need You Now by Lady Antebellum
o Something in the Way by Nirvana
o Hey There Delilah (beginning/verses) by The White Stripes
o Say Something (verses) by A Great Big World

13


Modal: Minor Tonic to Flat VII Chord

The following two chord progressions provide an introduction to a non-diatonic
chord commonly found in popular music. Most songs that use this bVII chord add
other chords into the progression; we will review those progressions later. For
now, just getting used to this two-chord relationship will be helpful.

Notation Example:

Key Examples:

Key i bVII
Dm Dm C
Am Am G

14


Modal: Major Tonic to Flat VII Chord

While you won’t see this progression by itself in a song, it lays the groundwork for
simple progressions in songs:

Notation Example:

Key Examples:

Key I bVII
D D C
A A G

Song Example - Used in:
o Ramblin’ Man by the Allman Brothers

15


“Doo Wop” and “Ice Cream” Changes

Popular musics, from the 1920’s through today, have used variations that include
the major chord, its relative minor, the dominant chord, and either the subdominant
or the ii chord as a substitution. This progression has been referred to as “Doo Wop”
and “Ice Cream Changes” interchangeably, but it also used in contemporary music.

Notation Example:

Key Examples:

Key I vi IV V
G G Em C D
C C Am F G

Song Examples:
○ Stand by Me by Ben E. King
○ Earth Angel by The Penguins
○ Heart and Soul by Hoagy Carmichael
○ Duke of Earl by Gene Chandler
○ Baby by Justin Bieber
○ Perfect by Ed Sheeran

16


Variation

Notation Example

Key Examples:

Key I V vi IV
G G D Em C
C C G Am F

Song examples:
o I’m Yours by Jason Mraz
o Fight Song by Rachel Platten
o No Woman No Cry by Bob Marley
o Beast of Burden by The Rolling Stones
o Cruise by Florida Georgia Line
o Demons by Imagine Dragons
o Dirty Little Secret by All American Rejects
o Torn by Natalie Imbruglia

17

Chord Progression 12C:

Another Variation

Notation Example

Key Examples:

Key I IV vi V
G G C Em D
C C F Am G

Song Examples
o I’ve Got the Magic In Me by B.O.B.
o More than a Feeling by Boston
o She Drives Me Crazy by Fine Young Cannibals

18


“Rhythm Changes”

Notation Example:

Key Examples:

Key I vi ii V
G G Em Am D
C C Am Dm G

Song Examples:
o I Got Rhythm by George Gershwin
o Blue Moon by Rodgers and Hart
o Beyond the Sea by Bobby Derrin (beginning)
o Back to You by John Mayer
o Dancing in the Moonlight by King Harvest
o Have Yourself a Merry Little Christmas by Hugh Martin/Ralph Blane
o Always Look on the Bright Side of Life by Eric Idle (Monty Python)

19


Notation Example:

Key Examples:

Key ii V I vi
G Am D G Em
C Dm G C Am

Song Examples:

o Come and Get Your Love by Redbone

20


Variation with Secondary Dominant Chords

Notation Example:

Key Examples:

Key I VI(7) II(7) V(7)
G G E(7) A(7) D(7)
C C A(7) D(7) G(7)

Song Examples:
o Come and Get Your Love by Redbone
o Walk Right In by Gus Cannon and his Jug Stompers
o Alice’s Restaurant by Arlo Gutherie

21

Chord Progression 13D

Another Variation using the Major VI Chord

Notation Example:

Key Examples

Key I VI(7) ii(7) V(7)
G G E(7) Am(7) D(7)
C C A(7) Dm(7) G(7)

Song Examples:
o Crazy by Willie Nelson
o Big Girls Don’t Cry by Frankie Valli and the Four Seasons

22

Chord Progression 13 E:
The Turnaround

This progression is most often used at the end of a song to extend the ending, often
repeating a final lyrical/melodic phrase, especially in show tunes and jazz tunes.

Notation Example:

Key Examples:

Key iii(7) vi(7) ii(7) V(7)
G Bm(7) Em(7) Am(7) D(7)
C Em(7) Am(7) Dm(7) G(7)

23


Notation Example:

Key Examples:

Key ii(7) V(7) I IV
G Am(7) D(7) G C
C Dm(7) G(7) C F

Song Example:
o Ice Cream by Sarah McLachlan

24


Notation Example:

Key Examples:

Key I V ii IV
G G D Am C
D D A Em G

Song Example:
o Wildest Dreams by Taylor Swift

25


Modal Progression using ii and IV Chords

Notation Example:

Key Examples:

Key I ii IV V
G G Am C G
D D Em G D

Song Examples:

o I Think I Wanna Marry You by Bruno Mars
o Lips are Moving by Meghan Trainor
o What’s Up by Four Non-Blondes

26


Variation: Modal Progression using ii and IV Chords

Notation Example:

Key Examples:

Key ii IV I I
G Am C G G
D Em G D D

Song example:

o Shake it Off by Taylor Swift

27


Modal Progression with the bVII Chord

Notation Example:

Key Examples:

Key I bVII IV I
A A G D A
D D C G D

Song Examples:
o Born This Way by Lady Gaga
o Who Are You (chorus) by the Who
o Royals by Lorde

Variations:
o Gloria by Them (I –IV – bVII)
o What I Like About You by the Romantics (I – IV – bVII – IV)

28


Another Modal Progression with the bVII Chord

Notation Example:

Key Examples:

Key I V bVII IV
A A E G D
E E B D A

Song Examples:
o Natural Woman by Aretha Franklin (verses)
o Make You Feel My Love by Adele (part of larger phrase)

29


Modal Progression with the bVII and III Chord

Notation Example:

Key Examples:

Key i III bVII i
Am Am C G Am
Em Em G D Em

Song Examples:
o Right Round by Kesha
o Jolene by Dolly Parton
o Hey, Hey, Hey Goodbye by Steam

30


Variation on Modal Progression with bVII and III Chords

Notation Example:

Key Examples:

Key i III bVII IV
Am Am C G D
Em Em G D A

Song Example:
o Run to You (chorus) by Bryan Adams

31

Variation on Modal Progression with bVII and III Chords
Notation Example:
Key Examples:
Key i III bVII vi
Am Am C G Dm
Em Em G D Am
Song Example:
o Just Dance by Lady Gaga

32

“Andalusian Cadence”
This progression, derived from Flamenco music, uses stepwise descending motion.
We occasionally see this progression used in popular music.
Notation Example:
Key Examples:
Key i bVII bVI V(7)
Am Am G F E
Em Em D C B7
Song Examples:
o Greensleeves (folk song of unknown specific origin)

o What Child is This (Greensleeves melody) by William Chatterson Dix
o Hit the Road, Jack by Ray Charles
o Stray Cat Strut: Stray Cats
o Wild World (verses): Cat Stevens
o All Along the Watchtower by Jimmy Hendrix

33

Pachelbel’s Canon
Pachelbel used a particular chord progression in his work Canon and Gigue for 3
Violins and Basso Continuo. This work has been used This progression has also been
used in popular songs.
Notation Example:
Key Examples:
Key I V vi IV I IV I V
C C G Am F C F C G
G G D Em C G C G D
Song Examples using or basing progression partially on Pachelbel’s Canon:
o Basket Case by Green Day

o Changes by David Bowie
o Hometown by Joe Jackson
o Hook by Blues Traveler

34
This work is one part of a three-part Open Educational Resource (OER) that teaches
students how to play the guitar as an accompaniment instrument, facilitating technical,
theoretical, and ear skill development that can translate into a range of song styles.
Materials may be used either as primary or supplemental guides for: (a) non-primary
guitar classes, (b) musicianship classes for music therapy and music education
students, and (c) other musicianship classes.
This resource includes three handbooks and a set of supplementary videos.

• The Guitar Chord Handbook (http://hdl.handle.net/1808/29433) provides
visuals for common open chords, as well as some barre and color chords.
• The Chord Progression Handbook (https://hdl.handle.net/1808/29434) maps

out more than 20 common chord progressions found in folk and popular music,
providing song examples.
• The third handbook, Strumming, Fingerpicking, and Hybrid Accompaniment

Patterns for Guitar (https://hdl.handle.net/1808/29435), facilitates detailed
development of strumming, muting, plucking, and combined skills with more than
150 exercises. Videos provide visual reinforcement for each
strumming/fingerpicking exercise.
• Videos for Strumming Patterns: Each strumming pattern has been video
recorded as a resource for you. These videos can be located at:
https://www.youtube.com/playlist?list=PLCZYIvXCKglMZHkCvJ9wqgd8cpC0eZHYd
Bill Matney, Ph.D., MT-BC is a professor in the music therapy program at the University
of Kansas. He has taught classes focusing on musicianship – primarily percussion and
guitar for music therapy and music education students – since 2006. He has authored
books, book chapters, and journal articles on the use of percussion in music therapy,
and brings a unique perspective on building skills on percussion, guitar, and piano. In
this set of visual and audio resources, Bill brings a perspective on teaching guitar that
focuses on practical skill building, seeking to develop each student's capacity for playing
in different styles and responding to different chord progressions.
Brenna Niemuth is an undergraduate music therapy major and guitar primary at the
University of Kansas. She demonstrates strong interest in developing guitar resources
for music therapy students and professionals.
University of Kansas Libraries

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Week 1–3
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.
MODULE MAP
Nature of Inquiry &

Research
Quantitative
Quantitative Research
Variables
Research Across
Fields
Characteristics Kinds of Qualitative ABM, STEM,

, Strengths Quantitative Independent Dependent
vs. HUMSS,
and Research Variable Variable
Quantitative TVL, etc.
Weaknesses
Quasi-
Descriptive Correlational Ex post facto Experimental
experimental
`1
PRE-TEST
Part 1: Multiple Choice Questions. Encircle the letter of the correct answer.
1. Research is _____.
a) Searching again and again c) Working in a scientific way to search for truth of any problem
b) Finding solution to any problem d) None of the above
2. Which of the following is the first step in starting the research process?
a) Searching sources of information to locate problem. c) Identification of problem
b) Survey of related literature d) Searching for solutions to the
problem
3. A common test in research demands much priority on _____.
a) Reliability b) Usability c) Objectivity d) All of the above
4. Which of the following variables cannot be expressed in quantitative terms?

a) Socio-economic Status c) Numerical Aptituded
b) Marital Status d) Professional Attitude
5. The essential qualities of a researcher are _____.

a) Spirit of free enquiry c) Systematization or theorizing of knowledge
b) Reliance on observation and evidence d) All the above
Part 2: TRUE or FALSE. Write QUANTITATIVE after the item when the sentence is true
while QUALITATIVE if the statement is false.
________________1. In quantitative research, researchers know in advance what they are looking for.
________________2. Quantitative research can be easily misinterpreted because it provides
numerical data.
________________3. Quantitative research puts emphasis on proof, rather than discovery.
________________4. Normative research is conducted by researcher whose aim would be to find out
the direction and/or relationship between different variables or group of
respondents under study.
________________5. Qualitative research requires a large number of respondents. It assumes that the
larger the sample is, the more statistically accurate the findings are.
________________6. Evaluation describes the status of a phenomenon at a particular time. It
describes without value judgment a situation that prevents.
________________7. Correlational is conducted by researchers whose aim would be to find out the
direction and/or relationship between different variables or groups of
respondents under study.
________________8. Methodological is the implementation of a variety of methodologies that forms
a critical part of achieving the goal of developing a scaled-matched approach,
where data from different disciplines can be integrated.
________________9. One characteristics of quantitative research is that its method can be repeated
to verify findings in another setting, thus, reinforcing validity findings.
________________10. In quantitative experiments it filters out external factors, if properly designed,
and so the results gained can be seen, as real and unbiased.
`2
Lesson 1:
CHARACTERISTICS, STRENGTHS, WEAKNESSES, AND KINDS OF
QUANTITATIVE RESEARCH
Week 1
Learning Competencies
After this lesson, you are expected to be able to:
 Define quantitative research accurately,
 Describes characteristics, strengths, and weaknesses of quantitative
research,
 Describes kinds of quantitative research,
 Compare and contrast qualitative and quantitative research based on some
criteria or standards.
BEFORE
GOING
FURTHER
`3
THE GIFT
“For God so loved the world that He gave His only begotten Son, that whoever
believes in Him should not perish but have everlasting life.” — John 3:16
Buying the right gift for someone can be a challenge at times. Receiving a gift can have its challenges
too. If we don’t really like a gift, we might try to be polite and say thank-you to the giver, but later
we’ll find a way to get rid of it or just put it in a closet. We might appreciate the thoughtfulness of the
giver, but if we don’t really love the gift, we’re not likely to use it or value it much.
In our Bible reading today, we learn of the most precious gift God gave to the world: Jesus Christ, his
one and only Son. Many people want nothing to do with this gift. They might just ignore it and think
it’s a fairy tale or that it doesn’t apply to them. They might argue that if God really wanted to help us,
he should have ended poverty, war, and suffering; or should have cured cancer or cleaned up the
environment. Others might be polite and say they appreciate the gift, but they don’t really do anything
with it.
But there are others who absolutely love the gift of Jesus. To enjoy this gift fully, we need to know
and understand how Jesus is to be received. John says we must believe in him—and this means more
than just agreeing with what the Bible teaches; we need to live by faith that Jesus’ coming into the
world frees us from sin and changes us to live new, full life that we can enjoy forever with him. May
it be clear in the way we think, play, work, and love that Jesus is our most precious, appreciated gift!
Reflection:
What is the most precious gift you have received from someone?
How can you say that it was precious?
What is the most precious gift you have received from God?
How can you be thankful to God in return of that most precious gift?
Prayer
Forgive me, Father, when I show apathy and a lack of faith. Thank you for giving me all I need
in Jesus, your one and only Son. Amen.
`4
CONCEPT LINKERS. Look into this before proceeding to the lesson proper.
Concept Fusion
Directions: PROBE is the word used as a learning design in this subject. Define PROBE
by writing its synonyms in the oval shapes that surrounds it.
PROBE
What do you recall about these two words: Inquiry and Research? How do you relate Inquiry and Research
to the word PROBE? Write them freely on the lines below.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Image Intensifier
Which between these two sets of statements is easier or quicker to understand? Justify your point.
Set A:
Ninety-five percent 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.
Concept Discovery
What is the difference between the two sets? What have you observed?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
`5
OVERVIEW
Human history abounds with problems. Problems are everywhere in different variety in different
perspective which affect mankind. Problems are observed along political, social, environmental and many
aspects of life. This may between individuals, groups or in an organization. In that, mankind wants solution
to these problems. These solutions should not be only effective but also be acquired and used for
improvement. To be able to achieve that, solutions must be based in knowledge, not on mere beliefs,
guesses, or theories. To acquire this knowledge it requires a well-planned and systematic procedure and
should be continuously evaluated on its accuracy and usefulness. In that, RESEARCH has been devised
to meet this need.
Research is a natural day-to-day activity of gathering information. It may in the form of qualitative or
quantitative. Qualitative researches are those studies in which the data concerned can be described without
the use of numerical data while Quantitative research suggests that the data concerned can be analyzed in
terms of numbers.
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, particularity 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)
Process Question:
How do u understand Quantitative Research? Define in your own understanding.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Characteristics of Quantitative Research: (Mariano, 2018)

1. OBJECTIVE. Quantitative research seeks accurate measurement and analysis of target concepts. It is not based
on mere intuition and guesses. Data are gathered before proposing a conclusion or solution to a problem.
2. CLEARLY DEFINED RESEARCH QUESTIONS. The researchers know in advance what they are looking
for. The research questions are well-defined for which objective answers are sought. All aspects of the study
are carefully designed before data are gathered.
3. STRUCTURED RESEARCH INSTRUMENTS. Standardized instruments guide data collection, thus,
ensuring the accuracy, reliability and validity of data. Data are normally gathered using structured research
tools such as questionnaires to collect measurable characteristics of the population like age, socio-economic
status, number of children, among others.
4. NUMERICAL DATA. Figures, tables or graphs showcase
summarized data collection in order to show trends,
relationships or differences among variables. In sum, the charts
and tables allow you to see the evidence collected.
5. LARGE SAMPLE SIZES. To arrive at a more reliable data
analysis, a normal population distribution curve is preferred.
This requires a large sample size, depending on how the
characteristics of the population vary. Random sampling is
recommended in determining the sample size to avoid
researcher’s bias in interpreting the results.
6. REPLICATION. Quantitative methods can be repeated to
verify findings in another setting, thus strengthen and
reinforcing validity of findings eliminating the possibility of spurious conclusions.
`6
Strengths of Quantitative Research: (Hulme, 2017)
1. Results from sample surveys can be generalized for entire populations.
2. Results can be aggregated and are comparable across population groups.
3. Results can be broken down by socio-economic group for comparisons.
4. Reliability of data and findings provides powerful indicators to guide policy.
5. Replicability – publication of questionnaires and dataset permits scrutiny of findings.
6. Transferability of dataset to other analysts means that analysis is not dependent on availability of
an individual.
7. Precise professional or disciplinary minimum standards exist for much survey work.
Weaknesses of Quantitative Research: (Hulme, 2017)

1. Sacrifices potentially useful information through process of aggregation.
2. Sacrifices potentially useful data by placing households or
events in discrete categories.
3. Neglects intra-household processes and outcomes.
4. Commonly under-reports on difficult issues, e.g. domestic
violence
5. Commonly under-reports on marginal/difficult to access
individuals and households.
6. Often wasteful in that large amounts of the dataset are never
used.
Process Question:
How do you describe the characteristics, strengths, and weaknesses of quantitative research?
Characteristics:
Strengths:
Weaknesses:
KINDS OF QUANTITATIVE RESEARCH
Quantitative research is a broad spectrum that it can be classified into smaller and more specific
kinds: descriptive, correlational, ex post facto, quasi-experimental, and experimental.
Descriptive design is used to describe a particular phenomenon by observing it as it occurs in nature.

There is no experimental manipulation and the researcher does not start with a hypothesis. The goal of
descriptive research is only to describe the person or object of the study. An example of descriptive
research design is “the determination of the different kinds of physical activities and how often high school
students do it during the quarantine period.”
The correlational design identifies the relationship between variables. Data is collected by observation
since it does not consider the cause and effect for example, the relationship between the amount of physical
activity done and student academic achievement.
Ex post facto design is used to investigate a possible relationship between previous events and present
conditions. The term “Ex post facto”, means after the fact, looks at the possible causes of an already
occurring phenomenon. Just like the first two, there is no experimental manipulation in this design. An
example of this is “how does the parent’s academic achievement affect the children obesity?”
`7
A quasi-experimental design is used to establish the cause and effect relationship of variables. Although
it resembles the experimental design, the quasi-experimental has lesser validity due to the absence of
random selection and assignment of subjects. Here, the independent variable is identified but not
manipulated. The researcher does not modify pre-existing groups of subjects. The group exposed to
treatment (experimental) is compared to the group unexposed to treatment (control): example, the effects
of unemployment on attitude towards following safety protocol in ECQ declared areas.
Experimental design like quasi- experimental is used to establish the cause and effect relationship of two
or more variables. This design provides a more conclusive result because it uses random assignment of
subjects and experimental manipulations. For example, a comparison of the effects of various blended
learning to the reading comprehension of elementary pupils.
Process Question:
Which kind of research do you prefer? Why?
DESCRIPTIVE RESEARCH DESIGN

DESCRIPTIVE RESEARCH DESIGN’s main purpose is to observe, describe and document
aspects of a situation as it naturally occurs and sometimes to serve as a starting point for hypothesis
generation or theory development.
Definition of SURVEY RESEARCH

Many immediately come to think of survey research the moment they hear or read the expression,
non-experimental research. This is so because survey research is the most used non-experimental research
in the field of sociology, psychology, and humanities. Inquiries, investigations, and experiments also
happens in this type of Non-experimental research, but in terms of types and analysis of data, survey
research follows a standard that is applicable to social sciences. (Schreiber 2011)
Survey research is a method of research that aims at knowing what a big number of people think
and feel about some sociological issues. The data it collects from these people serving as “representatives
or informants” explain or describe the society’s thoughts, attitudes and feelings towards environmental
issues. Although survey research is a very old research technique that began in the period of the ancient
Egyptian rulers, many still consider this as a very popular means of social inquiry. (Babbie 2013)
The extensive use of survey research is proven by the fact that more than one-third of published
research online is Sociology, Psychology, and Humanities were done the through survey research. Usually
used by researchers to study issues affecting a large population, survey research requires data-gathering
techniques such as interview, questionnaire, online survey, and telephone interview that primarily consider
the size of the group being studied. (Schutt 2013). Here, the researcher selects a sample of respondents
from a small/large population and provide the chosen subjects a formalized questionnaire.
Purposes of Survey Research

1. To obtain information about people’s opinions and feelings about an issue.
2. To identify present condition, needs, or problems of people in a short span of time.
3. To seek answers to social problems.
4. To give school officials pointers on curricular offerings, guidance and counselling services, teacher
evaluation, and so on.
Planning a Survey Research

The research design of a survey research is similar to that of the experimental research only, that
when it comes to data collection method and instrument, survey research goes through the following
phases:
1. Explanation of objectives clearly
2. Formulation of research questions or hypotheses to predict relationship of variables
3. Determination of the exact kind of data referred to by the hypotheses or research questions
4. Assurance of the population or group of people to which the findings will be applied to
5. Finalization of the sampling method for selecting the participants
6. Identification of the method or instrument in collecting data; that is, whether it is questionnaire on
paper, through phone, via computer, or face-to-face.
`8
Strengths of Survey Research
Stressing the effectiveness and usefulness of survey research, Schutt (2013) gives the following
pluses of survey research:
1. Versatility. It can tackle any issue affecting society.
2. Efficiency. It is not costly in terms of money and time, assuming these is excellent communication
or postal system.
3. Generality. It can get a good representation or sample of a large group of people.
4. Confidentiality. It is capable of safeguarding the privacy or anonymity of the respondents.
Here are the Weak Points of Survey Research appearing in several books about this type of quasi-
experimental research:
1. It cannot provide sufficient evidence about the relationships of variables.
2. It cannot examine the significance of some issues affecting people’s social life.
3. It cannot get data reflecting the effects of the interconnectedness of environmental features on the
research study.
4. It cannot consider man’s naturalistic tendencies as the basis of human behavior unless his ways or
styles of living are related to his surroundings.
5. It cannot promote interpretive and creative thinking unless its formation of ideas results from
scientific thinking.
6. It cannot have an effective application to all topics for research.
7. It cannot use a questioning or coding method that can accurately register differences among the
participants’ responses.
8. It cannot diffuse the main researcher’s abilities to control and manipulate some factors affecting
the study.
9. It cannot account for real or actual happenings, but can give ideas on respondents’ views, beliefs,
concepts, and emotions.
Ethical Principles and Rules in Survey Research

You are in a Higher Education Institution called college or university that always considers
academic excellence as its number one goal. Be academically competent by producing excellent research
paper that will mirror not only your intellectual abilities but your valuing system as well. Considering the
importance of honesty and integrity in conducting a research paper, keep in mind the following ethical
principles and rules in producing an honest-to-goodness research paper (Ransome 2013; Corti 2014):
1. Respect whatever decision a person has about your research work for his participation in your
study comes solely from his or her own decision-making powers.
2. Make sure that your study will be instrumental in elevating the
living conditions of people around you or in bringing about world
progress.
3. Conduct your research work in a way that the respondents will be
safe from any injury or damage that may arise from their physical
and emotional involvement in the study.
4. Practice honesty and truthfulness in reporting about the results of
your study.
5. Accept the reality that the nature, kind, and extent of responses to
your questions depend solely in the dispositions of the respondents.
6. Decide properly which information should go public or secret.
7. Stick to your promise of safeguarding the secrecy of some
information you obtained from the respondents.
Process Questions:
Describe one doing a survey research?
How does a survey research differ from other experimental research methods?
`9
QUALITATIVE RESEARCH vs. QUANTITATIVE RESEARCH
Comparisons of Qualitative and Quantitative Research on some criteria or standards: (Muijs 2011; Sharp
2012)
STANDARDS QUALITATIVE QUANTITATIVE

What is to be observed? Qualities, behavior, complexities Quantities, scales, trends
What, where, when, how many,
Type of questions ask Why, how
how long, how often
Mental survey of reality Results from social interactions Exists in the physical world
Open-ended responses, Based on precise measurement
Cause-effect relationships,
interviews, observations, using structured & validated
forms of data collected
reflections data-collection instrument
Verbal language (words, images,
Type of data collected Numbers, statistics
objects)
Takes place as the research Plans all research aspects before
Research plan
proceeds gradually collecting data
Variables,
Study as a whole, not variables Specific variables studied
Scientific methods
Researcher and their biases may Researcher and their biases are
be known to participants in the not known to participants in the
Role of a researcher study, & participant study,& participant
characteristics maybe known to characteristics are deliberately
the researcher hidden from the researcher
Obtaining knowledge Multiple methods Scientific method
Evaluates objective sand
To understand and interpret
Purpose examines case-effect
social interactions
relationships
Statistical reports with
Narrative report with contextual
Data-analysis technique, correlations, comparisons of
description & direct quotations
Final report means & statistical significance
from research participants
of findings
Impersonal, scientific, or
Style of expression Personal, lack formality
systematic
Smaller and not randomly
Group studied Larger and randomly selected
selected
Particular or specialized findings Generalizable findings that can
Results
that is less generalizable be applied to other populations
Check this out: https://www.youtube.com/watch?v=gG-TeBQVo74
`10
ACTIVITY 1
Let’s expand your knowledge how much you learn about these two types of
research.
Make your own Quantitative observation:
Make your own Qualitative observation:
Inference: What is the dog thinking? Write it in the speech bubble above.
`11
MINI-PERFORMANCE TASK 1
Let’s make use of what you have learned in this lesson.
Directions: Make one statement to compare and contrast qualitative and quantitative
research based on the given images. The first on is done for you.
STANDARDS QUALITATIVE QUANTITATIVE
This style of Levi’s shirt has a This style of Levi’s shirt has a
discount. 50% discount.
or or
A few of the Levi’s shirt has a Two of the items of the Levi’s
discount. shirt has a discount.
`12
Rubric in writing a Qualitative statement and Quantitative statement.
Level 1 Insufficient 2 Fair 3 Good 4 Very Good 5 Excellent

Details are Details are
specific, telling, specific, telling,
and fully and go beyond
A few details support the the obvious
present but are specific, telling,
are present that statement but bringing in a
Details generic and not but are too
just restate the are still new unique
specific and limited in
statement. predictable and perspective.
telling number.
not entirely
original or
unique
Minimum
Adequate level Exemplary
Mostly wrong. Some correct. acceptable
of statement. statement. Well-
Unorganized, Unorganized, statement.
Knowledge Organized, organized,
no limited Unorganized,
good level of excellent
understanding understanding some
understanding understanding
understanding
Unorganized, Unorganized, Unorganized, Organized, Well-organized,
Qualitative
no limited some good level of excellent
Statement
understanding understanding understanding understanding understanding
Unorganized, Unorganized, Unorganized, Organized, Well-organized,
Quantitative
no limited some good level of excellent
Statement
understanding understanding understanding understanding understanding
TOTAL
Self-Assessment
Competencies Yes No
I can define quantitative research accurately.
I can describe characteristics, strengths, and weaknesses of quantitative research.
I can describe kinds of quantitative research,
I can compare and contrast qualitative and quantitative research based on some
criteria or standards.
END OF LESSON 1
`13
Lesson 2:
QUANTITATIVE RESEARCH ACROSS FIELDS
Week 2
Learning Competency
 Illustrates the importance of quantitative research across fields
BEYOND OUR EXPECT AT I ONS

“Be still before the Lord and wait patiently for him; do not fret when people succeed
in their ways, when they carry out their wicked schemes.” — Psalm 37:7
Once a boy went to a shop with his mother. The shop keeper looked at the small cute child and
showed him a bottle with sweets and said “Dear Child, You can take the sweets…”
But the child didn’t take. The shop keeper was surprised. Such a small child he is and why is he
not taking the sweets from the bottle. Again he said take the sweets…
Now the mother also heard that and said. “Take the sweets dear.” Yet he didn’t take…
The shopkeeper seeing the child not taking the sweets… he himself took the sweets and gave to
the child. The child was happy to get two hands full of sweets.
While returning home the Mother asked the child… Why didn’t you take the sweets, when the
shop keeper told you to take..?
Can you guess the response..?
Child replies… Mom! My hands are very small and if I take the sweets I can only take few. But
now you see when uncle gave with his big hands… how many more sweets I got.
Moral of the story: “
Prayer
Dear Lord, Help me to make wise choices based on Your word. Work in me to choose my life
every single day. Amen.
`14
Concept Fusion
Directions: What do you want to be in the future? What is the best WORD (verb) that
describes your ambition? Write it in the middle of the Frayer Model Map. Explain your
understanding of the WORD by writing some details about it in each quadrant of the
map.
Image intensifier
Name one famous and great inventions you have known since birth. That makes you say they are
great?
Concept Discovery
How do you think did the inventors come to discover the
value or greatness of their creations? Inventors come to discover
in their specific field of interests. Read the text to discover
answers to your questions.
IMPORTANCE OF QUANTITATIVE RESEARCH

1. More reliable and objective.
2. Can use statistics to generalize findings.
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 and hypotheses.
6. Assumes samples is representative of the population.
7. Subjectivity of researcher in methodology is recognized less.
8. Less detailed than qualitative data and may miss a desired response from the
participant.
`15
Why Research is Important to Students?
Research is important for the students because it helps them to have

a detailed analysis of everything. When you have a proper in-depth
analysis of any topic, the result comes out to be fruitful and also the
knowledge is enhanced. Other benefits of research to the students are as
follows:
1. Enhances knowledge:
When you research any topic, you get to know detailed information about that topic. The more the
knowledge of the topic, the more successful is the research. So, in order to get good output, the student
needs to do maximum research.
2. Clarifies confusion:
The research helps in clarifying the complicated facts and figures. If the student has any doubt on the subject,
the student must research and study it in detail so as to remove all sorts of confusion and get a proper
understanding of the content.
3. To have a proper understanding of the subject:

To understand the subject, one needs to go in depth of the lines. The scanning of the content will never do
any good for the students. In order to learn the subject and to know the unknown facts, research, detail
study, and full analysis are the must.
4. To learn about the methods and issues:

Proper reading, the finding is the only way by which you can learn about the methods and the current issues.
Not just the current issues, rather the previous past issues can also learn in detail through the research. The
research includes various methods by which it can be done.
5. Understand the published work:

Research is done through the work already published. The experts and the researchers had already done
some of the research and the students are asked to go through that published material to understand the idea
and the vision of those researchers.
6. Learn to create a balance between collaborative and individual work:

When the students do research, they get to know how to create a balance between the collaborative and the
individual work. Individual work in which the student has to do, while the collaborative work means that
work which has already been done by the previous researchers.
So, in this manner, the students get to know which points to take into consideration and which points are to
be ignored.
7. To know the interest:

The students also get to know their area of interest. Sometimes,
the students aspire to become researchers only in their near
future which is quite helpful.
So, through this, we come to know that the research not only
helps with the accomplishment of the work but also helps in
understanding what needs to be done in their future.
8. To know how the original study originated:

Research is performed to understand the concept from scratch. Like, if you wish to know from where the
concept has originated, then this could be done only through the research work.
It can also define as an investigation because the student eventually ends up with expanded research.
9. Understanding the rationale:

By engaging in the process of research, the students understand the concept in an easier manner as the
rationale of the topic know in a better manner.
For example, by preparing the hypothesis, one truly understands the nuances of the research topic. Not just
this, the research also helps in being a source of one on one mentorship which also plays a vital role in the
brain development of the individual.
So, above are the reasons by which we come to know the benefits of the research for the students. (Reddy
2016)
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`16
IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS
People do research to find solutions, even tentative ones, to problems, in order to improve or
enhance ways of doing things, to disprove or provide a new hypothesis, or simply to find answers to
questions or solutions to problems in daily life. Research findings can affect people’s lives, ways of doing
things, laws, rules and regulations, as well as policies, among others. Widely, quantitative research is often
used because of its emphasis on proof rather than discovery.
In recent times, research studies are gaining an
unprecedented focus and attention. Then, only the
faculty in higher education has so much interest and
conduct researchers, but now even the teachers in the
basic education are engrossed in researches and devote
time and effort in conducting researches to improve
educational practices that may lead to more quality
learning of the students. Many teachers do action
researches because there is a serious need to identify the
problems of the deteriorating quality of education. By
doing so, they can address systematically and make
educational decisions regarding the problems met.
Innovative teaching strategies are product of research.
QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and MANAGEMENT (ABM)

Researches can help design a new product or service, figuring out what is needed and ensure the
development of product is highly targeted towards demand. Businessmen can also utilize research results
to guarantee sufficient distribution of their products and decide where they need to increase their product
distribution. Conducting researches can also help a business determine
whether now is the proper time to open another branch or whether it needs to
apply for a new loan. It may also help a small business decide if a procedure
or strategy should be change to meet the requirements of the customer base.
Research is important for any organization to remain in the market. The
primary function of research in ABM is to correctly determine its customers
and their preferences, establish the enterprise in the most feasible location,
deliver quality goods and services, analyze what the competitors are doing
and find ways on how to continuously satisfy the growing and varied needs of
the clients.
QUANTITATIVE RESEARCH and ANTHROPOLOGY
Many discoveries in this field like human behavior in the society, racial conflicts and human
evolution have given enormous contributions to the improvement of human life.
QUANTITATIVE RESEARCH and TECHNICAL - VOCATIONAL

This encourages academics conducting more research in the field of Technical and Vocational
Education (TVE) to help improve the development and the formation of skilled workers. Current trends
in research conducted around the world to the field of TVE can be used for smart partnerships between
academics and policy shapers of TVE in the country.
QUANTITATIVE RESEARCH and COMMUNICATION

Researchers are often interested in how an understanding of a
particular communication phenomenon might generalize to a larger
population.
For example, researchers can advance questions like “What Effect
do punitive behavioral control statements have on a classroom? What
communicative behaviors are associated with different stages in
romantic relationships? What communicative behaviors are used to
respond to co-workers displaying emotional stress? (Allen, Titsworth,
Hunt, 2009)
Quantitative research is used to analyze how sports may be used
as an alternative way of medicating an illness. An example is the research
done by University of Eastern Finland which investigated the relationship
between mushrooming of fast food chains and obesity, as well as the intervention needed to prevent
children’s obesity from reaching serious proportions. The research focused on the children’s physical
`17
activity and physical inactivity and the concomitant impact on the children’s amount of adipose tissue (fat
mass) and the endurance fitness. The study is used to analyze certain the effect of physical activity in
weight control.
QUANTITATIVE RESEARCH and MEDICAL EDUCATION

Quantitative research in medical education tends to be
predominantly observational research based on surveys or correlational
studies. The designs test interventions like curriculum, teaching-learning
process, or assessment with an experimental group. Either a comparison
or controlled group learners may allow researchers to overcome validity
concerns and infer potential cause-effect generalizations. Researchers
are using to cope with the emerging trends in recent times.
QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES

Relationship Questions in today’s quantitative trend tend to explore how one behavior exhibited by people
is related to other types of behavior. Examples are verbally aggressive behaviors related to physical
aggression – that is, when a person has a level of verbally aggressive behavior, does he or she tend to be
physically aggressive? Are certain supervisor communication skills related to the emotional experiences
of employees?
Questions of difference explore how patterns of behavior or perceptions might differ from one
group or type of a person to another: Do people with disabilities experience emotional labor differently
from those without disabilities? Do women perceive talkativeness (or lack of it) differently form men? Do
communication styles differ from one culture to the next? (Alle, Titsworth, Hunt, 2009).
When quantitative researchers explore questions of differences or questions of relationships, they
do so in an attempt to uncover certain patterns of behavior. If the researcher discovers that a certain
relationship exists in sample that she or he has drawn form the population, she/he is then in a position to
draw generalizations about patterns expected of human behavior.
QUANTITATIVE RESEARCH IN EDUCATION

Quasi Experiments are most often used in evaluating social
problems. Suppose a researcher has invented a technique for
improving reading comprehension among third graders. She/he
selects two third grade classes in a school district. One of them
gets the intervention and the other doesn’t. Students are measured
before and after the intervention to see whether their reading
scores improve. This design contains many of the elements of
true experiment, but the participants are not assigned randomly
to the treatment and control groups.
QUANTITATIVE RESEARCH and PSYCHOLOGY

Mertens (2005) says that the dominant paradigms that guided early psychological research were
positivism and its successor, post positivism. Positivism is based on rationalistic, empiricist philosophy
that originated with Aristotle, Francis Bacon, John Locke, August Comte, and Immanuel Kant. The
underlying assumptions of positivism include the belief that the social world can be studied in the same
way as the natural world, that there is a method for studying the social world that is value-free, and that
explanations of a causal nature can be provided.
QUANTITATIVE RESEARCH & SCIENCE, TECHNOLOGY, ENGINEERING, and

MATHEMATICS
Medical practitioners, for example, conduct researches to obtain significant information about
diseases trends and risk factors, results of various health interventions, patterns of care and health care
cost and use. The different approaches to research provide complementary insights. Researchers help in
determining the effectiveness and even side effect of drugs and therapies in different populations and
various institutions. It is also necessary in evaluating experiences in clinical practice in order to develop
mechanisms for best practices and to ensure high quality patient care. Researchers in these fields
ultimately aim for man’s longevity.
`18
As for engineers, architects, and other builders, research
helps in providing designs which are creatively beautiful and at
the same time give more convenience and efficiency as they
utilize modern technology to adapt to the ever changing society.
New materials and procedures may be developed so as to further
strengthen the structural materials than can withstand various
calamities and disasters.
https://www.slideshare.net/mjlobetos/lesson-2-importance-of-quant-r-118752468
Let’s expand your knowledge how much you learn about the importance of
quantitative research across fields.
ACTIVITY 2
ESSAY: What is your strand? What specific profession do you want to be in the
future? How can you do quantitative research in the profession that you will choose
someday?
`19
MINI- PERFORMANCE TASK 2
“Observation”
Directions: Considering all factors affecting a research work, think of one possible
research study or one that you can do in a short span of time. Your circle of friends,
community, and barangay or subdivision conditions may give you an idea on what to research on. Or, find
out which topic appears interesting to you in various fields of knowledge, like Humanities, Architecture,
Engineering, Science, Business, Psychology, or Education, among others. In pondering on any of these
fields, much more, in presenting a written report of your research work, give stress to the importance
of your study to the field of knowledge under which your research study falls. Actualize your research
interest by doing a survey research. Use a separate sheet of paper.
Rubric in Presenting a Written Report of Research Work.
Level 1 Insufficient 2 Fair 3 Good 4 Excellent Score

Somewhat
Topic Totally unrelated Remotely related Directly relevant
relevant
Good
Organization Poorly organized Some organization organized
organization
Some details are Supporting details
Quality of Unable to find Details are
non-supporting to specific to the
Information specific details somewhat sketchy
the subject subject
Grammar,
More than two Only one or two
Mechanics, Numerous errors No errors
errors errors
Spelling
Vocabulary is Vocabulary is
Vocabulary is
Interest Level Basic vocabulary varied; supporting varied; supporting
unimaginative
details useful details vivid
Self-Assessment
Competency Yes No
I can illustrate the importance of quantitative research across fields
END OF LESSON 2
`20
Lesson 3:
THE NATURE OF VARIABLES
Week 3
Learning Competency
 Differentiates kinds of variables and their uses.
HAVING A BESTFRIEND
“As iron sharpens iron, so a friend sharpens a friend.” — Proverbs 27:17 NLT
A story tells that two friends were walking through the desert. During some point of the journey
they had an argument, and one friend slapped the other one in the face.
The one who got slapped was hurt, but without saying anything, wrote in the sand;
“Today my best friend slapped me in the face.”
They kept on walking until they found an oasis, where they decided to take a bath. The one who
had been slapped got stuck in the mire and started drowning, but the friend saved him. After he recovered
from the near drowning, he wrote on a stone;
“Today my best friend saved my life.”
The friend who had slapped and saved his best friend asked him;
“After I hurt you, you wrote in the sand and now, you write on a stone, why?”
The other friend replied;

“When someone hurts us we should write it down in sand where winds of
forgiveness can erase it away. But, when someone does something good for us, we
must engrave it in stone where no wind can ever erase it.”
Moral of the story:
Prayer
Dear Lord,
Thank You for fearfully and wonderfully creating each of us. Thank You for giving us worth in
Your eyes. Help us live as the one You uniquely intended us to be. In Jesus’ Name, Amen.
`21
Concept Fusion
Directions: Site a situation in which CAUSE and EFFECT takes place. In the space
provided, create a poster of the chosen situation. Provide your work with a caption of
CAUSE and EFFECT. Caption Sample: Covid-19 outbreak causes mental health and
psychosocial effect
CAUSE EFFECT
Caption:
Image intensifier
Think about this title of the reading material that you
will soon read: VARIABLES. What comes to your mind upon
hearing this word? You may ask questions to express your
curiosity about this word.
Concept Discovery
Find out what this reading material has to say about “Variables.”
VARIABLES
Definition
Variables are “changing qualities or characteristics” of persons or things
like age, gender, intelligence, ideas, achievements, confidence, and so on that are
involved in your research study. Made up of the root or base word “VARY” which
means to undergo changes or to differ from, variables have different or varying
values in relation to time and situation. For instance, as years go by, your age or
intelligence increases. But placed in a situation where you are afflicted with a
disease or have no means of reading or no access to any sources of knowledge, your intelligence tend to
decrease. (Suter 2013, p. 137)
In research, especially in quantitative research, one important thing you have to focus on at the
start of your study is to determine the variables involved in your study. Unless you spend some time
pondering on variables in your research, your work has no chance of attaining its goal. Your research
problem or research topic to which you devote much of your initial research time finalizing stands great,
if it has wordings on the basic variables involved in your study.
`22
Basic Types
Basically, variables are of two types: independent
variables and dependent variables. Independent variables are
those that cause changes in the subject, while the dependent
variables are those that bear or manifest the effects caused by the
independent variables. Hence, in a casual relationship:
independent variables - cause
dependent variables - effect.
In an experimental research, the independent variable as the
condition or treatment applied to the experimental group is under
the control, direction, or manipulation of the researcher or
experimenter. For instance, To Determine the Positive Effects of
One Modern Grammar Theory called SFG (Systemic Functional
Grammar) on IC (Intercultural Competence), you apply this theory
in varied ways like realizing this in a collaborative, oral, or written
activity. In this case, the SFG serves as the independent variable
and the IC as the dependent variable.
Variable Relationships
In a scientific way of studying cause-effect relationships,
these two variables, independent and dependent are part and
parcel of the research because the first one is the cause; the
second, the effect that you can subject to any form of
measurement. However, as you carry out the research, it is
possible that one, two, or more variables or extra variables
crop up to create an impact on the relationship between the
independent and dependent variables. Being extra variables,
they form this other type of variables called extraneous
variables.
For example, in the case of SFG vs. IC, (the first as the
independent variable; the second as the dependent variable)
extraneous variables like age, gender, or personality traits
may suddenly surface to create effects on the relationships of the two basic variables. Such extraneous
variables are called participant variables if they refer to the moods, emotions, or intelligence of the subject;
situational variables, if they pertain to mature of the place: smelly, chilly, cold, hot, spacious, and the like.
More Examples:
`23
Titles in Academic Research Papers have Several Characteristics.
 Indicate accurately the subject and scope of the

study.
 Avoid using abbreviations.
 Use words that create a positive impression and
stimulate reader interest.
 Use current nomenclature from the field of study.
 Identify key variables, both dependent and
independent.
 May reveal how the paper will be organized.
 Suggest a relationship between variables which
supports the major hypothesis.
 Is limited to 10 to 15 substantive words.
 Do not include "study of," "analysis of" or similar constructions.
 Titles are usually in the form of a phrase, but can also be in the form of a question.
 Use correct grammar and capitalization with all first words and last words capitalized, including
the first word of a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear between
the first and last words of the title are also capitalized.
 In academic papers, rarely is a title followed by an exclamation mark. However, a title or subtitle
can be in the form of a question.
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Let’s expand your knowledge how much you learn about Variables.
ACTIVITY 3.1
Variable Identification
Directions: Identify the independent and dependent variable in each research
problem. Write your answer under the right column.
Research problem Independent variable Dependent variable
1. How does logical thinking develop Example: Example:
critical thinking? Logical Thinking Critical Thinking
2. What are the effects of
Koreanovelas on the Filipino value
system?
3. In what ways does collaborative
learning increase communicative
competence?
4. To what extent does texting
decrease students’ grammatical
competence?
5. What corrupt practices trigger off
one’s resignation?
ACTIVITY 3.2
Research Work
Directions: Research 3 different titles of research in a research reports and identify the independent
variable and dependent variable. Choose only quantitative research titles. Follow the format below.
Research Problem Independent Variable Dependent Variable
1.
2.
3.
`24
“Graphic Organizer: Variables”
Direction: Differentiate the two major kinds of variables by filling up the empty spaces
in the graphic organizer.
Rubric:
Graphic Organizer
Level 1 Insufficient 2 Fair 3 Good 4 Very Good Score
The student The student The student
The student did
provided provided provided
Organizer not complete
information for information for information for
Completion many parts of the
some parts of the most parts of the each part of the
organizer.
organizer. organizer. organizer.
The student The student
The student The student
provided answers provided detailed
Correct provided mostly provided answers
with mostly answers with
Information incorrect with some correct
correct correct
information information.
information. information.
The student’s The student’s The student’s The student’s
responses do not responses show responses show responses show
Student Effort
show evidence of limited evidence some evidence of evidence of
effort. of effort. effort. thoughtful effort.
Self-Assessment
Competencies Yes No
I can differentiate kinds of variables and their uses.
END OF LESSON 3
`25
_____FINAL PERFORMANCE TASK : M1_____
“Deciding a Quantitative Research Problem of your Interest”
Directions: Think of your own 2 research problems of your interest in which you can access easily. Then, write
them on the lines provided.
1.
2.
Rubric in writing a Research Title.
Level 1 2 Fair 3 Good 4 Very Good 5 Excellent Score

Insufficient
Missing more Missing one Title is not quite Catchy/clever
Topic Absent than one element as catchy as all title
element else is there
specific, telling, specific,
and fully telling, and go
A few details support the beyond the
present but are specific,
are present that statement but obvious
Details generic and telling, but are
just restate the are still bringing in a
not specific too limited in
statement. predictable and new unique
and telling number.
not entirely perspective.
original or
unique
Minimum Exemplary
Adequate level
Mostly wrong. Some correct. acceptable statement.
of statement.
Unorganized, Unorganized, statement. Well-
Structure Organized,
no limited Unorganized, organized,
good level of
understanding understanding some excellent
understanding
understanding understanding
TASK TO DO:
Groupings (create 8-10 members within your section only)
 Select a Leader and a Secretary: has a laptop/desktop, can easily access in the internet most of the time.
The Leader will assign tasks to members and rate their participation of their works.
 Make a Group Chat in Facebook and add me. Create your Group Name (Strand-Group Name). It is very
useful for communication/instruction purposes. Example: TVL12-AppleGroup
 All of you will discuss in your group (GC) which one among the research problems you have stated is best
for your research work as a group.
END OF MODULE 1
`26
Week 4-5
IDENTIFYING THE INQUIRY AND STATING THE

PROBLEM
Content Standard
1. The range of research topics in the area of inquiry
2. The value of research in the area of interest
3. The specificity and feasibility of the problem posed
The learner is able to formulate clearly the statement of research problem.
MODULE MAP
Identifying the Inquiry and

Stating the Problem
Scope and
Quantitative Research Limitations of the
Significance of the Study
Problem Study
`27
Lesson 4:
QUANTITATIVE RESEARCH PROBLEM
Week 4
 Design a research useful in daily life
 Writes a research title
 Describe background of research
 State research questions
AN OLD MAN LIVED IN THE VILLAGE

“A happy heart makes the face cheerful, but heartache crushes the spirit.”
— Proverbs 15:13
An old man lived in the village. He was one of the most unfortunate people in the world. The
whole village was tired of him; he was always gloomy, he constantly complained and was always in a bad
mood.
The longer he lived, the more bile he was becoming and the more poisonous were his words.
People avoided him, because his misfortune became contagious. It was even unnatural and insulting to be
happy next to him.
He created the feeling of unhappiness in others.
But one day, when he turned eighty years old, an incredible thing happened. Instantly everyone
started hearing the rumour: “An Old Man is happy today, he doesn’t complain about anything, smiles, and
even his face is freshened up.”
The whole village gathered together. The old man was asked:
Villager: “What happened to you?”
“Nothing special. Eighty years I’ve been chasing happiness, and it was useless. And then I
decided to live without happiness and just enjoy life. That’s why I’m happy now.” – An Old Man
Moral of the story:
Prayer
Lord,
Today is the day I choose happiness and peace. I choose to be centered and grounded in you.
I am grateful for my life that you have filled with many blessings. Please help me to go
through my day with grace and love. Amen.
`28
Concept Fusion
Directions: Give the meaning of the underlined word in each cluster of words. Let the
other words in the set serve as clue to the meaning of the word. Write the meaning of
the underlined words on the blank provided.
1. maintain, assert, aver, warrant
2. perplexities, difficulties, problems, confusions
3. puzzle, enigma, problem, conundrum
4. approximate, near, close, adjacent
5. treasures, cherish, nurtures, sustains
Directions: On the lines provided, construct 2 sentences fusing two or three of the newly learned words in a
sentence. Newly learned words must be used once only.
Image intensifier
Brainstorming session: In what condition are you, now? Happy,
anxious, contented, confused, puzzled, problematic, etc.? What do you
mean by problem?
Concept Discovery
Could the following reading material, Qualitative Research
Problem, contain ideas approximating your thoughts and feelings about
the term, problem? Find out by reading this text intelligently.
QUANTITATIVE RESEARCH PROBLEM

Nature of Quantitative Research Problem
Life is not always a bed of roses. It is made up of both negative and positive
aspects of life. Experiencing something negative or making you fail to aver or
affirm the existence of a thing you expected to see or happen is a natural occurrence
in life. This situation in life, where you find difficulty in knowing or finding
answers or solutions to questions causing you worries or perplexities is called a
problem. By nature, you or any person on earth do not want to stay long in a problematic kind of life.
Once you encounter a problem, bring an inquisitive, speculative, and creative person, you immediately
would like to find ways and means to free yourself from such conundrum in your life.
Sparked by your curiosity or interest, you get to ponder on a problem needing answers. You resort
to thinking of what to solve, whom to ask, where to go, and how to do all the things you want to happen
to find the answer to the problem. Behaving this way, you are then confronted with a research problem.
A research problem is something that nurtures in your mind a difficulty or uncertainty, enough to push
you to do an empirical investigation whereby you search for
answers to a problem by collecting and analyzing data or
information through which you can find the right answer or
solution.
Requiring you to adopt an empirical attitude
toward your problem in a way that you depend on your
sensory experience, conduct experimentation, or perform a
scientific method in arriving at the truth about something
makes your problem a researchable problem. Being
researchable, your research problem becomes a Quantitative
Research Problem, not a qualitative research problem that
people consider not researchable because it is more inclined
to explaining or describing people’s views, values, attitudes,
`29
opinions, and other subjective traits. Unlike a quantitative research problem that is not only characterized
by precision, specificity, or stability, but also geared toward a possible result, qualitative research problem
is described as expansive, widespread, and developing and it is focused more on processes rather than on
outcomes. (Matthews 2010; Schreiber 2012)
Sources of Quantitative Research Problem

What are the things around you that could trigger your mind to mull over one problematic area in
your life that you want to look into empirically? One of the following could give rise to a quantitative
research problem (Edmonds 2013; Punch 2014):
1. Agencies of the government, or any non-government institutions
2. Your own experience or genuine interest in something
3. Previous research findings which you want to validate or consider as studies suffering from some
inconsistencies or discrepancies
4. Present political social or economic issues in society
5. Review of related literature
Research Questions vs. Quantitative Research Problem

Several reasons prod you to define or finalize a
research problem or a research topic. But this does not
mean that after spending time thinking about a research
problem, immediately, you plunge into carrying out an
investigation or collecting and analyzing data. Thinking
of a research problem or a topic to research is a beginning
act in research. Another initial research act is asking a set
of specific questions or identifying sub-problems about your
research problem.
These specific or subquestions, called Research Questions to specify the scope and the method in
collecting and analyzing data, give you the right direction in your research. In addition, they are questions
to give further definition or explanation of the research problem by stressing the fact that they elicit
answers to clarify or solve the research problem, which the main problem of the research. Here are
examples of statements to show the relationship between a quantitative research problem and research
questions. (Thomas 2013; Layder 2013)
RESEARCH PROBLEM
Interrogative statement: what percentage of Manila private universities consider the use of
grammar textbooks as the most effective way to help college students attain communicative competence?
Declarative statement: The main objective of this study is to find out the percentage of Manila
private universities considering the use of grammar text books as the most effective way to help college
students attain communicative competence.
Research questions
Interrogative statements:
1. What is an English grammar textbooks?
2. What is communicative competence?
3. What components of the grammar textbook work for
communicative competence development?
4. How many Manila private universities require the use of
grammar textbooks?
5. How many Manila private universities use grammar
textbooks as references only?
Declarative statements:
Likewise, this study aims at finding answers to the following specific objectives.
1. To define a grammar textbooks.
2. To explain the meaning of communicative competence.
3. To identify the components of the grammar book that work
for communicative-competence development.
4. To determine the number of Manila private universities
requiring the use of grammar textbooks.
5. To determine the number of Manila private universities
using grammar textbooks as references only.
`30
Guidelines in Formulating Quantitative Research Problem and Research Questions
1. Formulate a research problem that is researchable; meaning, open to empirical investigation.
2. See to it that you state your quantitative research problem clearly, concisely, and possibly, if under
APA referencing style, not beyond 12 words.
3. Have your research problem focus on a general understanding of your research topic.
4. Construct a research problem that mirrors the
importance of carrying out the research for finding
answers or solutions to a problem.
5. Let your quantitative research problem state the
variables and their relationships with one another.
6. Construct an introductory statement to present your
research problem, which is the main problem of your
research.
7. State your research questions or sub-problems, NOT in
the form of yes-or-no questions, but in informative
questions.
8. Express your research problem and research questions
either in an interrogative or declarative manner, but
some research books say that the former is more
effective than the latter form. (Babbie 2013; Punch
2014; Walliman 2014)
Research Problems in Experimental Research

You came to know through the previous lessons in this module that quantitative research may
either be non-experimental or experimental, and that the latter is of two types: true experimental or quasi-
experimental research. In most aspects of experimental research, both of these two types have similarities,
like both include selection of subjects, pre- and post-tests, and the use of treatment or control group.
Among these three key aspects of experimental research, randomized selection is its leading characteristic,
so much so, that the absence of random selection of participants denies its identity as a true experimental
and converts it into a quasi-experimental or semi-experimental research in which the selection process
takes place not by chance but by the experimenter’s purpose or decision.
Regardless of several contrasting characteristics of true and quasi-experimental research, both
tackle research problems that require you to deal with these four basic elements of experiments (Schreiber
2012):
1. Subjects or objects (people, places, things, events, etc.)
2. The subject’s condition before the actual experiment
3. The treatment, intervention, or condition applied on the subject
4. The subjects’ condition after the treatment
Types of Quantitative Research Questions

A quantitative research problem can generate a
set of research questions
or sub-problems that fall under any of these
types of research questions:
1. Descriptive research questions – ask questions
on the kind, qualifications, and categories of the
subjects or participants.
2. Relation questions – are questions about the
nature and manner of connection between or
among variables.
3. Causal questions – reasons behind the effects of
the independent variable on the dependent
variable is the focus of these types of research
questions.
Check this out: https://www.youtube.com/watch?v=oqdItyBSKSs
`31
Approaches to Quantitative Research Questions
Likewise, you may start asking research problems or research questions based on any of these two
approaches:
1. Deductive Approach
Your questions begin from
“hunches or predictions” or
expectations about the
outcome of your research.
Ask questions centering on a
theory or concept, discover
the accuracy of the theory,
ponder on variables to
represent the extent of the
application of the theory, and
make up your mind on which
variable to study through
observation, interview, or
experimentation. Explaining
the meaning of a variable
based on its involvement or
role in the research process,
particularly, in the
measurement, manipulation, or control of the concept application is giving such term its
operational definition.
2. Inductive Approach
Deductive approach goes from bigger ideas such as theories or concepts to smaller ideas;
conversely, inductive approach starts from smaller and simpler ideas to bigger or more complex
one. Inductively formulated research questions focus on description of things to prove an idea or
a certain theory or concept. (Walsh 2009)
CONTENTS OF CHAPTER 1
CHAPTER 1
INTRODUCTION
 TOPIC or subject matter: define and elaborate using methods of paragraph development like
classification and giving examples.
 IMPORTANCE of the Topic: cite the role that the topic plays in your life and the benefits you derive
from it.
 REASONS for choosing the topic: emphasized what motivated you to choose the topic.
 PURPOSE of the study: discusses the objective of the study.
BACKGROUND OF THE STUDY

 Consists statements on what led the investigator to launch the study.
 May have been generated by some empirical observations, the need to explore the problem and some
other relevant conditions.
 Describe as clearly as possible the problem intended to be addressed and refer to the relevant literature
in the field.
 It is an overview factors which have led to the problem, comprise the problem and historical significance
relative to the problem.
THE PROBLEM
 There should be a general statement of the whole problem followed by the specific questions or sub-
problems into which the general problem is broken up.
- to be continued in Lesson 5 -
`32
Let’s expand your knowledge how much you learn about Quantitative
Research Problem.
ACTIVITY 4.1
Concept Explanation
Directions: How do the following word or phrase mean? Answer this in a separate sheet of paper.
1. Research questions vs. Research problems
2. Source of a research problem
3. The nature of quantitative research problem
4. Research question approaches
5. Components of a quantitative research problem
6. Types of research questions
7. Interrogative statement vs. Declarative statement
8. Pointers on quantitative research problem and research questions
ACTIVITY 4.2
Directions: Check the column that speaks of the quality of the given quantitative research problem.
Accomplish the last column, too.
Non- Comments, reasons,
Quantitative Research Problem Researchable
researchable reactions
1. What are the viewers’ thoughts and
feelings about the ending of the
movie?
2. What percentage of the movie
viewers find the ending tragic?
3. Does the movie reflect Philippine
culture?
4. What fractional number represents
the extent of the movie’s projection
of Filipino culture?
5. How many causes are attributed to
globalization?
“Writing Chapter 1”

Read and follow directions carefully.
GROUP WORK: (beginning of CHAPTER 1)
Research Title – Refer to the two research problems that each one of you made last week.
As a group, decide one problem or one title that majority of you are interested to study about it. State
your FINAL quantitative research problem and formulate a set of research questions about your
research problem. Be careful in formulating your research questions as these indicate the scope and
delimitation of your study; meaning, the specific topics your research work has to focus on. Likewise,
mention the advantages or benefits of your study as well as those who will experience the benefits of
your research project. Exchange output with problem and research questions in your group. Once,
your group has decided the FINAL TITLE, let your teacher know within this week.
The Problem and Its Background– once you already have the TITLE, start making the INTRODUCTION
and BACKGROUND OF THE STUDY. Two pages maximum. In order, it must contain: globally,
nationally, and locally background of the study. Lastly, state the reason why or how did you come up
with the research problem.
The Problem – this is the research questions, or the sub-problems.
NOTE: The following will be sent in your GC: format of the lay-out, sample of every chapter, sequence of
the research, and more. You may search for more references to see more samples.
`33
Rubric in writing a Research Title, Introduction, Background of the Study and The Problem

Title is not quite as
Missing more than
Title Absent catchy as all else is Catchy/clever title
one element
there
Well formulated
Lacks a proper Introduction is not Fairly well
introduction based
introduction. well constructed formulated
on facts that are
There is no and provides a few introduction that
supported with 5 or
Introduction substantive (less than 5) has some evidence
more strong
evidence to sources of weak is a mixture of
sources of evidence
support the evidence to support strong and weak
specific to the
topic. the topic. sources.
topic.
Has a clear
thoughtful facts to
No evidence to Each paragraph has support the idea
Paper lacks details.
Background of support points. some sufficient and topic including
Writing unclear.
the Study Includes many detail, Minimal personal
Some errors.
errors. errors. experience,
research and
explanation.
Problem statement Problem statement
Problem Problem statement
is ambiguous or is clear but missing
The Problem statement not is clear and
misses critical some important
included. thorough.
unknown variables
no In-text
In-text Citation are
Citation are In-text Citation are In-text Citation are
given for more
Citation provided, or given for 2 given for more than
than 1 relevant
they are not relevant sources 2 relevant sources
source
cited correctly
Poorly written
Fairly written that
paper that lacks
lacks clarity, has
organization. Very well written Very well written
Writing poor transition
There are with some with few
Mechanics sentences. There
multiple grammatical errors. grammatical errors.
are several
grammatical
grammatical errors.
errors.
Self-Assessment
Competencies Yes No
Design a research useful in daily life
Writes a research title
Describe background of research
State research questions
END OF LESSON 4
`34
Lesson 5:
SCOPE AND LIMITATIONS, and
SIGNIFICANCE OF THE STUDY
Week 5
 Indicates scope and limitation of study
 Cites benefits and beneficiaries of study
 Presents written statement of the problem (Chapter 1)
THE WISE MAN

“Do not be anxious about anything, but in every situation, by prayer and petition,
with thanksgiving, present your requests to God.” — Philippians 4:6 NIV
People have been coming to the wise man, complaining about the same problems every time.
One day he told them a joke and everyone roared in laughter.
After a couple of minutes, he told them the same joke and only a few of them smiled.
When he told the same joke for the third time no one laughed anymore.
The wise man smiled and said:
“You can’t laugh at the same joke over and over. So why
are you always crying about the same problem?”
Moral of the story:
Prayer
Dear God,
Help me turn my spirit towards you so that I can find the strength to overcome my problems.
Forgive my doubts and fears, and fill me with your love and strength. In Jesus’ name. Amen.
`35
Concept Fusion
Vocabulary Improvement
Directions: Circle the letter of the word that corresponds in meaning to the
underlined word in the sentence.
1. The enrolment date given by the registrar is tentative, so we have several days more to catch up
with the deadline of the registration.
a. temporary b. fixed c. slowly d. recorded
2. I’ll try to infer the meaning of your puzzle, but let me be guided by some clues.
a. repeat b. answer c. think d. guess
3. Keep on reading to improve your craft in writing.
a. Penmanship and grammar c. articulation and prediction
b. time and effort d. art plus skills
4. Between husband and wife or writing and reading, there is a correlative relationship.
a. doubtful b. mutual c. close d. instant
5. Read the memo to ascertain the truth about the new salary scheme.
a. test b. prove c. find out d. reach out
Vocabulary Practice
Directions: On the lines provided, use the newly learned words above in sentences.
1.
2.
3.
4.
5.
Image intensifier
Complete the following KWL Chart. Accomplish the last column later on.
Lesson What I already know about What I want to know about What I have learned about
Significance of
the Study
Scope and
Limitations
Concept Discovery
Find out what Scope and Limitations is all about by reading this text intelligently.

 The rationale, timeliness and/or relevance of the study to existing conditions must
be explained or discussed.
 Possible solutions to existing problems or
improvement to unsatisfactory conditions.
 Who are to be benefited and how they are
going to be benefited. It must be shown who
are the individuals, groups, or communities
who may be placed in a more advantageous
position on account to study.
 Possible contribution to the fund of knowledge.
 Possible implications. It should be discussed here that the
implications include the possible causes of the problems
discovered, the possible effects of the problems, and the
remedial measures to solve the problems.
`36
SCOPE AND LIMITATIONS
The scope and delimitations should include the following:

 A brief statement of the general purpose of the study.
 The subject matter and topic studied and discussed.
 The locale of the study, where the data were gathered or the
entity to which the data belong.
 The population from which the respondents were selected. This
must be large enough to make generalizations.
 The period of the study. This is the time, either months or years,
during which the data were gathered.
CONTENTS OF CHAPTER 1 (continuation)

CHAPTER 1
HYPOTHESES (if any)
 Historical and descriptive investigations do not need explicit hypotheses and assumptions. Only
experimental studies need expressly written assumptions and hypotheses.
 Assumptions – a belief that forms one of the bases for the research. This belief is not to be tested or
supported with empirical data. Very often belief is not stated in a research proposal.
 Hypothesis – a tentative answer to a research questions, it can be derived:
o From the observation before the research is conducted – Inductive hypothesis.
o From the theory – deductive hypothesis

 The rationale, timeliness and/or relevance of the study to existing conditions must be explained or
discussed.
 Possible solutions to existing problems or improvement to unsatisfactory conditions.
 Who are to be benefited and how they are going to be benefited. It must be shown who are the individuals,
groups, or communities who may be placed in a more advantageous position on account to study.
 Possible contribution to the fund of knowledge.
 Possible implications. It should be discussed here that the implications include the possible causes of the
problems discovered, the possible effects of the problems, and the remedial measures to solve the
problems.
SCOPE AND LIMITATIONS OF THE STUDY

 A brief statement of the general purpose of the study.
 The subject matter and topic studied and discussed.
 The locale of the study, where the data were gathered or the entity to which the data belong.
 The population from which the respondents were selected. This must be large enough to make
generalizations.
 The period of the study. This is the time, either months or years, during which the data were gathered.
--End part of Chapter 1--
Let’s expand your knowledge how much you learn about Scope and
Limitation, and Significance of the Study.
ACTIVITY 5.1
Directions: Go back to IMAGE INTENSIFIER. Answer the last column
intelligently and concisely.
ACTIVITY 5.2
GROUP WORK
Directions: Identify the individuals, groups, or communities who are to be benefited in your research.
`37
“Significance of the Study & Scope and Limitations of the Study”

GROUP WORK: (continuation of CHAPTER 1) Send through PDF or MS Word.
Directions:
 Write the Significance of the Study of your research work.
 Write the Scope and Limitations of the Study of your research work.
Rubric in writing the Significance of the Study, & the Scope and Limitations of the Study
Lacks a purpose
Purpose of the
of the study Very clearly stated
study is not clearly Fairly well purpose
statement or purpose of the
stated and/or does of the study that
does not pertain study that connects
Significance of not connect well connects well to
to the very well to the
the Study with the the introduction
introduction introduction and
introduction and and the statement
and/or the the statement of the
the statement of the of the problem.
statement of the problem.
problem.
problem.
Brief statement of
the general purpose
of the study,
Scope and Lack 1 component
Lack 3 or more Lack 2 components subject matter and
Limitations of out of the list of
components out of the list topics, the locale of
the Study inclusions
the study,
population, and the
period of the study
No In-text
In-text Citation are In-text Citation are
Citation are In-text Citation are
given for more given for more
Citation provided, or given for 2 relevant
than 1 relevant than 2 relevant
they are not sources
source sources
cited correctly
Poorly written
Fairly written that
paper that lacks
lacks clarity, has
are several
grammatical
grammatical errors.
errors.
Not meet the
Lacking of format Meet the format Adhere the ALL
Format format
requirement requirement format requirement
requirement
Self-Assessment
Competencies Yes No
Cites benefits and beneficiaries of study
Indicates scope and limitations of study
Presents written statement of the problem
END OF LESSON 5
`38
“Formulate clearly the Statement of Research Problem (the Chapter 1)”
Directions: GROUP WORK. Compile and present your written research work of
Chapter 1.
Chapter 1 must contain: Page Layout:
 Title page  Left margin : 1.5 inch
 Chapter 1  Top, right, bottom margin : 1 inch
o Introduction  Page number: bottom, center
o Background of the Study  Font style : Times New Roman
o The Problem  Font size : 12
o Hypotheses (if any)  Font color: black
o Significance of the Study  Line and paragraph spacing: double space
o Scope and Limitations
Rubric in writing Chapter 1.

Title is not quite as
Missing more than
Title Absent
one element
catchy as all else is Catchy/clever title
there
Fairly well Well formulated
Introduction is not
Lacks a proper formulated introduction based on
well constructed and
introduction. There introduction that facts that are supported
provides a few (less
Introduction is no substantive
than 5) sources of
has some evidence with 5 or more strong
evidence to support is a mixture of sources of evidence
weak evidence to
the topic. strong and weak specific to the topic.
support the topic.
sources.
Has a clear thoughtful
No evidence to Each paragraph has
Paper lacks details. facts to support the idea
Background support points. some sufficient
Writing unclear. and topic including
of the Study Includes many detail, Minimal
Some errors. personal experience,
errors. errors.
research and explanation.
Problem statement Problem statement
Problem statement is ambiguous or is clear but missing Problem statement is clear
The Problem not included. misses critical some important and thorough.
unknown variables
Lacks a purpose of Purpose of the study
Fairly well purpose
the study statement is not clearly stated Very clearly stated
of the study that
or does not pertain and/or does not purpose of the study that
Significance connects well to
to the introduction connect well with connects very well to the
of the Study the introduction
and/or the the introduction and introduction and the
and the statement
statement of the the statement of the statement of the problem.
of the problem.
problem. problem.
Brief statement of the
general purpose of the
Scope and Lack 1 component
Lack 3 or more Lack 2 components study, subject matter and
Limitations components out of the list
out of the list of
topics, the locale of the
of the Study inclusions
study, population, and the
period of the study
no In-text Citation
In-text Citation are In-text Citation are In-text Citation are given
are provided, or
Citation they are not cited
given for more than given for 2 relevant for more than 2 relevant
1 relevant source sources sources
correctly
Fairly written that
Poorly written
lacks clarity, has
paper that lacks Very well written
Writing poor transition Very well written with
organization. There with some
Mechanics sentences. There are few grammatical errors.
are multiple grammatical errors.
several grammatical
grammatical errors.
errors.
Not meet the Lacking of format Meet the format Adhere the ALL format
Format format requirement requirement requirement requirement
END OF MODULE 2
`39
Week 6-7
LEARNING FROM OTHERS AND

REVIEWING THE LITERATURE
Content Standard
1. The criteria in selecting, citing, and synthesizing related literature
2. The ethical standards in writing related literature
3. The formulation of conceptual framework
4. The research hypotheses (if any)
5. The definition of terms as used in the study
1. The learner is able to select, cite, and synthesize judiciously related literature and use sources
according to ethical standards.
2. The learner is able to formulate clearly conceptual framework, research hypotheses (if
appropriate), and define terms used in the study.
3. The learner is able to present objectively written review of related literature and conceptual
framework.
MODULE MAP
Learning from Others and

Reviewing the Literature
Review of Related Theoretical Conceptual Definition of

Literature (RRL) Framework Framework Terms
`40
Lesson 6:
REVIEW OF RELATED LITERATURE (RRL)
Week 6
 Select relevant literature
 Cite related literature using standard style (APA)
 Synthesize information from relevant literature
 Write coherent review of literature
 Follow ethical standard in writing related literature
THE FOUR SMART STUDENTS

“Whatever you have learned or received or heard from me, or seen in me—put it
into practice. And the God of peace will be with you.” — Philippians 4:9 NIV
One night four college students were out partying late night and didn’t study for the test which
was scheduled for the next day. In the morning, they thought of a plan.
They made themselves look dirty with grease and dirt.
Then they went to the Dean and said they had gone out to a wedding last night and on their way
back the tire of their car burst and they had to push the car all the way back. So they were in no
condition to take the test.
The Dean thought for a minute and said they can have the re-test after 3 days. They thanked him
and said they will be ready by that time.
On the third day, they appeared before the Dean. The Dean said that as this was a Special
Condition Test, all four were required to sit in separate classrooms for the test. They all agreed as they
had prepared well in the last 3 days.
The Test consisted of only 2 questions with the total of 100 Points:
1) Your Name? __________ (1 Point)
2) Which tire burst? __________ (99 Points)
(a) Front Left (b) Front Right (c) Back Left (d) Back Right
Moral of the story:
Prayer
Lord,
Today is the day I choose happiness and peace. I choose to be centered and grounded in you.
I am grateful for my life that you have filled with many blessings. Please help me to go
through my day with grace and love. Amen.
`41
Concept Fusion
Directions: From the box, choose the word that is similar in meaning to the
italicized word in the sentence. Write your answer on the line provided.
hard appropriate to go control
exactness total give
1. I have varied suggestions for the success of our project, but for now, let Mr. Lee’s suggestion
prevail.
2. Not checking the essential parts of your car is not a simple case, but a sign of gross negligence.
3. I know I have enough time and effort to stand the rigorous way of conducting a research project.
4. Please state with precision your final decision on the sale of the property along the beach.
5. That’s the apt answer to his question.
6. Stay at home. Resort to calling up your friends only in times of emergency.
7. To make the plants yield fruits fast, water them regularly.
Image intensifier
Be grand speculators! Raise as many questions as you can about this term: Review of Related
Literature
Concept Discovery
Do you think the following reading material has the answers to your questions? Find out by
reading this text intelligently.
REVIEW OF RELATED LITERATURE (RRL)
Definition of RRL
RRL is an important component of research regardless of the type of
research. Be it qualitative or quantitative research, you spend time and effort in
reviewing related literature. Reviewing related literature is one major activity in
research that makes you examine or study again concepts or ideas related to your
research that people managed to publish in books, journals, or other reading
materials in the past.
Importance, Purposes, and Functions of Related Literature

 It helps or guides the researcher in searching for or selecting a
better research problem or topic.
 It helps the investigator understand his topic or research better.
 It ensures that there will be no duplication of other studies.
 It provides the conceptual or theoretical framework of the
planned research.
 It gives the researcher a feeling of confidence.
 It provides information about the research methods used.
 It provides findings and conclusions of past investigations.
Characteristics of Related Literature Materials.

 The surveyed materials must be a recent as possible.
 Materials reviewed must be objective and unbiased.
 Materials surveyed must be relevant to the study.
 Surveyed materials must have been based upon genuinely
original and true facts or data to make them valid and reliable.
`42
How to Conduct the Review of Related Literature (Do except the first two
bullets due to present situation)
 Visit the school library or other libraries in the vicinity. Browse over
books, magazines, journals, etc. Be patient. (if allowed)
 Ask for reprints from experts.
 Do a computer-aided search through an electronic database.
 Write all bibliography information, i.e., author/s, complete title,
publisher, date and place of publication, and so on.
 Paraphrase.
How to Write the Review of Related Literature

 Use headings arranged in logical order to indicate main points.
 Avoid too long introduction to your main topic.
 Include information that are directly related and relevant to your
topic.
 A maximum of half-page (double-space) must constitute one paragraph.
 Do not copy all the information from your source. No more than 10% of the entire paper is allowed
for direct quotation.
 Give due credit to the real source of your data. Cite authors at the end of the sentence. How?
o Paraphrase using your own words and style the date gathered.
o Summarize important points from your sources and relate them to your topic.
https://www.slideshare.net/jasperidium/review-of-related-literature-10364715
In-Text Citation and Referencing Styles

All reading materials related to your research that you intend to review or re-examine offer you
concepts, ideas, or information belonging to other people. Having honesty, respect, or courtesy to the
owners of these varied forms of knowledge as well as gratefulness for their valuable contribution to the
field, you see to it that the names of these idea owners or authors appeal in the appropriate sections of
your research paper.
Other people’s ideas incorporated in the central section or main body of your paper are to be cited
or referred to the true owners of borrowed ideas. Referring to authors within the main body of the paper
is called Citation or In-text Citation; at the end of the paper, it is Bibliography or Referencing. The two
most commonly used referencing styles are the MLA (Modern Language Association) and the APA
(American Psychological Association).
In your written works, you will use APA format. This is a complete guide to APA (American
Psychological Association) in-text and reference list citations. This easy-to-use, comprehensive guide
makes citing any source easy.
See this link: https://www.mendeley.com/guides/apa-citation-guide and/or https://apaformat.org/
Let’s expand your knowledge how much you learn about RRL.
ACTIVITY 6.1
Research Work
Directions: Research 10 different references (5 foreign references and 5 national
references) in the internet, books, or journals. Write it using the APA Reference
Format. Use a separate sheet of paper.
ACTIVITY 6.2
Concept-Learning Assessment
Essay: express how much you understood the concepts about the RRL or Review
of Related Literature in a quantitative research. Specify which ideas sank into your
mind or came to your understanding. Use a separate sheet of paper.
`43
MINI-PERFORMANCE TASK 6 “The RRL”

GROUP WORK: (CHAPTER 2: The RRL)
Directions:
 Write the Review of Related Literature of your study.
 Write the In-Text Citation using the APA Format.
 Write all bibliography information in a separate sheet of paper using the APA Format. You will
need it for referencing later.
 Apply what you have studied in this lesson.
Rubric in writing Review of Related Literature.

demonstrated basic
Review of did not mention
demonstrated basic knowledge of
any previous unclearly mentioned
Related knowledge of literature in the area,
research, some previous work
Literature literature or previous and of prior work on
literature, or in the area
content research in the area the specific research
theories
problem
no In-text Citation
In-text Citation are In-text Citation are In-text Citation are
are provided, or
In-text Citation they are not cited
given for more than given for 2 relevant given for more than 2
1 relevant source sources relevant sources
correctly
Poorly written Fairly written RRL
paper that lacks that lacks clarity, has
Very well written Very well written
Writing organization. poor transition
RRL with some RRL with few
Mechanics There are multiple sentences. There are
grammatical errors. grammatical errors.
grammatical several grammatical
errors. errors.
Self-Assessment
Competencies Yes No
I can select relevant literature
I can cite related literature using standard style (APA)
I can synthesize information from relevant literature
I can write coherent review of literature
I can follow ethical standard in writing related literature
END OF LESSON 6
`44
Lesson 7:
CONCEPTUAL FRAMEWORK AND THE LANGUAGE OF RESEARCH
Week 7
 Illustrate and explain conceptual framework
 Define terms in study
 Present written review of related literature and conceptual framework
THE GREEDY LION

“Then he said to them, “Watch out! Be on your guard against all kinds of greed; life
does not consist in an abundance of possessions.”— Luke 12:15 NIV
It was an incredibly hot day, and a lion was feeling very hungry.
He came out of his den and searched here and there. He could find only a small hare. He caught the
hare with some hesitation. “This hare can’t fill my stomach” thought the lion.
As the lion was about to kill the hare, a deer ran that way. The lion became greedy. He thought;
“Instead of eating this small hare, let me eat the big deer.”
He let the hare go and went behind the deer. But the deer had vanished into the forest. The lion now
felt sorry for letting the hare off.
Moral of the story:
Prayer
Dear God,
I seek to pray with a grateful heart and not a greedy heart. Starting my prayers by giving
thanks for what I am blessed with keeps me humble and grateful. In Jesus’ name. Amen.
`45
Concept Fusion
Directions: Put s plus sign ( + ) under the heading of the column if it is related with the
vocabulary word; minus sign ( - ), if it is not related with the word.
Vocabulary Concrete Trait Abstract Direction Action

1. Holistically
2. Cognitive
3. Nutshell
4. Comprehensive
5. Scheme
Direction: Answer the questions about the center most word. You may use any resources you prefer.
Image Intensifier
Directions: Examine the following graph of languages. Put a check mark ( ) in the cell having a
language that you know; an X over the language you know nothing about.
Ilocano French Spanish German English Chavakano
Chinese Bicolano Korean Pangasinense Cebuano Arabian
Greek Japanese Pampangenio Ibanag Malaysian Russian
Kankaey Italian Waray-waray Ilongo Latin Karay-a
THEORETICAL FRAMEWORK
 This is the foundation of the research study. These are highly related theories
and principles that were established and proven by authorities.
 Refers to the set of interrelated construct, definitions, and prepositions that
presents a systematic view of phenomena.
 An organized body that explains what has been done and what has been said
on the topic or problem being investigated.
What must be obtained from a theory?

 The name/s of author/s of the theory must be taken including the
place and the time/year when he or she postulated such a principle
or generalization.
 The part/s of the theory that are relevant to your study.
 Synthesis by relating to your findings.
`46
CONCEPTUAL FRAMEWORK
Definition of Conceptual Framework
Research is an academic activity that requires a great deal of abstraction or formation of concepts
or ideas in your mind about things in your surroundings. This activity in all its stages immerses you into
performing varied higher-order thinking strategies of interpreting, criticizing, applying, and creating.
Resulting from mental conceptions and viewed holistically, research has to appear understandable to
people who are enthusiastic to read the research findings. Owing to the cognitive-based nature of this
scholarly academic work called research, you need a certain scheme or detailed plan or system to
explain the components of the research including the relationships of these research features.
Wanting to make clear the ins and outs of your research in a nutshell, you resort to making a
conceptual framework of your study. A conceptual framework is a graphical presentation of your
concepts or ideas on the basic structure or components of your research as well as on the relationships of
these elements with one another. It is a graph or non-prose material, specifically, a schematic diagram
that shows a well-ordered elements of the research. Giving a carefully constructed arrangement of the
components of your study, conceptual framework is abroad outline or plan to give shape to your
research. (Shields & Rangarjan 2013)
 A tentative explanation or theoretical explanation of the phenomenon or problem and serves as

the basis for the formulation research hypotheses.
 Consists of the investigator’s own position on a problem after his exposure to various theories
that have bearing on the problem.
 It becomes the central theme, the focus, the main thrust of the study. It serves as a guide in
conducting investigation.
 Paradigm: a schematic diagram which depicts the relationship of variables.
Purposes of Conceptual Framework

Conceptual framework shows the organization,
order, and direction of your research study. It is essential
initial activity of your research because by means of a
schematic diagram, explained verbally as well, it enables
the readers to obtain a general understanding of the
research. It gives people a notion on the research
activities you want to perform, on the manner you want
to carry these activities out, and on the knowledge you
have to prove your familiarity with your research topic
or research problem. It also serves the purpose of
clarifying concepts and their relationships with one
another in a research study.
Pointers in Writing a Conceptual Framework

1. Familiarize yourself with the objective of the conceptual framework.
2. Base the contents of the conceptual framework on your own understanding of the elements and
of the relationships of the research features.
3. See to it that all aspects of the conceptual framework are related to the objective of the research.
4. Let others read your conceptual framework for comments or feedback for improvement
purposes.
Example of a
Schematic Diagram:
`47
DEFINITION OF TERMS
 Only terms, words, or phrases which have
special or unique meanings in the study are
defined.
 Terms should be defined generally (the
universal meaning) and operationally (that is
how they are used in the study)
 The researcher may develop his own definition
from the characteristics of the termed defined.
 Definitions may be taken from encyclopedias,
books, magazines and newspaper articles,
dictionaries, and other publications but the
researcher much acknowledge his sources.
 Definitions should be brief, clear, and
unequivocal as possible.
 Acronyms should always be spelled out fully.
Let’s expand your knowledge how much you learn about Conceptual
Framework and the Language of Research.
ACTIVITY 7.1
Concept Explanation
Directions: Answer each question intelligently and concisely. Use a separate sheet of paper.
1. Describe the behavior of one writing a conceptual framework of a research.
2. Why should a research be given a conceptual framework?
3. Suppose the research has no conceptual framework, what would the consequences be?
4. Compare and contrast these two: conceptual and theoretical framework.
5. Do you find writing a conceptual framework easy or difficult? Explain.
6. If you were to write a conceptual framework, what should your work contain?
ACTIVITY 7.2
Art in Mind
Directions: Picture in your mind one thing you want to accomplish as soon as possible. Give the basic
structure, shape, or formation of this mental picture of yours through a prose and a non-prose material.
“Chapter 2 (continuation)”

GROUP WORK: (continuation of CHAPTER 2)
Directions:
 Write the Theoretical Framework of your study.
 Write the Conceptual Framework of your study.
 Write the Definition of Terms of your study.
 Apply what you have studied in this lesson.
`48
Rubric in writing Theoretical Framework, Conceptual Framework and Definition of Terms.
fully
A theoretical A theoretical
No appropriate justified theoretical
framework is framework is not
Theoretical theoretical framework to
not clearly stated, clearly stated,
Framework framework for underpin the
complete, or complete, or
the research. research
justified. justified.
undertaken.
A conceptual A conceptual fully
No appropriate framework is justified conceptual
framework is not
Conceptual conceptual not clearly stated, framework to
clearly stated,
Framework framework for complete, or underpin the
complete, or
the research justified. research
justified. undertaken.
Student constructs Student constructs Student constructs
Student an implied a stated
an implied
constructs comprehensive comprehensive
comprehensive
specific operational operational
operational
Definition of operational definition and well-
definition (possible definition and
Terms definitions, but developed
less clear) and well-developed
fails to construct specific operational
some specific specific
a comprehensive definitions
operational operational
definition.
definitions. definitions
demonstrated basic
did not mention demonstrated basic knowledge of
unclearly
any previous knowledge of literature in the
mentioned some
Citation research, literature or area, and of prior
previous work in
literature, or previous research work on the
the area
theories in the area specific research
problem
demonstrated basic
unclearly
Structure, any previous knowledge of literature in the
mentioned some
Details, research, literature or area, and of prior
previous work in
Grammar literature, or previous research work on the
the area
problem
Not meet the
Lacking of format Meet the format Adhere the ALL
Format format
requirement requirement format requirement
requirement
Self-Assessment
Competencies Yes No
I can illustrate and explain conceptual framework
I can define terms in study
I can present written review of related literature and conceptual framework
END OF LESSON 7
`49
“Present the written work of Chapter 2”
Directions: Compile and present your written research work of Chapter 2.

Send through PDF or MS Word.
Chapter 2 must contain: Page Layout:

o RRL  Left margin : 1.5 inch  Font size : 12
o Theoretical Framework  Top, right, bottom margin : 1 inch  Font color: black
o Conceptual Framework  Page number: bottom, center  Line and paragraph
o Definition of Terms  Font style : Times New Roman spacing: double space
Rubric in writing Chapter 2.

demonstrated basic
unclearly
Review of any previous knowledge of literature in the
mentioned some
Related research, literature or area, and of prior
previous work in
Literature literature, or previous research work on the
the area
problem
fully
A theoretical A theoretical
No appropriate justified theoretical
framework is framework is not
Theoretical theoretical framework to
not clearly stated, clearly stated,
Framework framework for underpin the
complete, or complete, or
the research. research
justified. justified.
undertaken.
A conceptual A conceptual fully
No appropriate framework is justified conceptual
framework is not
Conceptual conceptual not clearly stated, framework to
clearly stated,
Framework framework for complete, or underpin the
complete, or
the research justified. research
justified. undertaken.
Student constructs Student constructs Student constructs
Student an implied a stated
an implied
constructs comprehensive comprehensive
comprehensive
specific operational operational
operational
Definition of operational definition and well-
definition (possible definition and
Terms definitions, but developed
less clear) and well-developed
fails to construct specific operational
some specific specific
a comprehensive definitions
operational operational
definition.
definitions. definitions
No In-text
In-text Citation are
Citation are In-text Citation are In-text Citation are
In-text given for more
provided, or given for 2 relevant given for more than
Citation than 1 relevant
they are not sources 2 relevant sources
source
cited correctly
Poorly written
Fairly written that
paper that lacks
lacks clarity, has
are several
grammatical
grammatical errors.
errors.
END OF MODULE 3
`50

Chord Progression Handbook: For Guitar, Piano, and Other Accompaniment Instruments

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What are the three handbooks that are included in this resource?

What are the three handbooks that are included in this resource?

Chord Progression Handbook

For Guitar, Piano, and Other

Bill Matney & Brenna Niemuth

Bill Matney & Brenna Niemuth

University of Kansas Libraries

You are free to:

No additional restrictions — You may not apply legal terms or technological

Published by the University of Kansas Libraries

This resource includes three handbooks and a set of supplementary videos.

• The Chord Progression Handbook (https://hdl.handle.net/1808/29434) maps

• The third handbook, Strumming, Fingerpicking, and Hybrid Accompaniment

About Open Educational Resources

UNESCO (The United Nations Educational, Scientific, and Cultural Organization)

In this handbook, chord progressions begin as simply as possible (single chord)

Playing Chord Progressions:

● Use a metronome: Work on playing “in time.” If we can play in time, we

● Frequency of Practice/Play: Playing for short periods of time multiple times

o One Chord Song by Stoney Larue

Chord Progression 1B:

o Get Up, Stand Up by Bob Marley

Chord Progression 2B:

Standard Blues Progression: Continued

A (V) G (IV) D (I)

D (V) C (IV) G (I)

Chord Progression 10:

Chord Progression 11:

Chord Progression 11B:

Chord Progression 12:

Chord Progression 12B:

Chord Progression 12C:

Chord Progression 13:

Chord Progression 13B:

Chord Progression 13C:

G G E(7) A(7) D(7)

C C A(7) D(7) G(7)

Chord Progression 13D

G G E(7) Am(7) D(7)

C C A(7) Dm(7) G(7)

G Bm(7) Em(7) Am(7) D(7)

C Em(7) Am(7) Dm(7) G(7)

Chord Progression 14:

Chord Progression 14B:

Chord Progression 15:

Chord Progression 15B:

Chord Progression 16:

Chord Progression 17:

Chord Progression 18:

Chord Progression 18B:

Chord Progression 18C:

Key i III bVII vi

Chord Progression 19:

Key i bVII bVI V(7)

o Greensleeves (folk song of unknown specific origin)

Chord Progression 20:

Song Examples using or basing progression partially on Pachelbel’s Canon: