12

PRACTICAL RESEARCH 2
Guided Learning Activity Kit
Quantitative Research Designs &
Sample
Quarter 2- Week 1

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Practical Research 2 – Grade 12
Guided Learning Activity Kit
Quantitative Research Designs and Sample
Quarter 2- Week 1

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 QUANTITATIVE RESEARCH
DESIGNS & SAMPLE

Introduction

Welcome to the second quarter of Practical Research 2! You have reached the
end of your first quarter journey and are now gearing towards the end of this subject.
For this Guided Learning Activity Kit (GLAK), you are going to study about
quantitative research designs and different sampling methods and procedure. So far,
you have learned about descriptive, correlational, and experimental types of
research. This time, you are going to have an in-depth study on these research types
as you need to select the appropriate research design to use in your research output.
Specifically, this GLAK will discuss the eight (8) types of descriptive research design,
the three (3) types of experimental research design, the different sampling
techniques, and the sample size. Happy Researching!

Learning Competency

1. Chooses appropriate quantitative research design.

(CS_RS12-IIa-c-1)
2. Describes sampling procedure and sample.
(CS_RS12-IIa-c-2)

Objectives

At the end of this Guided Learning Activity Kit, you are expected to:

1. differentiate types of research designs;

2. identify ways to determine the sample size; and
3. choose appropriate research design and sampling technique.

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 Review

What’s your status?

Have a quick look at your research output and see which parts of the research
paper are yet to be written. Remember that by this time, you should have already
completed the first chapter. Seek the help of your research teacher if you are lagging
and need further guidance.

Here are the parts of Chapter 1 for your reference:

CHAPTER 1. THE PROBLEM AND ITS SETTING

Introduction (including background of research, scope and
delimitations, and significance of the study)
Conceptual Framework (including brief literature review)
Statement of the Problem
Definition of Terms

Discussion

Lesson 1. Quantitative Research Designs

1. Descriptive Research Design. This design aims to accurately describe the

facts and characteristics of a given population, situation, or phenomenon.

Example:
A. What causes absenteeism among Grade 7 – Dahlia students?
B. What are the study habits of Grade 9 – Special Program students?
C. What are the factors that affect teachers’ performance in the new normal?

Types of Descriptive Research Design

1.1. Descriptive – Survey. This type of descriptive research design uses survey
to gather needed data on a group of people without making any judgment.

Example: The annual data coming from the Philippine Statistics Authority
regarding the country’s population and how it is varied depending on age, sex,
civil status, and others uses this type of descriptive research design.

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1.2. Descriptive – Normative Survey. This type of descriptive research design
is an extension of the descriptive – survey design. The inclusion of the word
‘normative’ means the gathered data (descriptive) must be critiqued to
identify ways to improve it (normative).

Example: A researcher conducted a study to assess the reading skills of

students in Botolan District. The results of this test are then compared with
the division norm. If the result of the reading assessment of the students in
Example:
Botolan District is one standard deviation (+1SD) above the mean, it means
that their achievement is very satisfactory; if within the mean, satisfactory;
and one standard deviation below the mean (-1SD), unsatisfactory or the
students in the district need improvement.

1.3. Descriptive – Status Survey. This type of descriptive research design

seeks to answer questions about real – life situations, with the assumptions
that things may change.

Example: A researcher conducted a study to determine the socio-economic

status of teachers nearing retirement.

1.4. Descriptive – Analysis Survey. This type of descriptive research design

determines or describes the nature of an object by separating it into parts
with the purpose of identifying or discovering the nature of things.

Example: A researcher conducted a study to analyze the nature of jobs of newly

hired teachers (same position and salary) teaching in the far-flung areas and
those in the cities.

1.5. Descriptive – Classification Survey. This type of descriptive research

design falls under the natural sciences. Its purpose is to classify animals
and plants according to their unique traits or characteristics.

Example: A researcher collected various samples of mollusks from different

research stations and then identified and classified them accordingly.

1.6. Descriptive – Evaluative Survey. This type of descriptive research design

seeks to carefully judge or assess the value of the topic being studied.
Example: A researcher conducted a study to evaluate the effectiveness of
Project Buhay on the self-reliance skills of junior high school students in
Botolan, Zambales.

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Two (2) Types of Descriptive – Evaluative Survey

1.1.1. Longitudinal Study. For example, a researcher conducted a study to

evaluate the impact of Project Buhay on the self-reliance skills of junior
high school students over a four-year period using the same group of
subjects. The study started when the participants were in their 7th Grade
(School Year 2012-2013) and finished when they were in 10th Grade
(School Year (2015-2016).
1.1.2. Cross-sectional Study. For example, a researcher conducted a study
to evaluate the effect of Project Buhay on the self-reliance skills of junior
high school students. This was done simultaneously with students from
all grade levels enrolled last School Year 2012-2013 as participants.

1.7. Descriptive – Comparative Study. This is a type of a descriptive research

design which establishes a formal procedure to compare if a variable is
better than the other (both are not researcher – manipulated) if significant
difference exists.

Example: A researcher conducted a study comparing the behaviors of children

who were raised by their grandparents and children who were raised by their
parents.

1.8. Correlational Study. This aims to describe and measure the degree of
association between two or more variables or sets of scores.

Example: A researcher conducted a study to identify the relationship of playing

mobile games and students’ academic performance.

2. Experimental Research Design. This design aims to accurately describe the

facts and characteristics of a given population, situation, or phenomenon.
Example:
A. Does ICT-based instruction improve students’ performance?
B. Does playing music improve students’ creative writing skills?
C. Can ‘kumustahan sessions’ really reduce teachers’ stress

Types of Experimental Research Design

2.1. True Experimental. This type of experimental research design

consists of three (3) characteristics: manipulation, control, and
randomization.
2.1.1. Manipulation. An independent variable is being used to cause an effect
to the dependent variable.
2.1.2. Control. There are at least two groups of respondents in a true
experimental research design, the control group wherein the subjects do
not receive treatment or intervention, and the experimental group where
the subjects receive treatment or intervention.

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 2.1.3. Randomization. Every member of the population has an equal chance
to be selected as a respondent. The selection may be through flipping of
coin, draw lots, or computer-assisted random sequences.
2.1.4. Types of True Experimental Research Designs
2.1.4.1. Post-test only control group design
• This type of true experimental research design consists of two randomly
assigned groups (experimental and control group).
• No pre-test/observation was administered before the implementation of
treatment on the experimental group.
• Illustration below describes this design, where R means randomly selected
respondents, O represents the observation (pre-test and post-test) and X
symbolizes the treatment or intervention.

Group Assignment Pre-test Intervention Post-test

Experimental R NONE X O
Control R NONE NONE O

2.1.4.2. Pre-test post-test control group design

• This type of true experimental research design consists of two randomly
assigned groups (experimental and control group).
• Pre-test and post-test were done on both groups before the intervention is
carried out to the experimental group.
• Illustration below describes the design, wherein after random selection of
participants (R) for both groups, each group was given the pre-test (O), and
then the intervention (X) was carried out to the experimental group, and
then finally the post-test (O) was given to both groups.

Group Assignment Pre-test Intervention Post-test

Experimental R O X O
Control R O NONE O
2.1.4.3. Solomon four group design
• This type of true experimental research design consists of four randomly
assigned groups (2 experimental and 2 control groups).
• This is said to be the most credible research design since it minimizes the
threat to external and internal validity.
• After the usual random assignment of subjects or respondents,
experimental group 1 and control group 1 received the pre-test, followed
by the intervention carried out to experimental group 1 and experimental
group 2. After this, the post-test was administered to all four groups.
• Comparison was made among the four groups to assess the effect of the
treatment/intervention/independent variable on the dependent variable.

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 Group Assignment Pre-test Intervention Post-test
Experimental 1 R O X O
Control 1 R O O
Experimental 2 R X O
Control 2 R O
2.2. Quasi Experimental Research Design. Just like True Experimental
Research Design, this type of research design also involves the manipulation
of independent variable to make an effect to a dependent variable. However,
this design lacks at least one of the three characteristics that a true
experimental research design has. This may either be randomization or
control.
Types of Quasi Experimental Research Designs
2.2.1.1. Nonrandomized control group design or nonequivalent control
group design
• This is like the pre-test – post-test control group design but participants
were not selected randomly.
• Illustration below describes the design, wherein each group was given the
pre-test (O), and then the intervention (X) was carried out to the
experimental group, and then finally the post-test (O) was given to both
groups.

Group Assignment Pre-test Intervention Post-test

Experimental PLANNED O X O
Control PLANNED O NONE O

2.2.1.2. Time series design

• This type of quasi experimental research design is ideal for studies that
require to measure the effects of the treatment for a long period of time.
• Illustration below describes the design, wherein the experimental group
can be subjected to pre-test/initial assessment multiple times before
undergoing the treatment. While the experiment is ongoing, the researcher
can also measure the effects of the treatment to the experimental group
multiple times.

Group Assignment Pre-test Intervention Post-test

Experimental PLANNED O O O X O O O
2.3. Pre-experimental Research Design. This type of experimental research
design is considered as the weakest among the three types of experimental
research because the researcher has very little control over the experiment
and certainly has no control over threats to internal validity.

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Types of Pre-experimental Research Designs

2.3.1. One shot case study. This type of pre-experimental research design
has no randomization, no control group, and no pre-test. After the
experimental group has been exposed to a treatment, a post test was
administered.

Group Assignment Pre-test Intervention Post-test

Experimental PLANNED NONE X O

2.3.2. One group pre-test - post-test design. This type of pre-experimental

research design has no randomization and no control group. A pre-test
observation was given before the implementation of the treatment,
followed by a post-test observation to assess the effectiveness of treatment
on the subjects.

Group Assignment Pre-test Intervention Post-test

Experimental PLANNED O X O
2.3.3. Static group comparison study. This type of pre-experimental
research design consists of two groups, one experimental and one control.
A post-test was administered after the treatment to measure the
significant difference if there is any. No pre-test was done to both groups.

Group Assignment Pre-test Intervention Post-test

Experimental PLANNED NONE X O
Control PLANNED NONE NONE O

Lesson 2. Sampling Procedure and Sampling

RESEARCH-tionary! Read and study the following terms for a more guided
discussion of this topic.
A. Population refers to the entire group that the researcher wants to study.
B. Population size refers to the number of subjects in a population and is
usually represented by “N”.
C. Sample refers to the specific group that either serves as the
representative of the entire population or have met a certain set of
qualifications. This is where the researcher will collect the data from.
D. Sample size refers to the number of subjects included in a study and is
usually represented by “n”.
E. Sampling technique refers to the process by which the samples have
been selected.
F. Subject refers to the individual participating in a research study. It is
also known as case, participant, or respondent.

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 2.4. Population vs. Sample

In instances where the researcher does not have enough time or resources to
make the entire target population as subjects/respondents, he/she may select a few
from the whole population to participate in his/her study. This group of subjects is
called the sample.

But what are the various ways of selecting these subjects?

Sampling Technique

2.4.1. Probability Sampling. This is a type of sampling technique where all the
members of the population have equal chances to be selected as
subjects. This will be done through the process of randomization.
Types of Probability Sampling

2.4.1.1. Simple Random Sampling

• This allows the researcher to select his/her subjects through drawing
lots, using a table of random numbers or other random number
generators.
• Do this until you achieve the required number of subjects.
• This is to ensure that the selection will be based entirely by chance.

2.4.1.2. Systematic Random Sampling

• This uses intervals to select the subjects.

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 • Find the total number of the target population and divide it to the
required sample size (if there are 500 students and you need 100
subjects, divide 500 to 100 and the answer is 5).
• Get a list of all Grade 8 students arranged in any order (Note: Avoid list
that is influenced by any bias towards any of the subjects.)
• Next, choose any number from 1 to 10 (for example 4). From number 4
onwards, every 5th person on the list will be selected (4,9,14,19…).
• Do this until you achieve the required number of subjects (in this case
the sample size is 100).

2.4.1.3. Stratified Random Sampling

• This divides the population into groups (stratum/strata) based on their
profile (it can either be according to age, socio-economic status, gender,
or anything depending on the study).
• The purpose of this sampling technique is to obtain a sample population
that will best represent the entire population being studied.
• To identify the subjects, start by getting the total number of the target
population.
• Determine the sample size.
• Get the total number of individuals in each stratum.
• Divide each number of individuals in each stratum by the total
population then multiply by the desired sample size.
• In the sample where the total population is 500, 300 males and 200
females, with 50 sample size, divide 300 males by the total population of
500 then multiply by the desired sample size of 50 to get 30. Same will
be done to females. 200 females divided by total population of 500
multiplied by the sample size of 50 to get 20.
• So, there will be 30 male and 20 female participants with a total sample
size of 50.
• Simple random sampling or systematic random sampling may then be
used to identify the subjects in each stratum.

2.4.1.4. Cluster Sampling

• Just like stratified random sampling, cluster sampling is also divided into
subgroups. However, they are different in the sense that:
a. cluster sampling is used when the target respondents are spread
across a geographical location (province, barangays, schools, etc.).
Instead of strata, the groups in this type of sampling technique is
called clusters; and
b. stratified sampling requires that all strata must be represented
while in cluster sampling, only selected clusters may be represented
in the study.

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 • There are also different types of cluster sampling:

(1) Single-stage cluster sampling. The researcher will select the clusters to
be used through random sampling and then all the elements belonging
in the chosen clusters must serve as subjects or respondents.
Step 1. If the target population are the residents of Zambales, it will be
divided into towns (clusters).
Step 2. Random sampling will be done to identify which towns the
researcher is going to use.
Step 3. After identifying, all citizens of the selected towns (clusters) will
serve as sample.

(2) Two-stage or double-stage cluster sampling. The researcher will select

the clusters to be used through random sampling and then another
random sampling will be done within the cluster to select the sample.
Step 1. If the target population are the residents of Zambales, it will be
divided into towns (clusters).
Step 2. Random sampling will be done to identify which towns the
researcher is going to use. However, not all residents in the
identified towns will serve as respondents.
Step 3. Another random sampling will be done in each town to select
the barangays that the researchers will use.

This means that unlike the single-stage cluster sampling, not all citizens in
the selected towns will serve as sample but only those citizens living on the selected
barangays.

(3) Multistage sampling in which the researcher, after doing the two-stage
cluster sampling, will do another random sampling.
Step 1. If the target population are the residents of Zambales, it will be
divided into towns (clusters).
Step 2. Random sampling will be done to identify which towns the
researcher is going to use. However, not all residents in the
identified towns will serve as respondents.
Step 3. Another random sampling will be done in each town to select the
barangays that the researchers will use.
Step 4. To achieve the multistage sampling, not all citizens on each
barangay will serve as sample as the researcher will
randomly select citizens in the barangay to become
participants.
We will notice that as we progress with the types of cluster sampling,
sample size becomes smaller and smaller.

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 2.4.2. Non-probability Sampling. This is a type of sampling technique where
the researcher’s subjective judgment is used to select the subjects.
Types of Non-probability Sampling

2.4.2.1. Convenience Sampling

• This is where participants included where chosen because they are
conveniently available to the researcher.
• For example, a researcher conducting a study about vendors can only
gather data after his classes has ended at 5 in the afternoon, therefore,
only the vendors who are still at their posts at that time will be available
for the study. Those who are selling in the early morning or in the
evening will not be able to participate.

2.4.2.2. Snowball Sampling

• This is where participants are recruited to be a part of the study through
other participants.
• For example, a researcher conducted a study about the farmers in San
Antonio, Zambales. However, she was not able to have a complete list of
farmers in the place. What she did was she interviewed a farmer that
she knew and then ask him for a name of another farmer. The recruited
farmer, after the interview, also referred other farmers. This was done
until the researcher completed her desired sample size.

2.4.2.3. Purposive Sampling

• This is where the participants were chosen by the researcher using a
set of criteria.
• For example, a researcher conducted a study about the perceptions of
HUMSS graduates who will be taking up a medical course in college.
Those HUMSS graduate who would not take up a medical course would
not be included in the research study.

2.4.2.4. Quota Sampling

• This is like stratified random sampling. However, each group has an
equal or proportionate representation of subjects.
• Groups maybe divided depending on the preferred variable of the
researcher. It can either be age bracket, gender, grade level, etc.
• For example, a researcher conducted a study where junior high school
students are the target population. Regardless of differences in number
in each grade level, the researcher decided to get 25 participants each
to reach the desired sample size of 100.

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 2.5. Determining the sample size

RESEARCH-tionary! Read and study the following terms for a more guided
discussion of this topic.
A. Margin of Error – it is the allowable error margin in research. Its main
purpose is to identify how many percentage points the results will differ
from the real population value.
B. Confidence Interval – it allows us to see the actual low and high limits of
the estimate at a given significance level.
C. Confidence Level – it tells how confident the researcher is to the result of
the study.

For example, in a survey conducted about the practices of Filipinos every

Valentine’s day, 67% said they “consider it as a normal day”.

Margin of Error: The researcher used a 3% margin of error, so we can say that
there are 67% of Filipinos that “consider it as a normal day”, plus or minus 3
percentage points.

Confidence Interval: It tells us that the number of Filipinos that “consider it

as a normal day” is somewhere between 64% (67% result - 3% margin of error)
and 70% (67% result +3% margin of error).

Confidence Level: The researcher chose a 95% confidence level which means
that the researcher is 95% sure that 64% - 70% of Filipinos consider
Valentine’s day as a normal day.

There is no one-size fits all concept when it comes to determining the sample
size. A quick browse on the internet would show a variety of formulas and techniques
that a statistically challenged researcher may find it difficult to understand. What
are these techniques?

2.5.1. Slovin’s Formula

• Sample size can be obtained using this formula where n = sample size, N =
total population; e = margin of error:
𝑁
𝑛=
1+𝑁𝑒 2

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 • For example, in the case where the total population is 8,000 with a 5% margin
of error:
8,000
𝑛=
1 + (8,000)(0.05)2

Note: Change percent number of the margin of error from 5% to the decimal number
0.05.

8,000
𝑛=
1 + (8,000)(0.0025)

8,000
𝑛=
1 + 20
8,000
𝑛=
21
𝑛 = 380.95 𝑜𝑟 381

Sample Size is 381 out of the total population of 8,000.

2.5.2. Computation of sample size can be done online. Search for sample size
calculator and choose which site to use. One good site is the Qualtrics
Sample Size Calculator.
2.5.3. For basic research studies, the minimum sample size is 100. If the
target population is less than 100, then it is highly advisable to include
all of them in the study. For bigger population, 10% of it as a sample size
is an ideal number, as long as it does not exceed to 1000. For example, if
the total population is 8,000, 10% would be 800.
2.5.4. For Fraenkel & Wallen (2012), descriptive studies need a sample of at
least 100 respondents. For correlational studies, a sample of at least 50
is needed to establish the existence of a relationship. Lastly, for
experimental studies, a minimum of 30 individuals per group is
recommended.

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 Activities.

Guided Practice 1. Directions Read the given situations below, then answer the
questions that follow. Write the answers on your paper.

1. A researcher conducted a study to weigh the differences and similarities

between Bachelor of Secondary Education students and Bachelor of
Elementary Education students in terms of self-assessment in doing
immersion portfolio. Which type of research is appropriate on the given
situation?

A. Type of Research:
B. What key term or phrase helped you in identifying the correct answer?
C. What variables were being compared in the study?
D. Do you have another answer? Write your answer and justify.

2. A researcher conducted a study about teachers teaching in San Antonio

district whose net pay do not exceed Php 5,000.00. However, the researcher
only knows a few teachers who meet these criteria. Which sampling technique
is appropriate to use?

A. Sampling Technique:
B. Correct Answer:
C. What key term or phrase helped you in identifying the correct answer?
D. Do you have another answer? Write your answer and justify.

3. If the total population is 7,500 and the study has 5% margin of error, what is
the sample size based on Slovin’s formula? Show your computation.
Answer: ____________________________

Did you get the correct answer? If yes, job well done!

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Guided Practice 2. Directions: Read the given situations below and answer the
questions that follow. Write the answers on your paper.

A researcher conducted a study in Poonbato Integrated School. With a total

of 4,876, he cannot use all students as his participants due to lack of resources. His
topic is about the evaluation of the school head’s Sagip Kalinga Program, a program
focusing on indigenous peoples (IP) parents. Since the school is 100% IP school, any
parent who has a child enrolled in that school is a potential respondent.

Questions:
1. Which type of research design is the most appropriate in this case? Read the
topic of the research that was mentioned.
2. Which sampling technique must be used? Remember that all parents who has
a child enrolled in that school are potential respondents.
3. What is the sample size using Slovin’s formula given a margin of error of 5%?
You may go back to the discussion part and see a sample computation.

Did you get all the correct responses? Job well done!

Independent Practice. Read the situations below and describe what is being asked.
1. Mr. Amor Carino wants to conduct a study about the effectiveness of
Berdonato Technique in increasing classroom participation among low
performing Grade 11 Humanities and Social Sciences Students. There is only
one section of this strand in their school and is composed of 56 students. The
basis of the selection of the respondents will be through the average grade for
the last 2 quarters.
Identify the following:
Type of research: __________________________
Sampling Technique: ______________________
Sample size: ______________________________

2. Ms. Beverlyn Villanueva, a professor from Harvard University, wishes to

conduct a study about the relationship between married men’s monthly salary
and the number of children that they have. Her research locale is a small
barrio named Sitio Santiago but she was not able to obtain a list of married
men in the area.
Identify the following:
Type of research: __________________________
Sampling Technique: ______________________
Sample size: ______________________________

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 3. Prof. Rexie Rose Balmeo, a licensed criminologist, needs to conduct her thesis
for her master’s degree. She chose the profiling of out-of-school youth in
Region III for the year 2020. But due to lack of resources and time constraints,
she cannot include all of them in her study.
Identify the following:
Type of research: __________________________
Sampling Technique: ______________________
Sample size: ______________________________

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 Assessment

Writing Time! Directions: Proceed on your research studies. Using the knowledge,
you have gained from this Guided Learning Activity Kit, you may now write the next
parts. A sample is provided to you below. If you will use a formula to compute the
sample size, mention it under sampling, respondents, and locale.

CHAPTER 2. RESEARCH METHODOLOGY

Research Method
This study is quantitative in nature since the research questions that we
seek to answer lead to numerical data.
Specifically, the study is descriptive - comparative as it aims to balance
the similarities and difference between the behaviors of children who were
raised by their grandparents and children who were raised by their parents.
Siegel in Connecticut (2015) defines descriptive correlational as a design
used to determine the extent to which two or more variables are related among
single group of people.

Sampling, Respondents, and Locale

The researcher will use purposive sampling technique in identifying the
respondents.
Respondents will be given a survey questionnaire to determine which
students were raised by grandparents and which were raised by parents.
The study will be conducted in Poonbato Integrated School in the District
of Botolan, Province of Zambales.

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 Reflection

Below are some reflection ideas that you may do. Choose two (2) depending
on your interest.

1. Film your 30-second to 1-minute reaction vlog about your realization

in this GLAK. Upload it in your Facebook account with the hashtag
#PracticalResearch2Q2Wk1. Tag your research teacher.

2. Write 3 things that you have learned from this Guided Learning Activity
Kit, 2 things which need further explanation, and 1 word to represent
today’s learning session. You may or may not explain your answers.

3. Assess your own work as if you are the teacher using 5-10 sentences.

4. Write a poem about the insights you have gained from this week’s
lesson.

5. Draw an image that symbolizes your learnings this week.

6. Find an appropriate Tiktok video that best describes your emotions

with this week’s lessons. Upload it in your account with the hashtag
#PracticalResearch2Q2Wk1. Tag your research teacher.

7. Make a collage using pictures on magazines/newspapers with the

theme, “Lessons for Quarter 2 Week 1”.

8. Close your eyes. Breathe slowly. Say your reflections out loud. Verbalize
things you are grateful for. Smile. No evidence needed.

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 References

Aquino, Gaudencio. Essentials of Research & Thesis Writing. 1st ed. Quezon
City: Phoenix Publishing House, Inc., 2000.

Arcenas, Myla. Applied Research: An Introduction to Quantitative Research

Methods and Report Writing. Quezon City: Phoenix Publishing House,
Inc., 2006.

Bacasmo, Mark Lawrence. "Practical-Research-2-Module.Pdf | Survey

Methodology | Experiment". Scribd. Last modified October 20, 2020.
https://www.scribd.com/document/445113734/Practical-Research-2-
Module-
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Bueno, Dave. Practical Quantitative Research Writing (for senior high school).
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Guided Practice 2. Guided Practice 1.
1. Descriptive – Evaluative 1. Type of research: Descriptive –
2. Any technique under probability comparative
sampling Key Term or Phrase: “To weigh the
3. 370 participants differences and similarities”
Variables Being Compared: Bachelor
Independent Practice
of Secondary Education students and
Bachelor of Elementary Education
1. Pre-experimental research
students
Purposive Sampling
2. Sampling Technique: Snowball
Answers may vary sampling
2. Correlational Research Key Term or Phrase: “However, the
Snowball Sampling researcher only knows a few teachers
Answers may vary who meet these criteria.”
3. Descriptive – Survey Research 3. 380
Cluster Sampling/Quota Sampling
Answers may vary
Key to Corrections
 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning resources
for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

 SENIOR HIGH SCHOOL TRACKS

ACADEMIC TRACK

TECHNICAL-VOCATIONAL-
LIVELIHOOD (TVL) TRACK

SPORTS TRACK

ARTS AND DESIGN TRACK

For inquiries or feedback, please write or call:

Schools Division of Zambales

Zone 6, Iba, Zambales
Tel./Fax No.: (047) 602 1391
E-mail Address: [email protected]
Website: www.depedzambales.ph