Senior HighSchool

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

Department of Education ● Republic of the Philippines

Practical Research 2- Grade 12
Alternative Delivery Mode
Quarter 4 – Module 4
Understanding Data and Ways to Systematically Collect Data
First Edition, 2020

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 Senior High School

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

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What This Module is About
When you aim to arrive at a certain solution to 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 at answers or solutions to your chosen research problem. It contains rules
and procedures that you as a researcher will have to follow.

This module focuses on the discussion of your research design and plan, population to consider, sampling
technique, research instruments, and appropriate statistical treatments to be employed. At the 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

What I Need to Know

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

1. choose appropriate quantitative research design (CS_RS12-IIa-c-1);

2. describe sampling procedure and the sample (CS_RS12-IIa-c-1);
3. construct an instrument and establishes its validity and reliability (CS_RS12-IIa-c-3);
4. describe intervention (if applicable) (CS_RS12-IIa-c-4);
5. plan data collection procedure (CS_RS12-IIa-c-5)
6. plan data analysis using statistics and hypothesis testing (if appropriate) (CS_RS12-IIa-c-6); and
7. present written research methodology (CS_RS12-IIa-c-7);
 Lesson

1 Quantitative Research Designs

What’s In

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

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

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

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

What I Need to Know

Meaning of Quantitative Research Designs

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

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

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

Types of Quantitative Research Design

Quantitative Research Designs have five general classifications: descriptive, correlational, ex post facto,
quasi-experimental, and experimental.

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

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

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

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

There are also two groups of subjects, participants, or respondents in quasi-experimental and
experimental research. The treatment group refers to the group subjected to treatment or intervention.
The group not subject to treatment or intervention is called the control group.

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

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

What’s In

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

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

What I Need to Know

Population and Sample

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

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

When the whole population is too costly or time-consuming or impractical to consider, then, a sample
representative is identified. Sampling pertains to the systematic process of selecting the group to be
analyzed in the research study. The goal is to get information from a group that represents the target
population. Once a good sample is obtained, the generalizability and applicability of findings increases.

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

What Is It

Approaches in Identifying the Sample Size

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

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

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

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

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

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

Slovin’s Formula:
𝑁
𝑛= 2
1+𝑁𝑒

where: n is the sample size

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

600
𝑛= 2
1+600 (0.05)

600
= 1+600 (0.0025)

600
= 1+1.5

= 240
 Power Analysis. This approach is founded on the principle of power analysis. There are two
principles you need to consider if you are going to use this approach: these are statistical power and effect
size.

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 fishbowl technique, roulette wheel, or use of the table
of random numbers. This technique is also readily available online. Visit this link
https://www.randomizer.org/ to practice.

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

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

You can simply follow the steps from this given example:

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

The number of members per subgroup is divided by the total accessible sample size. The percentage
result of members per subgroup will be multiplied from the computed total sample size. After obtaining the
sample size per strata, then simple random sampling will be done for the selection of samples from each
group.
 Sample Size per Subgroups
180/600 = .30x 240 = 72 Grade 7 students
160/600 = .27x 240 = 65 Grade 8 students
150/600 = .25x 240 = 60 Grade 9 students
110/600 = .18x 240 = 43 Grade 10 students
100% 240 respondents

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

For example, a researcher would like to interview all public senior

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

Another way of doing cluster sampling is illustrated on the figure on

the right side.

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.
 Lesson
Research Instrument, Validity and
3 Reliability

What I Need to Know

Quantitative Research Instrument

What do you think will happen if tools for building a house are 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 use to gather data for specific research problems.
Common instruments are performance tests, questionnaires, interviews, and observation checklists.
The first two instruments are usually used in quantitative research, while the last two instruments are often
in qualitative research. However, interviews and observation checklists can still be used in quantitative
research once the information gathered is translated into numerical data.

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

Characteristics of a Good Research Instrument

1. 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.
2. Sequential. Questions or items must be arranged well. It is recommended to arrange it from
simplest to the most complex. In this way, the instrument will be more favorable to the respondents
to answer.
3. Valid and reliable. The instrument should pass the tests of validity and reliability to get more
appropriate and accurate information.
4. Easily tabulated. Since you will be constructing an instrument for quantitative research, this factor
should be considered. Hence, before crafting the instruments, the researcher makes sure that the
variable and research questions are established. These will be an important basis for making items
in the research instruments.
Ways in Developing Research Instrument

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

Common Scales Used in Quantitative Research

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

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

Strongly Strongly
Items Agree Disagree
Agree Disagree
There would be difficulty in
communicating our concerns to our
teacher.
There would be more distractions
when learning at home than in
school.

Semantic Differential. In this scale, a series of bipolar adjectives will be rated by the respondents.
This scale seems to be more advantageous since it is more flexible and easy to construct.

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

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

Another important consideration in constructing a research instrument is how to establish its validity and
reliability.

Types of Validity of Instrument

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

initiative judgment of the instruments as it “appears.” 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

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.
 Lesson

4 Research Intervention

What’s In

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

What Is It

Nature of Research Intervention

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

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

For example, in a study of determining the effects of a special tutorial program to learners’ at risk of
failing (LARF), researchers decide the group of LARF who will receive intervention. In this example, a
special tutorial program is the research intervention. Furthermore, the extent to which the program will be
administered to the learners is determined.

Steps in Describing the Research Intervention Process

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

Write the Background Information. It is an introductory paragraph that explains the relevance of
the intervention to the study conducted. It also includes the context and duration of the treatment.

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

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

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

5 Planning Data Collection

What’s In

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

What I Need to Know

Quantitative Data

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

Techniques in Collecting Quantitative Data

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

Observation. It is gathering information about a certain condition by using senses. The researcher
records the observation as seen and heard. This is done by direct observation or indirect observation by
the use of gadgets or apparatus. An observation checklist aided the researcher in recording the data
gathered.

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

you use a 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, an 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 nominal or ordinal in form.

Experiment. When your study is an experimental design, it was already discussed in the previous
lesson that it would use treatment or intervention. After the chosen subjects, participants, or respondents
undergo the intervention, the effects of such treatment will be measured.
What’s New
Looking at the flowchart of the data gathering procedure, what do you think is the research design
of the study?

What Is It

Three Phases in Data Collection

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

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

6 Planning Data Analysis

What’s In

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

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

What I Need to Know

Data Analysis

Data analysis in research is a process in which gathered information is summarized in such a

manner that it will yield answers to the research questions. During quantitative data analysis gathered
information was broken 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 analyzed into components based on the chosen research variables and research
questions you are going to answer.

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

What Is It

Planning your Data Analysis

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

Descriptive Statistical Technique provides a summary of the ordered or sequenced data from your
research sample. Frequency distribution, measure of central tendencies (mean, median, mode), and
standard deviation are the sets of data from descriptive statistics. Inferential Statistics is used when the
research study focuses on finding predictions; testing hypotheses; 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 variables 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 a parametric
test or non-parametric test. As these were already discussed in your Statistics and Probability subject, a
summary of what to consider is presented below:

Points to Consider Type of Test

Interval or Ratio Parametric Tests
Scale
Ordinal or Nominal Scale Non-parametric Tests
30 or more per group Parametric Tests
Sample Size
Fewer than 30 Non-parametric Tests
Normal Distribution Parametric Tests
Distribution of Data Data deviates from Normal Non-parametric Tests
Distribution

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)
 Lesson

7 Presenting Research 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 the presentation, the most exciting
part follows; and that is gathering your data.

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. Samples are chosen through sampling which
is a process of selecting 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 is summarized in such a manner that it
will yield answers to the research questions. There are two major statistical techniques in data
analysis, these are descriptive and inferential statistics.

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.

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