Learning Area Practical Research 2 Grade Level

W1
12
Quarter 3/4 Date Week 1
I. LESSON TITLE Understanding Data and Ways to Systematically Collect Data
II. MOST ESSENTIAL LEARNING • Chooses appropriate quantitative research design
COMPETENCIES (MELCs) • Describes sampling procedure and sample
• Constructs an instrument and establishes its validity and reliability
III. CONTENT/CORE CONTENT • Quantitative research design
• Sampling Procedure and Sample
• Establishing Validity and Reliability in Constructed Instrument
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 60 minutes)

Research design is defined as the logical and coherent overall strategy that the researcher uses to integrate all the
components of the research study (Barrot, 2017, p 102). In order to find meaning in the overall process of doing your research
study, a step-by-step process will be helpful to you.
In quantitative research, you are going to have a great deal of abstraction and numerical analysis. Hence having an
appropriate research design in quantitative research, the researcher will have a clearer comprehension of what he is trying to
analyze and interpret.

TYPES OF QUANTITATIVE RESEARCH DESIGN

Descriptive Research Correlational Research Ex Post Facto Quasi-Experimental Experimental Research

When little is known about The main goal of this design is to If the objective of the study is The term means partly, partially, This research design is
the research problem, then determine if variable increases to measure a cause from a or almost – pronounced as based on the scientific
it is appropriate to use or decreases as another pre-existing effect, then Ex kwahz-eye. This research design method called experiment
descriptive research variable increases or Post Facto research design is aims to measure the causal with a procedure of
design. It is a design that is decreases. This design seeks to more appropriate to use. In relationship between variables. gathering data under a
exploratory in nature. The establish an association this design, the researcher The effect measured is controlled or manipulated
purpose of descriptive between variables. It does not has no control over the considered to have occurred environment. It is also
research is basically to seek cause and effect variables in the research during the conduct of the known as true experimental
answer questions such as relationship like descriptive study. Thus, one cannot current study. The partiality of design since it applies
who, what, where, when, research; it measures variables conclude that the changes quasi-experimental design treatment and
and how much. So this as it occurs. It has two major measured happen during comes from assigning subjects, manipulation more
design is best used when purposes: (a) to clarify the the actual conduct of the participants, or respondents extensively compared to
the main objective of the relationship between variables study. into their groups. The groups are quasi-experimental design.
study is just to observe and and (b) predict the magnitude known to be already Random assignment of
report a certain of the association. However, the established before the study, subjects or participants into
phenomenon as it is extent of the purpose of such as age educational treatment and control
happening. correlational research depends background and nationality. group is done increasing
on the scope and delimitation Since the assignment of the validity of the study.
of the study. subjects, participants, or Experimental research,
respondents are not randomly therefore, attempts to
assigned into an experimental affect a certain variable by
or control groups, the directly manipulating the
conclusion of results is limited. independent variable.

Population and Sample

The first step in determining the sample size is identifying the population of the topic of interest. The population is the
totality of all the objects, elements, persons, and characteristics under consideration. It is understood that this population
possesses common characteristics about which the research aims to explore.
When the whole population is too costly or time-consuming or impractical to consider, then, a sample representative is
identified. Sampling pertains to the systematic process of selecting the group to be analyzed in the research study. The goal is
to get information from a group that represents the target population. Once a good sample is obtained, the generalizability and
applicability of findings increases.
The representative subset of the population refers to the sample. All the 240 Senior High School Students enrolled in
Science, Technology, Engineering, and Mathematics (STEM) Strand in a school, for example, constitute the population; 60 of
those students constitute the sample. A good sample should have characteristics of the represented population – characteristics
that are within the scope of the study with fair accuracy. Generally, the larger the sample, the more reliable the sample be, but
still, it will depend on the scope and delimitation and research design of the study.

Approaches in Identifying the Sample Size

Heuristics. This approach refers to the rule of the thumb for sample size. The early established approach by Gay (1976) stated
by Cristobal and Dela Cruz-Cristobal (2017, p 172), sample sizes for different research designs are the following:
Research Design Number of 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.
Research Design Number of Subjects/Participants
Survey 800
Correlational 100 to 200
Ex post facto 30+
Experimental 30 or more
Literature Review. Another approach is by reading similar or related literature and studies to your current research study. Since
you are done writing your review of related literature and studies, you might want to recall how these studies determine sample
size. Using this approach increases the validity of your sampling procedure.
Formulas. Formulas are also being established for the computation of an acceptable sample size. The common formula is

𝑁
Slovin’s Formula. 𝑛 = 1+𝑁𝑒 2 where: n is the sample size
N is the population size
e is the desired margin of error

Probability Sampling in Quantitative Research

Simple Random Sampling. It is a way of choosing individuals in which all members of the accessible population are given
an equal chance to be selected. There are various ways of obtaining samples through simple random sampling. These are fish
bowl technique, roulette wheel, or use of the table of random numbers.
Stratified Random Sampling. The same with simple random sampling, stratified random sampling also gives an equal
chance to all members of the population to be chosen.
However, the population is first divided into strata or groups before selecting the samples. The samples are chosen from
these subgroups and not directly from the entire population. This procedure is best used when the variables of the study are also
grouped into classes such as gender and grade level.
You can simply follow the steps from this given example:
A population of 600 Junior High School students includes 180 Grade 7, 160 Grade 8, 150 Grade 9, and 110 Grade 10.
If the computed sample size is 240, the following proportionate sampling will be as follows.
The number of members per subgroup is divided by the total accessible sample size. The percentage result of members
per subgroup will be multiplied from the computed total sample size.
Sample size per stratum
Rate per stratum
Stratum N (A * n)
(A)
Note: n = 240
Grade 7 180 180/600 = 0.30 240 * 0.30 = 72
Grade 8 160 160/600 = 0.27 240 * 0.27 = 65
Grade 9 150 150/600 = 0.25 240 * 0.25 = 60
Grade 10 110 110/600 = 0.18 240 * 0.18 = 43
Total 600 100% 240 respondents
After obtaining the sample size per strata, then simple random sampling will be done for the selection of samples from
each group.
Cluster Sampling. This procedure is usually applied in large-scale studies, geographical spread out of the population is a
challenge, and gathering information will be very time-consuming. Similar to stratified random sampling, cluster sampling also
involves grouping of the population according to subgroups or clusters.
For example, a researcher would like to interview of all public senior high school students across Luzon. As a researcher
cluster will be selected to satisfy the plan size. In the given example, the first cluster can be by region, the second cluster can be
by division, and the third cluster can be by district.
Systematic Sampling. This procedure is as simple as selecting samples every nth (example every 2nd, 5th) of the chosen
population until arriving at a desired total number of sample size. Therefore, the selection is based on a predetermined interval.
Dividing the population size by the sample size, the interval will be obtained. For example, from a total population of 75, you
have 25 samples; using systematic sampling, you will decide to select every 3rd person on the list of individuals.

Quantitative Research Instrument

What do you think will happen if tools for building a house is not prepared meticulously? The same thing when getting
information for answers to a research problem, tools, or instruments should be prepared carefully. In constructing a quantitative
research instrument, it is very important to remember that the tools created should require responses or data that will be
numerically analyzed.
Research Instruments are basic tools researchers used to gather data for specific research problems. Common
instruments are performance tests, questionnaires, interviews, and observation checklist.
In constructing the research instrument of the study, there are many factors to be considered. The type of instrument,
reasons for choosing the type, and the description and conceptual definition of its parts are some of the factors that need to be
decided before constructing a research instrument. Furthermore, it is also very important to understand the concepts of scales
of research instruments and how to establish validity and reliability of instruments.
Characteristics of a Good Research Instrument

Valid and Easy

Concise Sequential
Reliable Tabulated

Common Scales Used in Quantitative Research

Likert Scale. This is the most common scale used in quantitative research. Respondents were asked to rate or rank statements
according to the scale provided.
Example: A Likert scale that measures the attitude of students towards distance learning.
Items Strongly Agree Disagree Strongly
Agree Disagree
There would be difficulty in communicating our concerns to our teacher.
There would be many distractions when learning at home than in school.

Semantic Differential. In this scale, a series of bipolar adjectives will be rated by the respondents. This scale seems to be more
advantageous since it is more flexible and easier to construct.
Example: On a description of an active student in school activities.
Pleasant 5 4 3 2 1 Unpleasant
Enthusiastic 5 4 3 2 1 Not Enthusiastic
Competent 5 4 3 2 1 Incompetent
Another important consideration in constructing a research instrument is how to establish its validity and reliability.

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

Reliability of Instrument
Reliability refers to the consistency of the measures or results of the instrument.
Test-retest Reliability. It is achieved by giving the same test to the same group of respondents twice. The consistency of
the two scores will be checked.
Equivalent Forms Reliability. It is established by administering two identical tests except for wordings to the same group
of respondents.
Internal Consistency Reliability. It determines how well the items measure the same construct. It is reasonable that when
a respondent gets a high score in one item, he will also get one in similar items. There are three ways to measure the internal
consistency; through the split-half coefficient, Cronbach’s alpha, and Kuder-Richardson formula.

D. Development (Time Frame: 30 minutes)

Learning Task 1: I’m a designer!

Directions: Determine the quantitative research design appropriate for the sample research titles. Make sure to explain your
choice into two to three sentences.
 Quantitative
Research Title Research Explanation
Design
1. Relationship between Academic Stressors and Learning Preferences of Senior High School
Students
2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils
3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on Consumer
Behaviors
4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens
5. Measuring the Gadgets Usage of Children at Home during COVID-19 Community
Quarantine

Learning Task 2: 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
Situation Justification
Procedure
1. Alex’s target population for his study are the employees of hotels in Laguna. 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 the first semester affects 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 Calamba City who opt to enroll their elementary
children to an online class. All in all, there are 26,000 parents. Faye decided to have 450 from
the target population.
E. Engagement (Time Frame: 60 minutes)

Learning Task 3: Look and Analyze!

Directions: Given the excerpt from a research conducted by Herrero (2018), analyze the research instrument used based on the
following criteria.
NUMERACY INVENTORY DEVICE (NID): BASIS FOR CRAFTING STRATEGIC INTERVENTION MATERIALS (SIM) IN MATHEMATICS
Rico A. Herrero
Research Instrument
In order for the researcher to gather necessary data, the researcher devised a tool called the Numeracy Inventory Device (NID) which measured the students’
numeracy skills. This was composed of 80 items test which underwent validation by the mathematics experts such as master teachers, head teachers, etc. Moreover, in
order to establish not only the validity of the device but also the reliability, sophisticated item analysis was also conducted. Out of these 80 items, 50 good questions were
retained and became part of the device. The questions covered the following areas: Whole Numbers, Signed Numbers, Fractions, Decimals, and Percentages.
After establishing the device’s validity and reliability, the researchers conducted the inventory to randomly selected student-respondents from grades seven of
Punta Integrated School and Integrated School of Lawa.
After the administration, the researchers interpreted the students’ numeracy skills as to advanced, proficient, basic and below basic.
Through these data, the researchers also found out the students’ strengths and weaknesses in terms of numbers made them the basis in designing
intervention materials to improve the students’ mathematics skills.

1. Title of the Research Study

2. Type of Research Instrument
3. Way of developing the Instrument
4. Scale used
5. How the validity of the instrument was established?
6. How the reliability of the instrument was established?
A. Assimilation (Time Frame: 60 minutes)

Learning Task 4: All about my Research Study

Directions: Identify the size of the population and sample for your study and explain the sampling method that you will use. After
you have filled out the guide table below, start constructing your research instrument for your current study
Research Title: ________________________________________________________
Research Questions:
______________________________________________________________________________
______________________________________________________________________________
Research Instrument:
______________________________________________________________________________
______________________________________________________________________________
V. ASSESSMENT (Time Frame: 20 minutes)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

Directions: Read and choose the letter of the correct answer.

1. Mr. Dela Cruz would like to know further the type of social media used between the male and female SHS students of
Calamba City Senior High School. What is the appropriate research design to be used in his study?
A. Correlational B. Quasi-Experimental C. Experimental D. Descriptive
2. What sampling technique is used when the researcher would like to consider giving an equal chance to the member
of the accessible population being selected as part of the study?
A. Simple Random Sampling B. Stratified Sampling C. Systematic Sampling D. Cluster Sampling
3. What is the type of validity when an instrument produces results similar to those of another instrument that will be
employed in the future?
A. Predictive Validity B. Criterion Validity C. Content Validity D. Face Validity
4. What is the type of reliability when measured by administering two tests identical in all aspects except the actual
wording of items?
A. Internal Consistency Reliability C. Equivalent Forms Reliability
B. Test-retest reliability D. Inter-rater Reliability
5. What common scaling technique consists of several declarative statements that express viewpoint on a topic?
A. Semantic Differential Scale B. Completion Type C. Observation Checklist D. Likert Scale

VI. REFLECTION (Time Frame: 10 minutes)

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C & E
Publishing, Inc., 2017.
Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018.
CIRT: Center for Innovation in Research and Teaching. no date. " An Overview of
Quantitative Research." Grand Canyon University. Accessed June 1, 2020.
https://bit.ly/2LUP3ye
"Introduction to Quantitative Research." SAGE Publication. Accessed June 1, 2020.
https://bit.ly/2B2867y

Prepared by: Rico A. Herrero/Vina H. Retusto Checked by: Dr. Isabelita R. Hizon
Raul B. Chua Jr.