Senior High School

NOT

Practical Research 2
Quarter 4 - Module 4
Understanding Data and Ways to
Systematically Collect Data

Department of Education ● Republic of the Philippine

What This Module is About
When you aim to arrive to a certain solution of a problem, the journey is definitely
smooth and focused when the direction is clear. The research methodology of your study is
very important since it gives direction to systematically arrive to answers or solution to your
chosen research problem. It contains rules and procedures that you as a researcher will
have to follow.

This module focuses on the discussion of your research design and plan, population
to consider, sampling technique, research instruments, and appropriate statistical treatments
to be employed. At end of this learning module learners are expected to understand the
concept of research data and know the ways to systematically collect data.

The following are the lessons contained in this module:

Lesson 1 – Quantitative Research Design

Lesson 2 – Sampling Procedure and Sample
Lesson 3 – Research Instruments, Validity, Reliability
Lesson 4 – Research Intervention
Lesson 5 – Data Collection Procedure
Lesson 6 – Data Analysis
Lesson 7 – Presenting Research Methodology

Lesson
Quantitative Research
1 Designs

What’s In

Quantitative research is more systematic and controlled than qualitative. However,

both research methods have a statement of the problem to investigate. At this point, it is
assumed that you are already done stating your research problem, the background of the
study, scope and delimitation, hypothesis, conceptual framework, and review of related
literature and studies.

Each type of research has a unique design to follow that will also lead the direction of
sampling procedure, data gathering, and data analysis. Each research type also aims to
answer specific research questions; how it will be answered is determined by its design.

Important considerations also are the variables of the study. The type of variables
provides paradigm (your conceptual framework), which helps the researcher decide on what
will be the design of the study.

So it is very important that you have completed the previous tasks diligently to
maximize your learning in this Module. In this lesson, you will be taught how to select an
appropriate quantitative research design.

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 What I Need to Know

Meaning of Quantitative Research Designs

When a man decides to build a house, does not he draws first the blue print before
he will start to do the work? Same with the conduct of research, the blueprint for the
collection, measurement, and data analysis is drawn as a pattern to follow. Furthermore,
research designs enable the researcher to obtain a more valid, objective, reliable, and
accurate answers to the research questions.

Research design is defined as the logical and coherent overall strategy that the
researcher uses to integrate all the components of the research study (Barrot, 2017, p 102).
In order to find meaning in the overall process of doing your research study, a step-by-step
process will be helpful to you.

In quantitative research, you are going to have a great deal of abstraction and
numerical analysis. According to Fraenkel and Wallen (2007, p 15), the research designs in
quantitative research are mostly pre-established. Hence having an appropriate research
design in quantitative research, the researcher will have a clearer comprehension of what he
is trying to analyze and interpret.

What’s New

Activity 1: Plan Your Work

Directions: Pretend that you are conducting a study on academic adjustments of teachers
and students on the learning delivery modes during this time of COVID – 19
pandemic. Come up with a plan on how you are going to obtain the necessary
data for this study. Draw a procedural flowchart to illustrate your plan

Study on Academic Adjustments of Teachers

and Students on the Learning Delivery Modes
during COVID – 19 Pandemic

3
 What Is It

Types of Quantitative Research Design

Quantitative Research Designs have five general classifications: descriptive,

correlational, ex post facto, quasi-experimental, and experimental.

Descriptive Research. When little is known about the research problem, then it is
appropriate to use descriptive research design. It is a design that is exploratory in nature.
The purpose of descriptive research is basically to answer questions such as who, what,
where, when, and how much. So this design is best used when the main objective of the
study is just to observe and report a certain phenomenon as it is happening.

Correlational Research. The main goal of this design is to determine if variable

increases or decreases as another variable increases or decreases. This design seeks to
establish an association between variables. It does not seek cause and effect relationship
like descriptive research; it measures variables as it occurs. It has two major purposes: (a) to
clarify the relationship between variables and (b) predict the magnitude of the association.
However, the extent of the purpose of correlational research depends on the scope and
delimitation of the study.

Ex Post Facto. If the objective of the study is to measure a cause from a pre-existing
effects, then Ex Post Facto research design is more appropriate to use. In this design, the
researcher has no control over the variables in the research study. Thus, one cannot
conclude that the changes measured happen during the actual conduct of the study.

The last two types of quantitative research designs are identifiable for the existence
of treatment or intervention applied to the current research study. Intervention or treatment
pertains to controlling or manipulating the independent variable in an experiment. It is
assumed that the changes in dependent variables were caused by the independent variable.

There are also two groups of subjects, participants, or respondents in quasi-

experimental and experimental research. The treatment group refers to the group
subjected to treatment or intervention. The group not subject to treatment or intervention is
called the control group.

Quasi-Experimental. The term means partly, partially, or almost – pronounced as

kwahz-eye. This research design aims to measure the causal relationship between
variables. The effect measured is considered to have occurred during the conduct of the
current study. The partiality of quasi-experimental design comes from assigning subjects,
participants, or respondents into their groups. The groups are known to be already
established before the study, such as age educational background and nationality. Since the
assignment of subjects, participants, or respondents are not randomly assigned into an
experimental or control groups, the conclusion of results is limited.

Experimental Research. This research design is based on the scientific method

called experiment with a procedure of gathering data under a controlled or manipulated
environment. It is also known as true experimental design since it applies treatment and
manipulation more extensively compared to quasi-experimental design. Random assignment
of subjects or participants into treatment and control group is done increasing the validity of
the study. Experimental research, therefore, attempts to affect a certain variable by directly
manipulating the independent variable.

3
 What’s More

Activity 2. Quantitative Research Designs Summary

Directions: Using the template below, summarize the five quantitative research designs
according to its goal, and its corresponding variable manipulation.

How variable is handled

Research Design Goal
or manipulated

1. Descriptive

2. Correlational

3. Ex post facto

4. Quasi-
experimental

5. Experimental

Activity 3. Choose the Appropriate Research Design

Directions: Determine the quantitative research design appropriate for the sample research
titles. Make sure to explain your choice into two to three sentences.

1. Relationship between Academic Stressors and Learning Preferences of Senior High School
Students

Quantitative Research Design:

Explanation:

2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils

Quantitative Research Design:

Explanation

5
 Lesson
Sampling Procedure
2 and the Sample

What’s In

Remember when you were taught how to write your scope and delimitation, you
stated the subjects, participants, or respondents of your study. You also described their
characteristics which qualify them to be the source of your research data.

The next question you have to answer is, how many of the subjects, participants, or
respondents should be selected as a source of data? This lesson will teach you how to
describe sampling procedures in quantitative research. Note that the sampling procedure
should be aligned to your chosen research design. Since you have already decided the
research design of your study, then you are ready for this lesson.

What I Need to Know

Population and Sample

The first step in determining the sample size is identifying the population of the topic
of interest. The population is the totality of all the objects, elements, persons, and
characteristics under consideration. It is understood that this population possesses common
characteristics about which the research aims to explore.

There are two types of population: target population and accessible population. The
actual population is the target population, for example, all Senior High School Students
enrolled in Science, Technology, Engineering, and Mathematics (STEM) in the Division of
Cagayan de Oro City. While the accessible population is the portion of the population in
which the researcher has reasonable access, for example all Senior High School enrolled,
STEM strand at Marayon Science High School – X.

When the whole population is too costly or time-consuming or impractical to consider,

then, a sample representative is identified. Sampling pertains to the systematic process of
selecting the group to be analyzed in the research study. The goal is to get information from
a group that represents the target population. Once a good sample is obtained, the
generalizability and applicability of findings increases.

The representative subset of the population refers to the sample. All the 240 Senior
High School Students enrolled in Science, Technology, Engineering, and Mathematics
(STEM) Strand in a school, for example, constitute the population; 60 of those students
constitute the sample. A good sample should have characteristics of the represented
population – characteristics that are within the scope of the study with fair accuracy.
Generally, the larger the sample, the more reliable the sample be, but still, it will depend on
the scope and delimitation and research design of the study.

6
 What’s New

You are almost finished cooking the favorite

meal of the family. In order to check if it tastes good
and ready for serving, what will you do?

Answer:

I will…..
_ _
_ _
_ _

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What Is It

Approaches in Identifying the Sample Size

Heuristics. This approach refers to the rule of the thumb for sample size. The early
established approach by Gay (1976) stated by Cristobal and Dela Cruz-Cristobal (2017, p
172), sample sizes for different research designs are the following:

Number of
Research Design Subjects/Participants
Descriptive Research 10% to 20% maybe
required
Comparative Research 15 subjects or
groups

Lunenberg and Irby (2008), as cited by Barrot (2017, p 107), also suggested different
sample sizes for each quantitative research design.

Number of
Research Design Subjects/Participants
Survey 800
Correlational 100 to 200
Ex post facto 30+
Experimental 30 or more

Literature Review. Another approach is by reading similar or related literature and

studies to your current research study. Since you are done writing your review of related
literature and studies, you might want to recall how these studies determine sample size.
Using this approach increases the validity of your sampling procedure.

Formulas. Formulas are also being established for the computation of an acceptable
sample size. The common formula is Slovin’s Formula.

7
 Slovin’s Formula:
N
n=
1 + Ne2

where: n is the sample size

N is the population size
E is the desired margin of error

600
n=
1 + 600 (0.05)2

600
=
1 + 600 (0.0025)
600
=
1 + 1.5

= 240

Power Analysis. This approach is founded on the principle of power analysis. There
are two principles you need to consider if you are going to use this approach: these are
statistical power and effect size.

The probability of rejecting the null hypothesis is

called statistical power. It suggests that indeed there is a Useful online
relationship between the independent and dependent tools:
variables of the research study. The ideal statistical power
of a research study is 80%. With the statistical power, it will
be used to identify the sufficient sample size for measuring Visit the
the effect size of a certain treatment. The level of following links to
difference between the experimental group and the control practice the power
group refers to effect size. analysis approach.

If the statistical power tells that relationship https://bit.ly/37Ia3lC

between independent and dependent variables, the effect https://bit.ly/2AQpDQn
size suggests the extent of the relationship between these
two variables. Henceforth, the higher the effect size,
means the greater the level difference between the
experimental and control groups. For example, your
research study reveals that there is a difference in the
pretest and posttest scores of the students in the given
anxiety test after implementing a psychosocial intervention.
With the effect size, you will have an idea of how small or
large the difference is.

Probability Sampling in Quantitative Research

Simple Random Sampling. It is a way of choosing individuals in which all members

of the accessible population are given an equal chance to be selected. There are various
ways of obtaining samples through simple random sampling. These are fish bowl technique,
roulette wheel, or use of the table of random numbers. This technique is also readily
available online. Visit this link https://www.randomizer.org/ to practice.

10
 Stratified Random Sampling. The same with simple random sampling, stratified
random sampling also gives an equal chance to all members of the population to be chosen.

However, the population is first divided into strata or groups before selecting the
samples. The samples are chosen from these subgroups and not directly from the entire
population. This procedure is best used when the variables of the study are also grouped
into classes such as gender and grade level.

You can simply follow the steps from this given example:

A population of 600 Junior High School students includes 180 Grade 7, 160
Grade 8, 150 Grade 9, and 110 Grade 10. If the computed sample size is
240, the following proportionate sampling will be as follows.

The number of members per subgroup is divided by the total accessible sample size.
The percentage result of members per subgroup will be multiplied from the computed total
sample size. After obtaining the sample size per strata, then simple random sampling will be
done for the selection of samples from each group.

Sample Size per Subgroups

180/600 = .30x 240 = 72 Grade 7 students
160/600 = .27x 240 = 65 Grade 8 students
150/600 = .25x 240 = 60 Grade 9 students
110/600 = .18x 240 = 43 Grade 10 students
100% 240 respondents

Cluster Sampling. This procedure is usually applied in large-scale studies,

geographical spread out of the population is a challenge, and gathering information will be
very time-consuming. Similar to stratified random sampling, cluster sampling also involves
grouping of the population according to subgroups or clusters. It is a method where multiple
clusters of people from the chosen population will be created by the researcher in order to
have homogenous characteristics.

For example, a researcher would like to

interview of all public senior high school students
across Mindanao. As a researcher cluster will be
selected to satisfy the plan size. In the given example,
the first cluster can be by region, the second cluster
can be by division, and the third cluster can be by
district.

Another way of doing cluster sampling is

illustrated on the figure on the right side.
https://bit.ly/2UTiZzp
Systematic Sampling. This procedure is as simple as selecting samples every nth
(example every 2nd, 5th) of the chosen population until arriving at a desired total number of
sample size. Therefore the selection is based on a predetermined interval. Dividing the
population size by the sample size, the interval will be obtained. For example, from a total
population of 75, you have 25 samples; using systematic sampling, you will decide to select
every 3rd person on the list of individuals.

11
 What I Have Learned

Directions: As you have learned from this lesson, answer each question
comprehensively.

1. What do I know about the population and sample of the study?

2. I have learned that when determining the sample size of the study….

3. Now I know that sampling procedures involve…..

13
 Lesson
Research Instrument,
3 Validity and Reliability

What I Need to Know

Quantitative Research Instrument

What do you think will happen if tools for building a house is not prepared
meticulously? The same thing when getting information for answers to a research problem,
tools, or instruments should be prepared carefully. In constructing a quantitative research
instrument, it is very important to remember that the tools created should require responses
or data that will be numerically analyzed.

Research Instruments are basic tools researchers used to gather data for specific
research problems. Common instruments are performance tests, questionnaires,
interviews, and observation checklist. The first two instruments are usually used in
quantitative research, while the last two instruments are often in qualitative research.
However, interviews and observation checklists can still be used in quantitative research
once the information gathered is translated into numerical data.

What Is It

In constructing the research instrument of the study, there are many factors to be
considered. The type of instrument, reasons for choosing the type, and the description and
conceptual definition of its parts are some of the factors that need to be decided before
constructing a research instrument. Furthermore, it is also very important to understand the
concepts of scales of research instruments and how to establish validity and reliability of
instruments.

Characteristics of a Good Research Instrument

Concise. Have you tried answering a very long test, and because of its length, you
just pick the answer without even reading it? A good research instrument is concise in length
yet can elicit the needed data.

Sequential. Questions or items must be arranged well. It is recommended to arrange

it from simplest to the most complex. In this way, the instrument will be more favorable to the
respondents to answer.

Valid and reliable. The instrument should pass the tests of validity and reliability to
get more appropriate and accurate information.

Easily tabulated. Since you will be constructing an instrument for quantitative

research, this factor should be considered. Hence, before crafting the instruments, the
researcher makes sure that the variable and research questions are established. These will
be an important basis for making items in the research instruments.
Ways in Developing Research Instrument

There are three ways you can consider in developing the research instrument for
your study. First is adopting an instrument from the already utilized instruments from
previous related studies. The second way is modifying an existing instrument when the
available instruments do not yield the exact data that will answer the research problem. And
the third way is when the researcher made his own instrument that corresponds to the
variable and scope of his current study.

Common Scales Used in Quantitative Research

Likert Scale. This is the most common scale used in quantitative research.
Respondents were asked to rate or rank statements according to the scale provided.

Example: A Likert scale that measures the attitude of students towards distance
learning.

Strongly Strongly
Items Agree Disagree
Agree Disagree
There would be difficulty in
communicating our concerns to our
teacher.
There would be many distractions
when learning at home than in
school.
Semantic Differential. In this scale, a series of bipolar adjectives will be rated by the
respondents. This scale seems to be more advantageous since it is more flexible and easy
to construct.

Example: On a description of an active student in school activities.

Pleasant 5 4 3 2 1 Unpleasant
Enthusiastic 5 4 3 2 1 Not Enthusiastic
Competent 5 4 3 2 1 Incompetent

Another important consideration in constructing a research instrument is how to

establish its validity and reliability.

Types of Validity of Instrument Validity

Face Validity. It is also known as “logical A research instrument is

validity.” It calls for an initiative judgment of the considered valid if it measures
instruments as it “appear.” Just by looking at the what it supposed to measure.
instrument, the researcher decides if it is valid.
When measuring oral
Content Validity. An instrument that is judged communication proficiency
with content validity meets the objectives of the study. It level of
is done by checking the statements or questions if this students, speech
elicits the needed information. Experts in the field of performance using rubric or
interest can also provide specific elements that should rating scale is more valid than
be measured by the instrument. students are given multiple
choice tests.
Construct Validity. It refers to the validity of
instruments as it corresponds to the theoretical Validity also has several types:
construct of the study. It is concerning if a specific face, content, construct,
measure relates to other measures. concurrent, and
predictive validity.
Concurrent Validity. When the instrument can
predict results similar to those similar tests already
validated, it has concurrent validity.

Predictive Validity. When the instrument is

able to produce results similar to those similar tests that
will be employed in the future, it has predictive validity.
This is particularly useful for the aptitude test.

Reliability of Instrument

Test-retest Reliability. It is achieved by giving the

Reliability refers to same test to the same group of respondents twice. The
the consistency of consistency of the two scores will be checked.
the measures or
results of the Equivalent Forms Reliability. It is established by
instrument. administering two identical tests except for wordings to the
same group of respondents.

Internal Consistency Reliability. It determines how well the items measure the
same construct. It is reasonable that when a respondent gets a high score in one item, he
will also get one in similar items. There are three ways to measure the internal consistency;

Lesson

4 Research Intervention

What’s In

In the previous discussion on quantitative research designs, you were taught about
quasi-experimental and experimental designs. Its uniqueness from other research designs
was also described. Remember that experimental research design controls or manipulates
the independent variable. This is done by applying particular conditions or treatments or
what is called research intervention. In this lesson, the focus is on how to describe your
research intervention in your research paper.

What Is It

Nature of Research Intervention

In experimental research, the researcher decides the nature of intervention or

treatment. Intervention pertains to what is going to happen to the subjects of the study. This
decision covers who will receive the intervention and to what extent it will be applied to
them.

For example, in a study of determining the effects of special tutorial program to

learners’ at risk of failing (LARF), researcher decides the group of LARF who will receive
intervention. In this example, a special tutorial program is the research intervention.
Furthermore, the extent to which the program will be administered to the learners is
determined.

Steps in Describing the Research Intervention Process

 A section that explains the details of research intervention is added in the research
paper if it is an experimental design. In this section, the procedure of research intervention is
explained clearly.

Write the Background Information. It is an introductory paragraph that explains the

relevance of the intervention to the study conducted. It also includes the context and
duration of the treatment.

Describe the Differences and Similarities between the Experimental and

Control Group. State what will happen and what will not both in the experimental and
control groups. This will clearly illustrate the parameters of the research groups.

Describe the Procedures of the Intervention. In particular, describe how will the
experimental group receive or experience the condition. It includes how will the intervention
happens to achieve the desired result of the study. For example, how will the special tutorial
program will take place?

Explain the Basis of Procedures. The reason for choosing the intervention and
process should clear and concrete reasons. The researcher explains why the procedures
are necessary. In addition, the theoretical and conceptual basis for choosing the procedures
is presented to establish the validity of the procedures.

What I Have Learned

Directions: As you have learned from this lesson, answer each question
comprehensively.

1. What I know about research intervention

2. I have learned that when describing the research intervention….

Lesson
Planning Data Collection
5 Procedure

What’s in

You have learned the important factors in developing your research instruments in
lesson 3 of this Module. You can now identify the steps you are going to undertake in your
actual gathering of data. In this lesson, three phases in data collection will be presented so
that you can clearly plan your data collection procedure in your current research.
 What I Need to Know

Quantitative Data

Generally, data are any pieces of information or facts that people have known. Once
these data answers the research problem, it becomes helpful to research. When research
data appears to be measurable in the numerical form, it is considered quantitative data.
However, some qualitative data can also be useful to quantitative research once it is given a
numerical value. For example, if you study about adjustment experiences of students to
distant learning, if it is categorized and numbered accordingly, then it can be quantified
during analysis.

Techniques in Collecting Quantitative Data

The following are the common quantitative data gathering technique. Each technique
corresponds to specific instrument which will be further discussed in Module 5.

Observation. It is gathering information about a certain condition by using senses.

The researcher records the observation as seen and heard. This is done by direct
observation or indirect observation by the use of gadgets or apparatus. An observation
checklist aid the researcher in recording the data gathered.

Survey. Data gathering is done through interview or questionnaire. By means of

questionnaire you use series of questions or statements that respondents will have to
answer. Basically, respondents write or choose their answer from given choices. On the
other hand, interview is when you ask respondents orally to tell you the responses. Since
you are doing quantitative research, it is expected that responses have numerical value
either it is nominal or ordinal in form.

Experiment. When your study is an experimental design, it was already discussed in

the previous lesson that it would use treatment or intervention. After the chosen subjects,
participants, or respondents undergone the intervention, the effects of such treatment will be
measured.

What Is It

Three Phases in Data Collection

In doing research, data collection is a major component of research. Neglecting to

clarify the collection procedure would result in acquiring inaccurate data that will make you
research study invalid. Hence, the data collection procedure is given meticulous attention to
gather appropriate data. You are making sure that data you will gather answers to your
research questions.

The data gathering procedure is presented in a paragraph format in your research

paper. Basically, the contents are the steps you are going to follow: (1) before you will
gather the data, (2) what to do during the actual gathering of data, and (3) the things to
consider after data has been gathered. The following are the suggested steps but not limited
to it, are the procedures in gathering quantitative data
 Lesson

6 Planning Data Analysis

What’s In

Prerequisite for taking Practical Research 2 is your Statistics and Probability subject.
It is presumed that you already have a good practice of the learning competencies needed to
conduct quantitative research. Your background statistics and probability background will
help you plan and choose your data analysis.

In planning your data analysis in quantitative research, you also need to consider
your research problem, type of data, hypothesis, and scale used in your research
instrument. This lesson focuses on designing your data analysis procedure.

What I Need to Know

Data Analysis

Data analysis in research is a process in which gathered information are

summarized in such a manner that it will yield answers to the research questions. During
quantitative data analysis gathered information were break down and ordered into categories
in order to draw trends or patterns in a certain condition. In quantitative research, the
numerical data collected is not taken as a whole. In order to understand it better, it is analyze
into components based on the chosen research variables and research questions you are
going to answer.

These numerical data are usually subject to statistical treatment depending on the
nature of data and the type of research problem presented. The statistical treatment
makes explicit the different statistical methods and formulas needed to analyze the research
data.

What Is It

Planning your Data Analysis

Before choosing what statistical test is appropriate for your research study it is
important to determine what statistical formation is applicable to your current study. In
immersing yourself into planning your data analysis, you have to decide what basic
descriptive statistical technique you are going to use. Although this technique does not give
you the degree of association or effect between variables, this will help you to code and
simply tabulate your data.

Descriptive Statistical Technique provides a summary of the ordered or

sequenced data from your research sample. Frequency distribution, measure of central
tendencies (mean, median, mode), and standard deviation are the sets of data from
descriptive statistics. Inferential Statistics is used when the research study focuses on
finding predictions; testing hypothesis; and finding interpretations, generalizations, and
conclusions. Since this statistical method is more complex and has more advanced
mathematical computations, you can use computer software to aid your analysis.

You also have to identify types of statistical analysis of variable in your quantitative
research. A univariate analysis means analysis of one variable. Analysis of two variables
such as independent and dependent variables refers to bivariate analysis while the
multivariate analysis involves analysis of the multiple relations between multiple variables.

Furthermore, selecting what test to use is basically done by identifying whether you
will use parametric test or non-parametric test. As these were already discussed in your
Statistics and Probability subject, a summary of what to consider is presented below:

Points to Consider Type of Test

Interval or Ratio Parametric Tests
Scale
Ordinal or Nominal Scale Non-parametric Tests
30 or more per group Parametric Tests
Sample Size
Fewer than 30 Non-parametric Tests
Normal Distribution Parametric Tests
Distribution of Data Data deviates from Normal Non-parametric Tests
Distribution
ddition, in choosing statistical techniques in quantitative research, the purpose or
objective of the research study should be considered.

Test of Relationship between Two Variables

 Pearson’s r (parametric)
 Phi coefficient (non-parametric for nominal and dichotomous variables)
 Spearman’s rho (non-parametric for ordinal variable)

Test of Difference between Two Data Sets from One Group

 T-test for dependent samples (parametric)
 McNemar change test (non-parametric for nominal and dichotomous
variables)
 Wilcoxon signed-rank test (non-parametric for ordinal variable)

Test of Difference between Two Data Sets from Two Different Groups
 T-test for independent samples (parametric)
 Two-way chi-square (non-parametric for nominal variable)
 Mann-Whitney U test (non-parametric for ordinal variable)

Test More than Two Population Means

 Analysis of Variance or ANOVA (parametric)

Test the Strength of Relation or Effect or Impact

 Regression (parametric)\

Lesson
Presenting Research
7 Methodology
 What Is It

Indeed, designing the research methodology in quantitative research is quite

challenging. At this point, it is assumed that you are now ready to present your written
output. You need to consider the parts of your research methodology; these are:

Research Design
Research Population and Sample
Sampling Procedure
Research Instruments
Validity and Reliability of Instruments
Research Intervention (if applicable)
Data Collection Procedure
Data Analysis

All of these are written in paragraph format as part of your research methodology. In
this lesson, you will be given guidelines in presenting this research portion. After
presentation, the most exciting part follows; and that is gathering your data.

• In order to integrate all the components of the research study, the research design
describes the overall strategy of the research. Types of quantitative research are
descriptive, correlational, ex post facto, quasi-experimental, and experimental research.
• Population refers to all the members of a particular group relevant to the research.
Sample is a part of the population that serves as a representative. Sample are chosen
through sampling which is a process of selecting of who will participate. The usual
sampling procedures in quantitative research are simple random sampling, stratified
random sampling, cluster sampling, and systematic sampling.
• Research Instrument refers to the tools used in research for the purpose of gathering
the data. Common scales used in quantitative research are Likert Scale and Semantic
Differential.
• It is important in quantitative research to use valid instruments. Validity refers to the
appropriateness of the research instrument. Types of validity are face, content,
construct, concurrent, and predictive validity.
• The consistency in research findings provided by instruments refers to reliability. Types
of reliability are test-retest, equivalent forms, and internal consistency.
• For quasi-experiment and experimental research designs, intervention is applied in
order to know who will receive the intervention and to what extent.
• Data gathering in quantitative research usually observes survey, observation, and
experiment. There are three phases in data gathering of research that need to be
presented in the research paper: before, during, and after procedures.
• Data Analysis is a process in which gathered information are summarized in such a
manner that it will yield answers to the research questions. There are two major
statistical technique in data analysis, these are descriptive and inferential statistics.

Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.

1. What is the aim Ex post facto research design?

A. determine a cause from already existing effects.
B. establish cause and effect relationship
C. observe and describe a phenomenon
D. identify association among variables
2. “Effects of Type of Music to Aesthetic Performance of Ballet Dancers”, what is the
appropriate research design for the given title?
A. Correlational C. Survey Research
B. Descriptive D. Experimental

3. Mr. Canuc would like to know further the type of social media used between the male and
female SHS students of East Pagat National High School. What is the appropriate
research design to be used in his study?
A. Quasi-Experimental C. Correlational
B. Experimental D. Descriptive

4. Based on item number 3, what appropriate statistical test should Mr. Canuc used to
answer his research problem?
A. T-test for two dependent samples C. Chi-square
B. Spearman’s rho D. ANOVA

5. Which of the following statements is true about the conduct of experimental research?
A. There is no random assignment of individuals.
B. Individual subjects are randomly assigned.
C. Groups are exposed to presumed cause.
D. Intact groups are used.

6. What is the difference between quasi-experimental research and experimental research?

A. Only one dependent variable is used in quasi-experimental research, while
multiple dependent variables can be used in quasi-experimental research.
B. Intact groups are used in experimental, while quasi-experimental randomly
assigned individuals into groups.
C. Participants for groups are randomly selected in experimental, but not quasi-
experimental research.
D. The researcher controls the intervention in the experimental group, but not quasi-
experimental research.

7. Why would a researchers choose to use Simple Random Sampling as a sampling

technique?
A. To consider giving equal chance to the member of accessible population being
selected as part of the study.
B. To make sure that all subcategories of the population are represented in the
selection of sample.
C. To group the entire population into clusters since the location of the samples are
widely spread.
D. To systematically choose samples from a given list of individuals.
8. When can we consider a research sample as "best?"
A. representative of population C. conveniently represented
B. systematically chosen D. purposely selected

9. Given that your study will use stratified random sampling, wherein population of your
scope is 250 with a computed sample size of 152, how many samples for each strata will
you have if group 1 has 92, group 2 has 86, and group 3 has 72 population?
A. Group 1 = 52, Group 2 = 54, Group 3 = 46
B. Group 1 = 56, Group 2 = 45, Group 3 = 51
C. Group 1 = 52, Group 2 = 52, Group 3 = 44
D. Group 1 = 54, Group 2 = 56, Group 3 = 41

10. What type of reliability is measured by administering two tests identical in all aspects
except the actual wording of items?
A. Internal Consistency Reliability C. Test-retest reliability
 B. Equivalent Forms Reliability D. Inter-rater Reliability

11. What type of validity is when an instrument produces results similar to those of another
instrument that will be employed in the future?
A. Predictive Validity C. Criterion Validity
B. Face Validity D. Content Validity

12. The Ability Test has been proven to predict the mathematical skills of Senior High School
students. What type of test validity is shown in the example?
A. Construct Validity C. Content Validity
B. Criterion Validity D. Face Validity

13. What indicator of a good research instrument when items are arranged from simple to
complex?
A. Easily Tabulated C. Valid and Reliable
B. Sequential D. Concise

14. What is the purpose of Pearson’s r as a statistical technique? To test the

A. difference between sets of data from different groups.
B. difference between two sets of data from one group.
C. degree of effect research intervention or treatment.
D. relationship between two continuous variables.

15. What statistical technique should be used for this research problem, “You would like to
determine the differences between the opinions of men and women on the COVID – 19
local government response?”
A. T-Test for two dependent samples C. Two-way Chi-square
B. T-Test for independent samples D. Pearson’s r

Key to Answers

Pretest Posttest
1. D 1. A
2. D 2. D
3. B 3. C
4. B 4. C
5. D 5. B
6. A 6. C
7. A 7. A
8. A 8. A
9. C 9. C
10. A 10. B
11. C 11. A
12. B 12. B
13. D 13. A
14. D 14. D
15. A 15. B