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Practical Research 2: Quarter 2 - Module 4

Practical Research

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100% found this document useful (5 votes)

7K views

Practical Research 2: Quarter 2 - Module 4

Practical Research

Uploaded by

Karla Javier Padin

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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

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Department of Education ● Republic of the Philippines
Practical Research 2- Grade 12
Alternative Delivery Mode
Quarter 2 – Module 4
Understanding Data and Ways to Systematically Collect Data
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de

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Authors: Rochelle Luzano, PhD
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Practical
Research 2
Quarter 2- Module 4
Understanding Data and Ways to
Systematically Collect Data

This instructional material was collaboratively developed and reviewed

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Table of Contents

What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................ii
How to Learn from this Module................................................................................................................iii
Icons of this Module....................................................................................................................................iii

What I Know.................................................................................................................................................iv
Lesson 1:
Quantitative Research Design......................................................................................
What’ In ..............................................................................................................................1

What I Need to Know – Meaning of Quantitative Research Designs.............1

What’s New – Plan Your Work…................................................................................2
What Is It – Types of Quantitative Research Design...........................................3
What’s More – Quantitative Research Designs Summary.................................4
What’s More – Choose Appropriate Research Design.......................................4

What’s More – Let’s Go Online...................................................................................6

What I Have Learned......................................................................................................6

What I Can Do..................................................................................................................7

Additional Activity.............................................................................................................7

Lesson 2:
Sampling Procedure and Sample .............................................................................8
What’s In.............................................................................................................................8
What I Need to Know – Population and Sample...................................................8
What’s New.......................................................................................................................9
What Is It – Approaches in Identifying Sample Size............................................9
What Is It – Probability Sampling in Quantitative Research..............................10

What’s More – Determine the Sampling Procedure.............................................12

What’s More – Search the Design and Sampling Procedure............................12

What’s More – Let’s Go Online...................................................................................13

What I Have Learned.....................................................................................................13

What I Can Do..................................................................................................................14

Additional Activity.............................................................................................................14
Lesson 3:
Research Instrument, Validity and Reliability.............................................15
What I Need to Know – Quantitative Research Instrument...............................15
What’s New – Let’s talk.................................................................................................15
What’s New – Let’s read...............................................................................................16

What Is It – Characteristics of Good Instrument...................................................17

What Is It – Ways in Developing Research Instrument......................................17

What Is It – Common Scales Used in Quantitative Research..........................17

What Is It – Types of Validity.......................................................................................18

What Is It – Reliability of Instrument.........................................................................18

What’s More – Qualify and Rate the Instrument...................................................19

What’s More – Search and Evaluate the Instrument...........................................19

What’s More – Let’s Go Online...................................................................................19

What I Have Learned.....................................................................................................20

What I Can Do..................................................................................................................20

Additional Activity............................................................................................................21

Lesson 4:
Research Intervention............................................................................................................22
What’s In.............................................................................................................................22
What’s New.......................................................................................................................22
What Is It – Nature of Research Intervention.........................................................23
What Is It – Steps in Describing the Research Intervention Process.............23

What’s More – Determine the Research Intervention Procedure....................23

What’s More – Let’s Go Online...................................................................................24

What I Have Learned.....................................................................................................24

What I Can Do..................................................................................................................24
Lesson 5:
Data Collection Procedure................................................................................................25
What’s In.............................................................................................................................25
What I Need to Know – Quantitative Data...............................................................25
What I Need to Know – Techniques in Collecting Quantitative Data.............25

What’s New – What’s the Procedure........................................................................26

What Is It – Three Phases in Data Collection........................................................26
What’s More – Arrange Your Steps...........................................................................27
What I Have Learned.....................................................................................................28
What I Can Do..................................................................................................................29

Additional Activity............................................................................................................29

Lesson 6:
Data Analysis....................................................................................................................................30
What’s In.............................................................................................................................30
What’s New – Statistical Recall..................................................................................30
What Is It – Planning Your Data Analysis...............................................................31
What’s More – Step by Step Analysis.......................................................................32
What’s More – Choose the Appropriate Statistical Test.....................................32

What’s More – Let’s Go Online...................................................................................34

What I Have Learned.....................................................................................................34

What I Can Do..................................................................................................................35

Additional Activity............................................................................................................35

Lesson 6:
Presenting Research Methodology.........................................................................36
What Is It............................................................................................................................36
What’s More – Personal Work Evaluation...............................................................36
What’s More – Reflection..............................................................................................37

What’s More – Let’s Go Online...................................................................................37

What I Have Learned.....................................................................................................37

What I Can Do..................................................................................................................38

Summary........................................................................................................................................................39

Assessment: (Post-Test) ..........................................................................................................................40

Key to Answers.............................................................................................................................................42
References.....................................................................................................................................................43
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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 procedure 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
i

What I Need to Know

At the end of this module, you should be able to:

1. chooses appropriate quantitative research design (CS_RS12-IIa-c-1);
2. describes sampling procedure and the sample (CS_RS12-IIa-c-1);
3. constructs an instrument and establishes its validity and reliability (CS_RS12-IIa-
c-3);
4. describes intervention (if applicable) (CS_RS12-IIa-c-4);
5. plans data collection procedure (CS_RS12-IIa-c-5)
6. plans data analysis using statistics and hypothesis testing (if appropriate)
(CS_RS12-IIa-c-6);
7. presents written research methodology (CS_RS12-IIa-c-7);

ii
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

iii
What I Know

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

1. It is a research design that aims to determine a cause from already existing effects.
A. Descriptive Research Design C. Ex Post Facto
B. Correlational Research Design D. Quasi-Experimental Research

2. It is a research design that is often conducted in a controlled setting with corresponding

research treatment.
A. Correlational C. Survey Research
B. Ex post facto D. Experimental
3. What is the suited research design for this research title, “The Effects of Twitter on the
Communication Etiquette of Students”?
A. Correlational C. Descriptive
B. Ex post facto D. Experimental
4. Mr. Canuc would like to further know 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. Descriptive C. Quasi-Experimental
B. Correlational D. Experimental
5. What is the difference between quasi-experimental research and experimental research?
A. Intact groups are used in experimental, while quasi-experimental randomly
assigned individuals into groups.
B. The researcher controls the intervention in the experimental group in
experimental, but not quasi-experimental research.
C. Only one dependent variable is used in quasi-experimental research, while
multiple dependent variables can be used in quasi-experimental research.
D. Participants for control and experimental groups are randomly selected in
experimental, but not quasi-experimental research.

6. It is used when the researcher would like to consider giving equal chance to the member
of accessible population being selected as part of the study.
A. Simple Random Sampling C. Cluster Sampling
B. Stratified Sampling D. Systematic Sampling

7. The research sample is considered best when it is

A. purposely selected C. representative of population
B. systematically chosen D. conveniently represented

8. Stratified random sampling ensures that

A. those who will possibly respond to treatment are chosen
B. sample chosen proportionately drawn from the different categories of population
C. every individual will be given an equal chance to be selected
D. sample is taken from accessible population than target population
iv

9. Identify the sampling method used in the given situation.

Teacher Joan wants to know if the new learning modalities of the school have an effect
on the academic performance of students in science curriculum. He took the list of
students and selected every 8th name in each class list as participant.
A. Stratified Random Sampling C. Systematic Random Sampling
B. Simple Random Sampling D. Cluster Sampling

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

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

12. The Ability Test has been proven to predict the writing skills of Senior High School
students is an example of
A. Construct Validity C. Content Validity
B. Criterion Validity D. Face Validity

13. It is a common scaling technique which consists of several declarative statements that
express viewpoint on a topic.
A. Semantic Differential Scale C. Likert Scale
B. Completion Type D. Observation Checklist

14. The purpose of this statistical technique is to test the relationship between two variables.
A. Chi Square Test C. T-Test for two dependent samples
B. Pearson’s r D. T-Test for independent samples

15. What statistical technique should be used for this research question, “Is there a
significant difference between the pretest and posttest scores of learners in reading
comprehension test?”
A. Chi Square Test C. T-Test for two dependent samples
B. Pearson’s r D. T-Test for independent samples

v
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Lesson
Quantitative Research
1 Designs

What’s In

Quantitative research is basically more systematic and controlled than qualitative

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

Each type of research has 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 researcher decides on what will
be the design of the study.

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

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 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 define as the logical and coherent overall strategy that the
researcher uses in order 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
you are trying to analyze and interpret.

1
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 mode during this time of COVID – 19
pandemic. Come up with a plan on how you are going to obtain 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

“Plan of Work Flowchart”

2
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 to just observe and report a certain phenomena as it is happening.

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

increases or decreases as another variable increases or decreases. This design seeks to
establish association between variables. It does not seek cause and effect relationship like
descriptive research it measures variables as it occur. It has two major purposes: (a) to
clarify relationship between variables and (b) predict the magnitude of association. However,
the extent of 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. Treatment group refers to the group subjected to
treatment or intervention. The group not subject to treatment or intervention is called control
group.

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

kwahz-eye. This research design aims to measure 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 of subjects, participants, or
respondents into their groups. The groups are known to be already established before the
study such age educational background and nationality. Since assignment of subjects,
participants, or respondents are not randomly assigned into experimental or control group,
the conclusion of results is limited.

Experimental Research. This research design is based on 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.

Variable
Research Design Goal
Manipulation

1. Descriptive

2. Correlational

3. Ex post facto

4. Quasi-
experimental

5. Experimental

Activity 2. 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:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4
3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on
Consumer Behaviors
Quantitative Research Design: __________________________________________

4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens

Quantitative Research Design: __________________________________________

5. Measuring the Gadgets Usage of Children at Home during Quarantine

Quantitative Research Design: __________________________________________

6. Level of Academic Achievement of Senior High Schools in Different Learning

Modalities

Quantitative Research Design: __________________________________________

7. Effects of Story Telling on Quality of Sleep of Children

Quantitative Research Design: __________________________________________

Activity 3: Let’s go Online

Go to the link below and practice what you’ve learned from this lesson:

https://bit.ly/36A5idj
https://bit.ly/2LZVLCS
https://bit.ly/3eojlWk
https://bit.ly/2X2kxbX

What I Have Learned

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

1. This time, I have learned that quantitative research design….

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How do you know the specific quantitative research design applied in a research study?

What I Can Do
Choose your Appropriate Research Design. Based on your own research title

Directions: Perform the following task. From what you have learned in this lesson, what is
the appropriate research design for your current research problem? Justify your
choice.

Research Design:
___________________________________________________________________

Justification:
___________________________________________________________________

___________________________________________________________________

Additional Activity:

Direction: After you submit your research design, once it is corrected in accordance to the
guidelines given, you may start incorporating it to your research manuscript.

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 source of data? This lesson will teach you how to
describe sampling procedure 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 possess 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 a reasonable access, for example all Senior High School enrolled,
STEM strand at Gusa Regional 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 good sample is obtained; the
generalizability and applicability of findings increases.

The representative subset of the population refers to 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.

8
What’s New

You are almost finished cooking the favourite

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

Answer:

I will…..
______________________________________________
______________________________________________
______________________________________________
______________________________________________
https://bit.ly/2BfQXHJ

What Is It

Approaches in Identifying the Sample Size

Heuristics. This approach refers to the rule of the thumb for sample size. 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 acceptable
sample size. Common formula is the Slovin’s Formula.
9
Slovin’s Formula:
N
n=
1+ Ne2

where: n is sample size

N is population size
E is desired margin of error

600
n= 2
1+600 (0.05)

600
¿
1+ 600(0.0025)

600
¿
1+1.5
The probability of rejecting the null hypothesis is
called statistical power. This suggests ¿ 240 that indeed there is
a relationship between the independent and dependent
variables of the research study. The ideal statistical power
Power Analysis.
of a research studyThis approach
is 80%. is statistical
With the basically power,
founded on the principle of power
it will
analysis.beThere areidentify
used to two principles yousample
the sufficient need size
to consider if you are going to use this
for measuring
approach: these are statistical power and effect size.
the effect size of a certain treatment. The level of
difference between the experimental group and control
group refers to effect size.
Useful online
If the statistical power tells that relationship tools:
between independent and dependent variables, the effect
size suggests the extent of relationship of these two
variables. Henceforth, the higher the effect size, it means Visit the
greater the level difference between the experimental and following links to
control groups. For example, your research study reveals practice the power
that there is a difference in the pretest and posttest scores analysis approach.
of the students in the given anxiety test after implementing
https://bit.ly/37Ia3lC
psychosocial intervention. With the effect size, you will
have an idea how small or large is the difference. https://bit.ly/2AQpDQn

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 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 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 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 is 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 population is a challenge, and gathering information will be very
time consuming. Similar with stratified random sampling, cluster sampling also involves
grouping of 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

conduct an 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, first cluster can be by region, second cluster
can be by division, and third cluster can be by district.

Another way of doing cluster sampling is

illustrated on the figure in the right side. https://bit.ly/2UTiZzp

Systematic Sampling. This procedure is as simply as selecting sample 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’s More

Activity 1. Determine the Sampling Procedure

Directions: Identify the sampling procedure used in each given situation. Write your answer
on the space provided and then explain your choice.

Sampling
Sample Situation Justification
Procedure
1. Alex’s target population for his study
are the employees of hotels in
Mindanao. Since there are too many
employees in these establishments, he
randomly selected ten hotels. And then
he considered all employees as
participants in his study.
2. Dianne wants to know if the new
learning modalities in first semester
have an effect on the academic
performance of senior high students.
He took all the lists of all students in
her school and selected every 6th name
to be part of her study.
3. Faye wants to survey all the parents in
Cagayan de Oro who opt to enrol their
elementary children to online class. All
in all there 26, 000 parents. Faye
decided to have 450 from the target
population.

Activity 2. Search the design and sampling procedure.

Directions: Search for a sample research study. Identify the research design used and its
sampling procedure.
Example 1 Example 2 Example 3
 Title of the
Research
Study
 Research
Design

 Characteristics
of Population

 Sampling
Procedure

 Sample Size

 Source

12
Activity 3. Let’s go online.
Practice what you have learned from this lesson. Visit the following links:

https://bit.ly/3em5Rdv
https://bit.ly/2TF09LO

What I Have Learned

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

1. What I know about 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…..

What I Can Do
Describes your Sampling Procedure and Sample

Directions: Perform the following task. Identify the size of population and sample for your
study and explain the sampling method that you will use.

1. Size of Population
2. Method used to
determine sample
size (include
computation if
applicable)
3. Sample Size for the
Study
4. Sampling Procedure
to be employed
(explain the steps)
5. Who will be your
respondents?

Additional Activity

Direction: After you submit you have describe your sampling procedure and sample, once it
is corrected in accordance to the guidelines given, you may start writing a
paragraph format of this and incorporate it in your research manuscript.

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 prepare
meticulously? Same thing when getting information for answers to research problem, tools or
instrument should be prepared carefully. In constructing quantitative research instrument, it
is very important to remember that the tools created should required 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’s New

Activity 1. Let’s talk

Directions: Read the questions about tools. Then, write your answer on the corresponding
space.

Questions to analyze: Answers:

1. ____________________
1. Why it is necessary to ____________________
use right tools for a ____________________
particular task? ____________________
____________________
2. What will happen if _____
research instruments
are not prepared 2. ____________________
carefully? ____________________
____________________
____________________
____________________
____________________

Activity 2. Let’s read

Directions: Read and analyze the given scenario. Answer the guide questions below.
A culmination program was scheduled for Grade 12 students. The highlight
of the program is the presentation of the festival of dances. The six sections
prepared for the said dance contest during the culmination. A month before the
activity the students already started planning. Their parents were also very
supportive in the preparation of their costumes and props. The class advisers also
monitored the practices in their classroom.
During the contest, the PE teacher invited teachers from other schools to

Guide Questions:

1. What do you think must have been done to avoid the said situation?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What can you say about the result of investigation?

3. How will you relate the scenario to the conduct of quantitative research study?

What Is It
In constructing 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 need to be decided before
constructing research instrument. Furthermore, it is also very important to understand the
concepts of scales of research instruments and how to established 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 most complex. In this way, the instrument will be more favourable to the
respondents to answer.

Valid and reliable. The instrument should pass the tests of validity and reliability in
order 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,
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 already utilized instrument from previous
related studies. 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.

Another important consideration in constructing research instrument is how to

establish its validity and reliability.

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 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.

17
Semantic Differential. In this scale, a series of bipolar adjectives will be rated by the
respondents. This scale is 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

Types of Validity of Instrument

Face Validity. It is also known as “logical validity.” It

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

Reliability of Instrument

Test-retest Reliability. It is achieved by giving

same test to same group of respondents twice. The
Reliability refers to the consistency of the two scores will be checked.
consistency of the
measures or results of the Equivalent Forms Reliability. It is established by
instrument. administering two identical tests except 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 get a high score in one item, he will
also get one in similar items. There are three ways to measure the internal consistency;
through split-half coefficient, Cronbach’s alpha, and Kuder-Richardson formula.

What’s More
Activity 1. Qualify and Rate the Instrument

Directions: Look for sample research instrument from previously conducted research. Rate it
on the scale of 1 to 5 (1 = lowest, 5 = highest) based on the criteria given. Then
justify you’re your rating.

Sample Instrument
(provide title of the
instrument if possible):
Purpose of the
Research Instrument:
Number of Items: ______________ Scale Used: _______________
Criteria for Evaluation
Rating Justification
of Instrument
Concise

Sequential

Valid and Reliable

Easily Tabulated

Activity 2. Search and evaluate the instrument.

Directions: Search for a sample research study. Identify the ways of establishing the validity
and reliability of the instrument.

Example 1 Example 2
 Title of the Research Study

 Type of Research Instrument

 Way of Developing the Instrument

 Scale Used
 How validity of instrument was
established?
 How validity of instrument was
established?
 Source

Activity 3. Let’s go online.

Practice what you have learned from this lesson. Visit the following:
https://bit.ly/2A7Q6Iz
https://bit.ly/2ZD2Kda
https://bit.ly/2B0cbcd
19

What I Have Learned

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

1. Why is it important to have a good research instrument?

2. Differentiate validity and reliability. Explain how they complement each other to make
a good research instrument.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I Can Do

Construct your research instruments and establish validity and reliability

Directions: Fill out the guide table below to be able to create a good research instrument for
your study.

1. Goal of your research

instrument/s
2. Parts of your
instrument/s
3. Number of items per
subfactor: total items
4. Scale to be used
5. How it will be
validated?
6. How will the reliability
be established?

YOUR OWN RESEARCH DESIGN

Direction: After you have filled out the guide table above, start constructing your research
instrument for your current study.

Title of your study:

_________________________________________________________
_________________________________________________________

Research Questions:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Research Instrument:

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 treatment or what
is called research intervention. In this lesson, the focus is on how to describe your research
intervention in your research paper.

What’s New

Group exposed in Group exposed in

usual condition special condition

Usual Tutorial Program Special Tutorial Program

How is the research intervention conducted in this study?

What Is It
Nature of Research Intervention

In experimental research, 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, special tutorial program is the research intervention.
Furthermore, the extent of 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, 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 experimental and control
group. This will clearly illustrates the parameters between 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 in order 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, theoretical and conceptual basis for choosing the procedures is
presented to establish the validity of the procedures.

What’s More

Activity 1. Determine the Research Intervention Procedure

Directions: Search for a sample research study. Distinguished the procedure used in
experimental and control group. Use the table below for your answers.

Example 1
 Title of the Research Study
 Research Intervention Conducted

 Procedure Used in Control Group

 Procedure Used in Experimental

Group

Activity 3. Let’s go online.

Visit the following link and learn further about experimental research.

https://bit.ly/2Xr5zes

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….

What I Can Do

Describes your Intervention (if applicable)

Directions: If the design of your research is experimental. Describe your research

intervention by following the steps given in this lesson.

Lesson
Planning Data Collection
5 Procedure

What’s In

You have learned the important factors in developing your research instruments in
the 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 plan clearly 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 research problem it becomes helpful to research. When research data
appears to be measurable in numerical form it is considered a quantitative data. However,
some qualitative data can also be useful to quantitative research once it is given 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 means of

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 experimental design, it was already discussed in

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

25
What’s New

Activity 1: What’s the Procedure

Looking at the flowchart of data gathering procedure, what do think is the research
design of the study?

Before During After

Seek permission from Provide intructions to Encode the data

school principal of respondents gathered
students Administer the Analyze the data
Develop research questionnaire
questionnaire
Determine sample size
through stratified random
technique

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 to acquiring inaccurate data that will make you
research study invalid. Hence, data collection procedure is given meticulous attention in
order to gather appropriate data. You are making sure that data you will gather answers 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 are: (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.

26
Before During After

Prepare the research Clear the instructions Summarize the data

instruments provided to the gathered, in a tabular
Identify the authorities respondents. form
that will be involved and Administer the research Analyze the summarize
need to ask permission instrument or implement data corresponding to
Determine the samples the research intervention, the research questions.
size and corresponding if applicable.
respondents; per group if Collect or gather or take
applicable. note of the responses.
Ask consent form (if
respondents are 18
years old above) or
parent's consent (if
minor).
Pilot test the research
instrument if needed.

What’s More

Activity 2. Arrange your Steps

Directions: Arrange the following steps in data gathering into their correct sequence, 1 as
being the first step and 10 as the last step.

Order Steps
_______ The respondents will have a chance to have a look of the performance tasks.
Each of the participants will be interviewed for individual filling out of personal
_______
background of media literacy information.
The researcher will meet the participants eight times in four-month data
_______
gathering period.
The participants will answer the learning activity sheet (LAS) after practicing
_______
the new approach.
The data collection in each group will be supervised by two experienced
_______ Information Technology teacher to ensure proper implementation of the
intervention.
The participants will read example situations about media literacy that are not
_______
familiar to them.
The new approach in assessing performance tasks of learners will be
_______
implemented.
_______ The list of performance tasks and assessment tools will be prepared.
The media literacy summative test will be administered after the
_______
implementation of the new approach in assessing performance tasks.
_______ The test results will be encoded for summary and will be analyzed.

27
What I Have Learned

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

1. This time, I have learned that quantitative data……………….

2. Techniques in quantitative data gathering helps to………..

3. In planning my data gathering procedure I need to consider………..

28
What I Can Do

Plan your Data Gathering Procedures

Directions: Perform the following task. From what you have learned in this lesson, list the
steps that you are going to follow in gathering the data of your research. For this
part, just enumerate it to clearly see the procedure before, during, and after your
data gathering.

Before:
___________________________________________________________________

___________________________________________________________________

During:
___________________________________________________________________

___________________________________________________________________

After:
___________________________________________________________________

___________________________________________________________________

Additional Activity:

Direction: After you submit your data gathering procedures, once it is corrected in
accordance to the guidelines given, you may start incorporating it to your
research manuscript in paragraph format.

29
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 have already 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 need also 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. Statistical treatment makes
explicit the different statistical methods and formulas needed in order to analyze the
research data.

What’s New

Activity 1: Statistics Recall

Directions: From your previous lessons, recall the following terms in Statistics. Write its
definition or description, and purpose or function in analyzing data. Fill in the
boxes in order to provide the information about these statistical terms. Use the
table for your answer.

30
Terms Definition or Description Purpose or Function
Data
Frequency
Percentage
Mean
Standard Deviation
Table
Figure
Parametric Test
Non-Parametric Test
Correlation
Regression

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 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 markedly Non-parametric Tests
31
In addition, 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)

What’s More

Activity 2. Step by step analysis

Directions: From the concept presented in this lesson, create five simple basic procedures in
planning the data analysis. What to do beforehand (pre-process) is already
given as your guide.

Step To Do
Pre-
Identify the types of variables, research question, hypothesis, and scale of
proces
measurement.
s

32
Activity 3. Choose the Appropriate Statistical Test

Directions: Determine the statistical test/s appropriate for the sample research. Make sure to
explain your decision in two to three sentences.
1. Relationship between Academic Stressors and Learning Preferences of Senior High
School Students

Statistical Test/s: __________________________________________

Explanation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on
Consumer Behaviors

Statistical Test/s: __________________________________________

4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens

Statistical Test/s: __________________________________________

33
5. Measuring the Gadgets Usage of Children at Home during Quarantine

Statistical Test/s: __________________________________________

Activity 4: Let’s go Online

Go to the link below to learn more about statistical techniques for quantitative
research.

https://bit.ly/3c6evv2
https://bit.ly/36EfqBZ
https://bit.ly/3gmMbYS
https://bit.ly/2ZGYNEu
https://bit.ly/2A7L6DE
https://bit.ly/2TGK4Fr

What I Have Learned

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

1. This time, I have learned that quantitative research and statistics…………..

2. The factors to consider before planning the data analysis of research study are…..
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

34
3. How do you know the specific statistical tests to be used in a research study?

What I Can Do

Plan Data Analysis Using Statistics and Hypothesis Testing

Directions: Perform the following task. From what you have learned in this lesson, fill out the
table considering your current research study.

Research Questions Statistical Tests Purpose

Additional Activity:

Direction: After you submit your data analysis plan, once it is corrected in accordance to the
guidelines given, you may start incorporating it to your research manuscript in a
paragraph format.

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.

What’s More

Activity 1. Personal Work Evaluation

Direction: Rate your own paper using the rubric below. For the purpose of improvement, rate
your output as honestly as you can. Use the following scale in evaluating your
own paper.

5 – Very Good, 4 – Good, 3 – Fair, 2 – Poor, 1 – Needs Improvement

Self-
Indicator
Rating
1. Research Design
Type and definition were presented, and rational is
discussed.
2. Sampling Procedure and Sample
Population and samples are described, and sampling
procedure is clear and relevant.
3. Research Instrument, and its Validity and Reliability
Basis of decision is explained, instrument is well
described, and its validity and reliability were clearly
presented.
36
4. Data Gathering Procedure
Protocols were clear, and steps in gathering are well
stated.
5. Data Analysis
Basis and explanation are clearly discussed.
Total Rating
Activity 2. Reflection

1. What is your highest and lowest rating? What are your reasons for giving yourself
such ratings?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Overall, do you think you are ready for presentation of your research paper? Explain
your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Activity 3. Let’s go online

Visit the following links to further enhance your written problem and to improve you
preparation for presentation.

https://bit.ly/2TFhfcy

What I Have Learned

1. What are the new learning you have gained from this module in terms of skills,
content, and attitude in identifying and stating the research problem?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
37
2. How will you improve your research writing skills in quantitative research?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I Can Do

Direction: Get ready for presentation of your written statement of the problem. The rubrics
below will served as a guide on how you will be rated by your teacher. The 4C
(content, coherence, creativity, communication) technique will be used so that
you can easily remember.

Rubrics for Written Statement of the Problem

5 4 3 2 1
Content (35%)
 The parts of the paper are complete and
appropriate.
 The parts of the research methodology are
clearly described and justified.
 Overall content is comprehensive.
Coherence (25%)
 Cohesive of devices are effectively used.
 Organization of ideas is smoothly
presented.
Creativity (25%)
 Writer’s voice is showcased.
 Paper uses variety of sentence structures.
 Uses appropriate language.
Communication (15%)
 Sentences are well structured
 Grammatical conventions are observed.
 Correct spelling and proper research
format is followed.
Legend: 5 – to a very great extent, 4 – to a great extent,
3 – to some extent, 2 – to a little extent, 2 – not at all

Summary

• 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.

39
Assessment: (Post-Test)

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

1. Ex post facto research design aims to:

A. determine a cause from already existing effects.
B. identify association among variables
C. observe and describe a phenomenon
D. establish cause and effect relationship

2. “Effects of Type of Music to Aesthetic Performance of Ballet Dancers”, the appropriate

research design for the given title is
A. Correlational C. Survey Research
B. Descriptive D. Experimental

3. Mr. Canuc would like to further know 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. Correlational C. Descriptive
B. Quasi-Experimental D. Experimental

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. Intact groups are used.
B. There is no random assignment of individuals.
C. Individual subjects are randomly assigned.
D. Groups are exposed to presumed cause.

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

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

7. Simple Random Sampling is used when the researcher would like to

A. consider giving equal chance to the member of accessible population being
selected as part of the study.
B. make sure that all subcategories of the population are represented in the
selection of sample.
C. group the entire population into clusters since the location of the samples are
widely spread.
D. systematically choose samples from a given list of individuals.

40
8. The best research sample is when it is
A. purposely selected C. representative of population
B. systematically chosen D. conveniently represented

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

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

12. The Ability Test has been proven to predict the mathematical skills of Senior High School
students is an example of
A. Face Validity C. Content Validity
B. Construct Validity D. Criterion Validity

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

14. The purpose of Pearson’s r as a statistical technique is to test the

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

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
41

Key to Answers

Pretest Posttest
1. C 1. A
2. D 2. D
3. B 3. A
4. B 4. C
5. D 5. A
6. A 6. D
7. C 7. A
8. B 8. C
9. C 9. C
10. A 10. A
11. C 11. B
12. B 12. D
13. C 13. B
14. B 14. A
15. C 15. B
42
References

Baraceros, Esther L. Practical Research 2. Sampaloc, Manila: Rex Bookstore, Inc., 2016.

Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C &
E Publishing, Inc., 2017.

Center for Quality Research. 2015. "Overview of Quantitative Research Methods." YouTube.
Accessed June 3, 2020. https://bit.ly/36A5idj

Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches. 3rd ed., SAGE Publications, Inc. 2009. https://bit.ly/2X3Bra3

Cristobal, A. and De La Cruz-Cristobal, M. Practical Research 1. Quezon City, Philippines: C

& E Publishing, Inc., 2017.

Fraenkel, Jack R. and Wallen, Norman E. How to Design and Evaluate Research in
Education. Asia: Mc-Graw Hill Companies, Inc., 2006.

Fraenkel, Jack R. and Wallen, Norman E. 2020. How to Design and Evaluate Research in
Education. 6th ed., McGraw-Hill Global Education Holdings, LLC. Accessed June 3,
2020. https://bit.ly/3eBIVrs

I Hope. 2020. "Kinds of Quantitative Research Designs." YouTube. Accessed June 3, 2020.
https://bit.ly/2LZVLCS

Keyton, Joann. 2020 "Chapter 7: Multiple Choice Quiz." McGraw-Hill Global Education
Holdings, LLC. Accessed June 3, 2020. https://bit.ly/3eojlWk
42

For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang, Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]

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