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0% found this document useful (0 votes)

832 views129 pages

PR 2 Quarter 02 Modules Student Copy 1

Uploaded by

Lawrence Tubigan

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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PRACTICAL RESEARCH 2

Quarter 2 - Module 1
Understanding Data and Ways to
Systematically Collect Data

CO_Q2_SHS Practical Research 2_Module 1

SHS Practical Research 2
Alternative Delivery Mode
Quarter 2 – Module 1: Understanding Data and Ways to Systematically Collect Data
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module:

Authors: Rochelle A. Luzano, PhD

Reviewers: Joel D. Potane, PhD Kareen J. Agcopra, PhD

Warren I. Luzano, PhD Cristina D. Abao
Shera May L. Gochuco Ryan Z. Roa

Illustrator: Ley Krystal C. Jayoma

Layout & Design Evaluator: Allan H. Guibone

Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director
Mala Epra B. Magnaong
CES, CLMD
Members: Dr. Bienvenido U. Tagolimot,Jr.
Regional ADM Coordinator
Dr. Marie Emerald A. Cabigas
Regional EPS, LRMDS

Printed in the Philippines by __________________

Department of Education – REGION 10

Office Address : Zone 1, Upper Balulang, Cagayan de Oro City 9000
Telephone : (088) 880-7071, (088) 880-7072
E-mail Address : [email protected]
Senior High School

Practical Research 2
Quarter 2 - Module 1
Understanding Data and Ways to
Systematically Collect Data
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

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

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

The following are the lessons contained in this module:

Lesson 1 – Quantitative Research Design

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

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);

1 CO_Q2_SHS Practical Research 2_Module 1

What I Know

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

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

2. What research design 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. Experimental
B. Ex post facto D. Descriptive
4. Mr. Canuc would like to know further the type of social media used between the male and
female SHS students of East Pagat National High School. What is the appropriate research
design to be used in his study?
A. Quasi-Experimental C. Experimental
B. Correlational D. Descriptive
5. What is the difference between quasi-experimental research and experimental research?
A. Only one dependent variable is used in quasi-experimental research, while multiple
dependent variables can be used in quasi-experimental research.
B. Intact groups are used in experimental, while quasi-experimental randomly
assigned individuals into groups.
C. The researcher controls the intervention in the experimental group, but not quasi-
experimental research.
D. Participants for groups are randomly selected in experimental, but not quasi-
experimental research.

6. 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 C. Systematic Sampling
B. Stratified Sampling D. Cluster Sampling

7. When can we consider a research sample as the “best”?

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

8. What is the main objective of using stratified random sampling?

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

2 CO_Q2_SHS Practical Research 2_Module 1

9. What is the sampling method used in the given situation?
Teacher Joan wants to know if the new learning modalities of the school effects on the
academic performance of students in the 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. 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 C. Content Validity
B. Criterion Validity D. Face Validity

11. 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

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

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

14. What statistical technique purposes to test the relationship between two continuous
variables?
A. T-Test for two dependent samples C. Chi Square Test
B. T-Test for independent samples D. Pearson’s r

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. T-Test for two dependent samples C. Chi Square Test
B. T-Test for independent samples D. Pearson’s r

3 CO_Q2_SHS Practical Research 2_Module 1

Lesson
Quantitative Research
1 Designs

What’s In

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

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

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

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

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

What I Need to Know

Meaning of Quantitative Research Designs

When a man decides to build a house, does not he draw first 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 rational and coherent overall strategy that the
researcher uses to incorporate all the vital components of the research study. Hence, 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.

4 CO_Q2_SHS Practical Research 2_Module 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 modes during this time of COVID–19 pandemic.
Come up with a plan on how you are going to obtain the necessary data for this
study. Draw a procedural flowchart to illustrate your plan.

Study on Academic Adjustments of Teachers and Students

on the Learning Delivery Modes during COVID – 19 Pandemic

“Plan of Work Flowchart”

5 CO_Q2_SHS Practical Research 2_Module 1

What Is It

Types of Quantitative Research Design

Quantitative Research Designs have five general classifications: descriptive,

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

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

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

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

Ex Post Facto. If the objective of the study is to measure a cause from a pre-existing
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 an experimental or control groups,
the conclusion of results is limited.

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

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

6 CO_Q2_SHS Practical Research 2_Module 1

What’s More

Activity 2. Quantitative Research Designs Summary

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

How variable is handled

Research Design Goal
or manipulated

1. Descriptive

2. Correlational

3. Ex post facto

4. Quasi-
experimental

5. Experimental

Activity 3. Choose the Appropriate Research Design

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

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

School Students

Quantitative Research Design: __________________________________________

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

Quantitative Research Design: __________________________________________

7 CO_Q2_SHS Practical Research 2_Module 1

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 COVID-19 Community

Quarantine

Quantitative Research Design: __________________________________________

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

Modalities

Quantitative Research Design: __________________________________________

8 CO_Q2_SHS Practical Research 2_Module 1

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

Quantitative Research Design: __________________________________________

Activity 4: 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?

9 CO_Q2_SHS Practical Research 2_Module 1

What I Can Do

Choose your Appropriate Research Design

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 with the
guidelines given, you may start incorporating it into your research manuscript.

10 CO_Q2_SHS Practical Research 2_Module 1

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 must 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.

11 CO_Q2_SHS Practical Research 2_Module 1

What’s New

You are almost finished cooking the favorite

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

Answer:

I will…..
______________________________________________
______________________________________________
______________________________________________

https://bit.ly/2BfQXHJ

What Is It

Approaches in Identifying the Sample Size

Heuristics. This approach refers to the general rule or rule of the thumb for sample
size. This is the earliest established approach for sample sizes for different research designs.

Suggested Number of
Research Design
Subjects/Participants
Descriptive Research 10% to 20% maybe
required
Comparative Research 15 subjects or groups
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. You can use different formulas depending on what you know and do not know
about the population. These tools are also available online. One formula for determining
sample size that you can follow is the Cochran especially if you have large sample size.

12 CO_Q2_SHS Practical Research 2_Module 1

Cochran’s Formula:
Z 2 𝑝𝑞
𝑛𝑜 =
𝑒2

where: e is the desired level of precision (margin of error)

p is the (estimated) proportion of the population which has the attribute in question
q is 1 – p
Z is the z-value found in the Z table

For example, your study is for your city, and you want to determine how many
households whose breadwinner work onsite during COVID pandemic. And you do not have
enough information about the population. In that case, you are going to assume that a half of
the breadwinners in the city are working onsite. So, this assumption will give you a maximum
variability, so, p = 0.5. And you want 95% confidence, and at least 5 percent – plus or minus
– precision; and that gives you Z values 1.96. As shown below, your sample size will be 384.

(1.96)2 (0.5)(0.5)
𝑛𝑜 =
(0.05)2

= 384.16

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

The probability of rejecting the null hypothesis is called

statistical power. It suggests that indeed there is a relationship Useful online
between the independent and dependent variables of the research tools:
study. The ideal statistical power of a research study is 80%. With
the statistical power, it will be used to identify the sufficient sample
size for measuring the effect size of a certain treatment. The level Visit the
of difference between the experimental group and the control group following links to
refers to effect size. practice the power
analysis approach.
If the statistical power tells that relationship between
independent and dependent variables, the effect size suggests the https://bit.ly/37Ia3lC
extent of the relationship between these two variables. Henceforth, https://bit.ly/2AQpDQn
the higher the effect size, means the greater the level difference
between the experimental and control groups. For example, your
research study reveals that there is a difference in the pretest and
posttest scores of the students in the given anxiety test after
implementing a psychosocial intervention. With the effect size, you
will have an idea of how small or large the difference is.

Probability Sampling in Quantitative Research

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

of the accessible population are given an equal chance to be selected. There are various ways
of obtaining samples through simple random sampling. These are 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.

13 CO_Q2_SHS Practical Research 2_Module 1

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

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

You can simply follow the steps from this given example:

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

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

Sample Size per Subgroups

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

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

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

For example, a researcher would like to

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

Another way of doing cluster sampling is

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

14 CO_Q2_SHS Practical Research 2_Module 1

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 based on hotel size.
And then he randomly selected
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
Cagayan de Oro who opt to enroll their
elementary children to an online class.
All in all, there 26,000 parents. Faye
decided to have 380 from the target
population.

Activity 2. Search the design and sampling procedure.

Directions: Search on the internet 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

15 CO_Q2_SHS Practical Research 2_Module 1

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 do I know about the population and sample of the study?

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

3. Now I know that sampling procedures involve…

16 CO_Q2_SHS Practical Research 2_Module 1

What I Can Do

Describes your Sampling Procedure and Sample

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

1. Size of Population
2. The 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 described your sampling procedure and sample; once it
is corrected in accordance with the guidelines given, you may start writing a
paragraph format of this and incorporate it in your research manuscript.

17 CO_Q2_SHS Practical Research 2_Module 1

Lesson
Research Instrument,
3 Validity and Reliability

What I Need to Know

Quantitative Research Instrument

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

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

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

18 CO_Q2_SHS Practical Research 2_Module 1

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 classrooms.
During the contest, the PE teacher invited teachers from other schools to serve
as a judge. The performances were exemplary, especially the section Rydberg. The
section was also a crowd favorite. However, another group that performed poorly
compared to Rydberg was pronounced as the winner. Due to the result of the contest,
Rydberg and other sections wanted to know the bases for judging. After conducting
an investigation, it turned out that no clear criteria were set, and no rating sheets were
used.

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 a quantitative research study?

19 CO_Q2_SHS Practical Research 2_Module 1

What Is It

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

Characteristics of a Good Research Instrument

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

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

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

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

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

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

Ways in Developing Research Instrument

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

Common Scales Used in Quantitative Research

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

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

Strongly Strongly
Items Agree Disagree
Agree Disagree
There would be difficulty in
communicating our concerns to our
teacher.
There would be many distractions
when learning at home than in
school.
17

20 CO_Q2_SHS Practical Research 2_Module 1

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.

Types of Validity of Instrument

Face Validity. It is also known as “logical

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

Reliability of Instrument

Test-retest Reliability. It is achieved by giving the

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

Internal Consistency Reliability. It determines how well the items measure the same
construct. It is reasonable that when a respondent gets a high score in one item, he will also
get one in similar items. There are three ways to measure the internal consistency; through
the split-half coefficient, Cronbach’s alpha, and Kuder-Richardson formula.

21 CO_Q2_SHS Practical Research 2_Module 1

What’s More

Activity 3. Qualify and Rate the Instrument

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

Sample Instrument
(provide a 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 4. 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 was the validity of the
instrument established?
▪ How was the reliability of the
instrument established?
▪ Source

Activity 5. 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

22 CO_Q2_SHS Practical Research 2_Module 1

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. The goal of your

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

23 CO_Q2_SHS Practical Research 2_Module 1

Additional Activity

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:

24 CO_Q2_SHS Practical Research 2_Module 1

Lesson
Research Intervention
4
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’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?

25 CO_Q2_SHS Practical Research 2_Module 1

What Is It

Nature of Research Intervention

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

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

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

Steps in Describing the Research Intervention Process

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

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

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

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

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

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

What’s More

Activity 1. Determine the Research Intervention Procedure

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

26 CO_Q2_SHS Practical Research 2_Module 1

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

▪ Procedure Used in Control Group

▪ Procedure Used in Experimental

Group

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

▪ Procedure Used in Control Group

▪ Procedure Used in Experimental

Group

Activity 2. 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.

27 CO_Q2_SHS Practical Research 2_Module 1

Lesson
Planning Data Collection
5 Procedure

What’s In

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

What I Need to Know

Quantitative Data

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

Techniques in Collecting Quantitative Data

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

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

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

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

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

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

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

28 CO_Q2_SHS Practical Research 2_Module 1

What’s New

Activity 1: What’s the Procedure

Looking at the flowchart of the data gathering procedure, what do you 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 in acquiring inaccurate data that will make you
research study invalid. Hence, the data collection procedure is given meticulous attention to
gather appropriate data. You are making sure that data you will gather answers to your
research questions.

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

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

29 CO_Q2_SHS Practical Research 2_Module 1

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 the research questions.
size and corresponding intervention, if
respondents; per group applicable.
if applicable. •Collect or gather or take
•Ask consent form (if note of the responses.
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 at the performance tasks.
Each of the participants will be interviewed for individual filling out of the personal
_______
background of media literacy information.
The researcher will meet the participants eight times in a 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 teachers 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 the 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.

30 CO_Q2_SHS Practical Research 2_Module 1

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 help to…

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

31 CO_Q2_SHS Practical Research 2_Module 1

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
with the guidelines given, you may start incorporating it to your research manuscript
in paragraph format and cite your sources.

32 CO_Q2_SHS Practical Research 2_Module 1

Lesson

6 Planning Data Analysis

What’s In

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

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

What I Need to Know

Data Analysis

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

in such a manner that it will yield answers to the research questions. During quantitative data
analysis gathered information were break down and ordered into categories in order to draw
trends or patterns in a certain condition. In quantitative research, the numerical data collected
is not taken as a whole. In order to understand it better, it is 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’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
to provide the information about these statistical terms or you may use a separate
sheet. Use the table for your answer.

33 CO_Q2_SHS Practical Research 2_Module 1

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 a summary of the ordered or sequenced

data from your research sample. Examples of these tools are frequency distribution, measure
of central tendencies (mean, median, mode), and standard deviation. 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 must 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 refer to bivariate analysis while the
multivariate analysis involves analysis of the multiple relations between multiple variables.

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

Points to Consider Type of Test

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

34 CO_Q2_SHS Practical Research 2_Module 1

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
process measurement.

35 CO_Q2_SHS Practical Research 2_Module 1

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 one to two 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: __________________________________________

36 CO_Q2_SHS Practical Research 2_Module 1

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 the research study are…
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

37 CO_Q2_SHS Practical Research 2_Module 1

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 with the
guidelines given, you may start incorporating it to your research manuscript in a
paragraph format.

38 CO_Q2_SHS Practical Research 2_Module 1

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

Indicator Self-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.

39 CO_Q2_SHS Practical Research 2_Module 1

4. Data Gathering Procedure
Protocols were clear, and steps in the gathering are well
stated.
5. Data Analysis
Basis and explanations 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 learnings you have gained from this module in terms of skills,
content, and attitude in identifying and stating the research problem?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

40 CO_Q2_SHS Practical Research 2_Module 1

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 serve 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 Research Methodology

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

41 CO_Q2_SHS Practical Research 2_Module 1

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.

42 CO_Q2_SHS Practical Research 2_Module 1

Assessment: (Post-Test)

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

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

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

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

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

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

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

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

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

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

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

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

43 CO_Q2_SHS Practical Research 2_Module 1

8. When can we consider a research sample as "best?"
A. representative of population C. conveniently represented
B. systematically chosen D. purposely selected

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

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

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

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

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

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

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

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

44 CO_Q2_SHS Practical Research 2_Module 1

References

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

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

47 CO_Q2_SHS Practical Research 2_Module 1

For inquiries or feedback, please write or call:

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

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

Senior High School

PRACTICAL RESEARCH 2
Quarter 2 - Module 2
Data Collection, Presentation, and Analysis

CO_Q2_SHS Practical Research 2_Module 2

Practical Research 2- Senior High School
Alternative Delivery Mode
Quarter 2 - Module 2: Data Collection, Presentation, and Analysis
First Edition, 2020

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Such agency or office may, among other things, impose as a condition the payment of
royalties.
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module:

Authors: Maria Eleonor C. Bañares, Rochelle A. Luzano, PhD,

Reviewers: Joel D. Potane, PhD Kareen J. Agcopra, PhD

Warren I. Luzano, PhD Cristina D. Abao
Shera May L. Gochuco Ryan Z. Roa

Illustrator: Ley Krystal C. Jayoma

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Senior
Senior High
High School
School

Practical Research 2
Quarter 2- Module 2
Data Collection, Presentation, and
Analysis
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
What This Module is About

As a researcher, it is important that you are knowledgeable about what type of data
collection technique to use for a certain type of quantitative research study you are planning
to pursue. The importance of data collection cannot be undermined since in the absence of
correctly collected data, your research questions can remain unanswered, or the testing of
research hypothesis is not possible.

This module gives an overview of factors to consider when choosing data collection
method. It also shows a brief description on the different instruments available, its advantages
and disadvantages, and guidelines on how to use the specific instrument suitable to the
research questions and or objectives. Additionally, you will be exposed to the different
statistical tool that you can possibly use to analyze the gathered data.

This is made simple and easy to understand yet contains the maximum and solid
knowledge necessary for you to be able to accomplish the Chapter 4 of your research study.
Furthermore, this module also contains examples and exercises for you to improve your
learning. For enrichment, learners may contact anytime their teacher through messenger, FB,
zoom, call or text at their own convenient time.

The following are the lessons contained in this module:

Lesson 1 – Data Collection Instruments

Lesson 2 – Data Presentation and Interpretation
Lesson 3 – Using Statistical Techniques to Analyze Data

What I Need to Know

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

1. collect data using appropriate instruments (CS_RS12-IId-g-1);
2. present and interpret data in tabular and graphical forms (CS_RS12-IId-g-2); and
3. use statistical techniques to analyze data—study of differences and relationships
limited for bivariate analysis (CS_RS12-IId-g-3).

1 CO_Q2_SHS Practical Research 2_Module 2

What I Know

1. What data collection method involves tracking of changes during specified time period?
A. Questionnaire B. Observation
C. Interview D. Test

2. Which of the following is defined as an action that the researcher will do to obtain
appropriate data?
A. Data Interpretation B. Data Manipulation
C. Data Collection D. Data Analysis

3. Which of these methods is the most expensive way to collect data per respondent?
A. Personal B. Online
C. Phone Call/Text D. Postal

4. The following are guidelines before conducting an interview. Which one is not?
A. Check if your recording device worked well throughout the interview.
B. Choose a comfortable venue with the least number of distractions.
C. Prepare and rehearse your interview guide.
D. Decide on the duration of the interview.

5. Which of the following should not be part of the informed consent form?
A. Name of Researchers and the Institution affiliated with
B. Name of Participants and the Institution affiliated with
C. Anonymity of the participants and their responses
D. Title of the study and purpose of the study

6. Participant observation can be performed covertly. What does it imply?

A. Participants are not aware of the purpose of the observation.
B. Participants are aware of the purpose of the observation.
C. Participants are unmindful of the result of the research.
D. Participants are aware of the result of the research.

7. Which of the following data processing techniques refers to ordering the data into a table?
A. Arrangement B. Tabulation
C. Editing D. Coding

8. Which correlation is the strongest?

A. -1.0 B. +.80
C.-0.6 D. +0.5

9. Which graph uses vertical bars to represent data?

A. vertical graph B. pie chart
C. line graph D. bar chart

10. In a two-tailed test, which should be rejected when the test value falls in any of the two
critical regions?
A. Alternative hypothesis B. Null hypothesis
C. Type I error D. Type II error

2 CO_Q2_SHS Practical Research 2_Module 2

11. The guidance counselor of GUNHS tabulated the data about Junior High School students’
daily absences and obtained the average per day. The graph below shows the result of
her tabulation. What is the best interpretation of the graph?

A. The graph shows that Friday has the highest recorded number of absences all
throughout the school year.
B. GUNHS students should undergo an intervention and participate in a “Time
Management Seminar”.
C. The graph shows that students from GUNHS are absentees.
D. The graph shows that only few students are absent daily.

12. In which of the following situation does a Type I error occurs?

A. The null hypothesis is accepted when it is false.
B. The null hypothesis is accepted when it is true.
C. The null hypothesis is rejected when it is false.
D. The null hypothesis is rejected when it is true.

13. Which of the following is true about the significance level?

A. It measures the probability of rejecting a correct null hypothesis.
B. It is set after a statistical test is conducted.
C. It is always set at 0.05.
D. It results in a p-value.

14. When does a positive correlation occurs?

A. When one variable goes up, and the other goes down.
B. When two variables move in opposite directions.
C. When two variables move in the same direction.
D. When two variables remain constant.

15. What is the decision that you will make if the p-value is lower than the alpha level?
A. Do not accept the null hypothesis.
B. Do not reject the null hypothesis
C. Accept the null hypothesis.
D. Reject the null hypothesis.

3 CO_Q2_SHS Practical Research 2_Module 2

Lesson

1 Data Collection Instruments

What’s In

Due to the COVID-19 global pandemic crisis, many are easily hook into sharing and
believing fake news without processing and verifying the source. Daily figures of these cases
are also gradually changing, creating misinformation and fear. People are anxious about what
is happening, and tensions are inevitable due to security and health threats. Therefore, reliable
sources of data and information are highly needed. The fundamental questions to ask are:
What is data? Why researchers collect data? How is data collected? Who needs the collected
data?

In this pandemic situation specifically, the following questions can be considered.

• How many Filipinos are positive of COVID-19?
• Does aspirin prevent the spread of COVID-19?
• How many percent of Filipinos are jobless when the lockdown began?
• How have the education sector embraced the new normal?

All these questions, and many more can be answered through data collection. As
taught in the previous lesson, a researcher begins by identifying the research problem. Once
the data gathering procedure has been implemented and data has been gathered, the next
thing to do is to analyze and interpret them. Data is obtained with the aid of data collection
instruments which will be the focus in this lesson.

What I Need to Know

Collecting data is the first step you need to perform before you proceed in writing your data
analysis and interpretation. Data collection is a systematic process of gathering relevant
information, observations, or measurements. Whether you are performing research for
academic purposes, government or business, data collection allows you to gain first-hand
knowledge and original insights into your research problem. While methods and aims may
differ between fields, the overall process of data collection remains largely the same. Before
you begin collecting data, you need to consider: (1) the aim of the research; (2) the type of
data that you will collect; and (3) the methods and procedures you will use to collect, store,
and process the data.
Quantitative research instruments comprise observation, questionnaires, test, and
interviews. On the other hand, data collection approaches for qualitative research usually
involve: (a) direct interaction with individuals on a one-to-one basis, (b) and or direct interaction
with individuals in a group setting.
When developing and utilizing a research instrument, the following steps are to be
considered:
1. Define the aim of your research (research question).
2. Choose your data collection method.
3. Plan your data collection procedures.
4. Collect and verify your data.
5. Present your findings.

4 CO_Q2_SHS Practical Research 2_Module 2

What’s New

How do you collect your data?

Look at the different kinds of research instruments. Check all that seem helpful in
answering your research questions. You may choose more than one.

Data Collection Method

1. Questionnaires
a. Structured
b. Semi-structured
c. Unstructured
d. Face-to-face
e. Online
2.Tests
a. Standardized
b. Non-standardized
c. Recall Questions
d. Recognition Questions
e. Open-ended Questions
f. Face-to-face
g. Online
3.Interviews
a. Face-to-face
b. Phone
c. Video
4. Observations
a. Controlled
b. Natural
c. Participant

What Is It

Research Instruments

Questionnaires

A questionnaire is a research instrument that consists of a set of questions that aims

to collect information from a respondent. A research questionnaire is typically a mix of close-
ended questions and open-ended questions. Open-ended, long-form questions offer the
respondent the ability to elaborate on their thoughts. The data collected from a data collection
questionnaire can be both qualitative as well as quantitative in nature. A questionnaire may or
may not be delivered in the form of a survey, but a survey always consists of a questionnaire.

The terms survey and questionnaire have different meanings. A questionnaire is an

instrument used to collect data while a survey is a process of collecting, recording, and
analyzing data. Questionnaires can be structured, semi-structured, or unstructured.

In quantitative research, questionnaires use the following approaches: (1) scale

(usually Likert scale); and (2) conversion of responses into numerical values, e.g., strongly as
5, agree as 4, neutral as 3, disagree as 2, and strongly disagree as 1.

5 CO_Q2_SHS Practical Research 2_Module 2

There are three structures of questionnaires:
1.Structured questionnaires employ closed-ended questions
2. Unstructured questionnaires, on the other hand, use open-ended
3. Semi-structured questionnaires are combinations of both the structured and
unstructured ones.

Advantages of Using Questionnaire

1. Bulk data can be gathered in less time.
2. Online survey is quick and cost-effective.
3. Less chance of bias.
4. Respondents can answer the questionnaire without revealing their identity.
5. Easy analysis and visualization

Disadvantages of Using Questionnaire

1. Questionnaires may not be returned on time.
2. Questionnaires may be lost.
3. Understanding and interpretation of the questions varies by the participants.
4. Participants may not be able to complete the required responses.
5. Emotions and feelings are hard to convey.
6. Participants’ answer may lack depth.

Guidelines in Using Questionnaires for Data Collection

1. Determine the data to be collected.
2. Determine the method to be used in administering the questionnaire such as
face-to-face or online method.
2. Divide your questionnaire into two or three parts.
a. Personal information. This section which contains background information of the
participants. (Names are optional)
b. Main section. This lists the specific questions or indicators.
c. Open-ended question section. This contains additional information that might be
needed. (This applied only for quantitative research)
3. Make sure to provide specific and clear directions for respondents in answering
the questionnaire.
4. Decide on the questionnaire structure, type of questions and response format.
Evaluate the questions and options and make sure that they are aligned with
specific research questions or objectives.
5. Decide on using simple terms, avoid negative statements, leading, biased, double
barred, or sensitive questions and make a brief, clear, and concise questionnaire.
6. Begin with the general questions first followed by the specific ones.
7. Predetermined responses should match the nature of the questions.
a. If the content is about quality, use quality (excellent, very good, good, poor)
Later, these responses will be translated into numerical values (e.g. five-point
Likert scale)
b. If questions are about frequency, use frequency (always, frequently,
sometimes, seldom, never)
c. If the content is about belief, use agreement (strongly agree , agree, neutral,
disagree, strongly disagree)
d. If the questionnaire is about behavior, use extent (very great extent, great
extent, moderate extent, small extent, none at all)
8. If possible, set an appointment before distributing the questionnaires.
9. Attach a cover letter to the questionnaire especially for agency connected
respondents.
10. Contact participants who did not to return the questionnaire.
11. Tally and encode the data immediately once you have collected them. Keep a soft
copy of your data.

6 CO_Q2_SHS Practical Research 2_Module 2

Tests

Tests are used for measuring various skills and types of behavior, personality,
achievement, performance, as well as for describing some characteristics. It is also used to
develop to measure specific knowledge, skill, or cognitive activity. There are two types of tests
used in quantitative research: standardized test and non-standardized test.

Standardized test is a test that is given to a group of people such as students or

professionals in a very consistent manner; meaning that the questions on the test are all the
same, the time given to each test-taker is the same, and the way in which the test is scored is
the same for all. It is considered as more reliable and valid. Examples are Licensure Exam,
Achievement test, College/University Entrance Exam, Personality Tests, IQ test and the likes.

Non-standardized test is a test that allows for an assessment of an individual's

abilities or performances but doesn't allow for a fair comparison of one individual to another.
This test is very simple to use and may not be scored uniformly. It is administered to a certain
set of people.

Types of Test Questions

1. Recall Questions. It requires participants to recall information from memory (e.g., fill-
in-the blank test, identification test, enumeration test, etc.)
2. Recognition Questions. It allows participants to select from given choices the best or
correct choice (e.g., multiple-choice test, true or false test, yes or no test, etc.)
3. Open-ended Questions. It allows the participants more freedom in their responses,
expressing their thoughts and insights (e.g., essay writing tests and other
performance-based tests.

Here are elaborate types of test and examples:

1. RECALL TESTS
A. Identification- the participants will provide an answer to the question using simple
memory recall.
Example: What do you call an angle whose measurement is 90 degrees?
B. Enumeration- the participants will list down the answers or steps
Example: List down the steps in solving a problem.
C. Cloze Test – the participants will supply an answer to the blank spaces.
Example: The graph of a quadratic function is a ______________.

2. RECOGNITION TESTS
A. Matching Type- the participants will match the answers from column A to column B
by drawing a line.
Example: Match the terminologies in Column A with their synonyms in Column B.
Column A Column B
Measurement is
__1. Acute Angle A. 90 degrees
__2. Right Angle B. less than 180 degrees but greater than 90
__3. Obtuse Angle C. less than 90 degrees but greater than 0
B. Multiple Choice- the participants will choose the correct/best answer from the given
options.
Example: Which of the following does NOT belong to the group?
A. Acute Angle B. Right Angle
B. Obtuse Angle D. Depressed Angle
C. Dichotomous Type (True or False, Yes or No)- the participants will select only one
option either yes or no or true or false.
Example: Write TRUE on the space before each number if the statement is
correct and FALSE if it is incorrect.
_____1. 140 degrees angle is acute.

7 CO_Q2_SHS Practical Research 2_Module 2

3. OPEN-ENDED TESTS
A. Performance-based- the participants are expected to perform a given task.
Example: Create a video presentation showing the step-by-step process of
solving quadratic equations.
B. Non-performance based- the participants may answer orally or in a written
manner.
Example: Explain the mathematical procedures you apply to transform the
given quadratic equation to standard form.

Interviews

Quantitative interviews are sometimes referred to as survey interviews (structured

type) because they resemble survey-style question-and-answer formats where in a large
sample sized is used. It may be recorded, but because questions tend to be closed ended,
taking notes during the interview is less disruptive than it can be during a qualitative interview.

If a quantitative interview contains open-ended questions, however, recording the

interview is advised. It may also be helpful to record quantitative interviews if a researcher
wishes to assess possible interview effect which means that the responses of the participants
may be affected by the behavior displayed by the researcher on the manner that the questions
are presented. This type of interview uses a rating scale or rubric and responses are
numerical.

Qualitative interviews are sometimes called intensive or in-depth interviews. These

interviews are informal, unstructured, semi-structured or focus group discussions (FGD). The
researcher has a particular topic about which he or she would like to hear from the respondent,
but questions are open ended and may not be asked in the same way or in exactly the same
order to each and every respondent.

In in-depth interviews, the primary aim is to hear from respondents about

what they think is important about the topic at hand and to hear it in their own words. So, no
rating scale or rubric is needed. Responses are non-numerical.

The questionnaire and quantitative interview are both highly structured, but here’s a
difference between the two:

In quantitative interviews, (1) the items are read to the participants; (2) participants and
researchers may ask questions; (3) helpful to blind or uneducated participants while in
questionnaires, (1) the participants read the questions and answer on their own; (2) the
participants and researchers may not ask further questions; (3) not useful to blind or
uneducated participants.

Observation

Observation is way of gathering data which involves systematically selecting,

watching, listening, reading, touching, and recording behavior and characteristics of living
beings, objects, or phenomena. Observations can be controlled, natural, or participant. It can
be used in quantitative research when the observable characteristics are quantitative in nature
(e.g. length, width, height, weight, volume, area, temperature, cost, level, age, time, and
speed).
Observation has greater flexibility in the observation method. However, observation
may lack participant validity and may be prone to the Hawthorne effect phenomenon (when
subjects of an experimental study attempt to change or improve their behavior simply because
it is being evaluated or studied). Furthermore, it is more exhausting and time-consuming
especially when observations need to be conducted for many years.

8 CO_Q2_SHS Practical Research 2_Module 2

Forms of Observation

i. Controlled observation is a form of observation where researchers watch

participants in a contained environment, such as a classroom or a laboratory. In a
controlled study, the researcher pre-determines and controls the study variables
and determines the location, the time, the participants, and the tools used to
complete the study. It is usually used in experimental research and is done under a
standard procedure. It provides more reliable data (obtained through structured and
well-defined process). Lastly, the observer performs a non-participant role (i.e. does
not interact with the participants).

ii. Natural Observation is a form of observation that involves observing subjects in

their natural environment. It can be used if conducting lab research would be
unrealistic, cost-prohibitive, or would improperly affect the subject's behavior. It is
carried out in a non-controlled setting. It has greater ecological validity (i.e. flexibility
of the findings to be generalized to real-life contexts Its major limitation is its strength
to establish a causal relationship due to the presence of extraneous variables which
can affect the behavior of the participants

iii. Participant Observation is a form of observation wherein the researcher becomes

a complete observer or a participant in the study through the experience of spending
time with a group of people and closely observing their actions, speech patterns,
and norms, which in turn the researcher can gain an understanding. It allows the
observer to become a member of the group or community that the participants
belong to. It can be performed covertly (i.e., participants are not aware of the
purpose behind the observation. It can be done also overtly, wherein participants
know the intention or objectives of the observation

Different Roles of a Researcher during a Participant Observation

1. Complete Observer

This is a detached observer where the researcher is neither seen nor noticed by
participants. It’s one way of minimizing the Hawthorne Effect as participants are more likely to
act natural when they don’t know they’re being observed.

2. Complete Participant

This is a fully embedded researcher, almost like a spy. Here the observer fully engages
with the participants and partakes in their activities. Participants aren’t aware that observation
and research is being conducted, even though they fully interact with the researcher.

3. Observer as Participant
Here the researcher is known and recognized by the participants and in many cases,
the participants know the research goals of the observer. There is some interaction with the
participants, but the interaction is limited. The researcher’s aim is to play a neutral role as
much as possible.

4. Participant as Observer
Here the researcher is fully engaged with the participants. She is more of a friend or
colleague than a neutral third party. While there is full interaction with participants, they still
know that this is a researcher.

9 CO_Q2_SHS Practical Research 2_Module 2

Guidelines in Conducting an Observation

Before the During the After the

Observation Observation Observation
• Clarify the •Make sure to note •Code or arrange the
research the date, time, and data gathered
objectives. place where the according to the
observation is variables of the
• Be ready with conducted. study.
observation
•Limit the person •Tabulate the data,
checklist. who will observe. use numerical value
• Determine your •Explain the purpose for quantitative
time of of the observation to research.
observation and participants if •Review the data
collection applicable. gathered to
technique. •Avoid causing determine the gaps
• Record only disruptions while before proceeding.
relevant observing.
information. •Make sure to
• Prepare consent guarantee
anonymity of
form for human paticipants.
observation.
•Make use of
multiple recording
schemes such as
taking notes, videos,
audios, and photos
but with proper
ethical
considertions.

USEFUL ONLINE
TOOLS

Google Forms are free online forms that allows the researcher to construct,
administer, and analyze surveys.

Step-by-step on how to use the google forms:

Step 1: Set up a new form or quiz

1. Go to forms.google.com.
2. Click Blank .
3. A new form will open.
Step 2: Edit and format a form or quiz (You can add, edit, or format text, images, or
videos in a form.)
1. Edit your form.
2. Create a quiz/survey with Google Forms.
3. Choose where to save form responses.
Step 3: Send your form for people to fill out
1. When you are ready, you can send your form to others and collect their responses.

10 CO_Q2_SHS Practical Research 2_Module 2

Different Formats of Online Survey Tools (www.surveygizmo.com)

1. Radio Buttons 2. Checkboxes

Gender Favorite Mall

Female ☒SM
☒Ayala
Male
☐Gaisano
☒Lim Ketkai

3. Drop Down Menus 9. Image Select

4. Drag and Drop

5. Likert Scale

11 CO_Q2_SHS Practical Research 2_Module 2

6. Slider Scale

7. Star Ranking

8. Net Promoter Score (NPS)

10. Matrix

Province General Community Modified General Enhanced Community

Quarantine Community Quarantine Quarantine
Misamis   
Oriental
Bukidnon   
Agusan del   
Norte
Camiguin   
Misamis   
Occidental

Ethical Considerations in Data Collection of Quantitative Research

Ethical considerations should always be practiced when conducting research.
Researchers must ensure that respondents/ participants are treated fairly and properly
especially during data collection. Consent form is a tool to be used that respects the right of
every participant to be informed and to make voluntary participation during the data gathering.
Informed Consent Form is a document whose intent is that human participants can enter
research freely (voluntarily) with full information about what it means for them to take part, and
that they give consent before they participate the research. This form must be accomplished
before gathering data from the participants. It must be signed both by the researcher and the
participant as they agree to the conditions during the actual conduct of the data collection
process. It usually contains the following:

12 CO_Q2_SHS Practical Research 2_Module 2

1. Background of your study (Title of the Study, Purpose of the Study)
2. Name of Researchers and the Institution you are affiliated with
3. Data Collection Procedure
4. Possible discomfort or risk factors
5. Anonymity of the participants and their responses
6. Termination of Research (may refuse to participate anytime)
7. Authorization of the Participants (participants acknowledge the conditions that they will
be subject to the study)

Sample Informed Consent

RESEARCH SUBJECT INFORMED CONSENT

To the participants:
Read this consent form and ask questions and clarifications before you decide to
participate in this study or not. You are also free to ask questions during your participation
in this research.
----------------------------------------------------------------------------------------------------------------------
Project Information

Research Title: IMPROVING SPEED AND ACCURACY IN MATH PROBLEM-SOLVING

USING THE SINGAPOREAN METHOD AMONG GRADE 7 STUDENTS
OF GuNHS-X
Researcher: Rico A. Lopez Phone: 09283434567/856-3454
School: Gulaman National High School-X Department: Senior High School

1. PURPOSE OF THIS RESEARCH STUDY

You are asked to participate in a research study that seeks to offer a Singaporean
Method in solving mathematical problems. The Singaporean method is a method that aims
to develop speed and accuracy in solving problems in mathematics. Additionally, the study
aims to determine the effectiveness of the Singaporean Method in solving mathematical
problems.
Specifically, this study aims to answer the following questions: (1) Is there a
significant difference between the learner’s problem-solving skill during the pretest and the
posttest? (2) Is there a significant difference between the scores of the learners in rating
their problem-solving skill before and after introduced to the Singaporean Method? (3) Is
there a significant difference in the problem-solving performance and the self-report scores
between the control and experimental group?

2. PROCEDURES
You will be asked to use the workbook prepared by the Math Society and attend the
math class at the Computer Laboratory. You will also be interviewed via Focus Group
Discussion to obtain information regarding your reactions or responses to the approach.
Specifically, you will be asked to do the following: (1) You will be asked to attend the Math
class that uses the Singaporean approach for the whole term. (2) You will be interviewed
by your math teacher for two (2) hours about your responses regarding the Singaporean
approach of learning Mathematics and the challenges you encounter using this approach.

The expected duration of your participation is from October 2020 to January 2021.

3. POSSIBLE RISKS OR DISCOMFORTS

No possible risks can pose danger to you in any form during the conduct of this study.
The implementation of the method may last for three (3) months or approximately 12
weeks and the interview may last for two hours.

13 CO_Q2_SHS Practical Research 2_Module 2

Cont.

4. POSSIBLE BENEFITS
The findings of this research will benefit your teachers in expanding their teaching
practices to effectively deal with developing a very potential problem-solving skill among
its learners. This study is also useful for both public and private school administrators in
the country in preparing a math curriculum with an intervention that is anchored upon the
result of this study to develop and enhance the problem-solving skills among high school
students.

5. FINANCIAL CONSIDERATIONS
No amount will be required from you during your participation in this study.

6. CONFIDENTIALITY
Your identity in this study will be treated with utmost confidentiality. The results will
be published for academic purposes only. However, any data obtained as a result of your
participation in this study may be checked by the sponsor, by the person conducting this
study and or by the research panelists.

7. TERMINATION OF RESEARCH STUDY

You are free to choose whether or not to participate in this study. There will be no
penalty if you choose not to participate. You may withdraw from your participation at any
time without penalty.

8. AVAILABLE SOURCES OF INFORMATION

Any further questions you have about this study will be answered by the researcher.

9. AUTHORIZATION
I have read and understood this consent form, and I volunteer to participate in this
research study. I understand that I will receive a copy of this form. I voluntarily choose to
participate, but I understand that my consent does not take away any legal rights in the
case of negligence or other legal fault by anyone who is involved in this study. I further
understand that nothing in this consent form is intended to replace any applicable laws.

________________________________________
Participant’s Signature Over Printed Name
Date: ___________________________________

________________________________________
Parent’s/Guardian’s Signature Over Printed Name (if underage)
Date: ___________________________________

________________________________________
Researcher’s Signature Over Printed Name
Date: ___________________________________

14 CO_Q2_SHS Practical Research 2_Module 2

What’s More

Activity 1: Answer Me!

Directions: Look at the questionnaire below. Answer the questions that follow by checking the
box that best describes you.

A Questionnaire to Review Your Study Habits

Strongly Strongly
Constructs Agree Undecided Disagree
Agree Disagree
1. I study where there is a good
lighting.
2. I study in a room where the
temperature is cool.
3. The desk where I study is
always clear from
distractions.
4. I use earplugs to minimize
distracting sounds.
5. I study facing a wall.
6. I don’t do other things while I
am studying.
7. I prepare ahead of time all the
materials that I will need for
studying.
8. I avoid wasting my time on
Facebook, etc. in between my
study time.
9. I review my notes after class
and use it for review.
10. I take breaks from time to
time during study time.

Activity 2: Write Me Down

Directions: Interview five (5) families in your barangay or other possible options may be
presented depending on the current situation in your community. Create three (3)
interview questions regarding their situation during the COVID-19 pandemic crisis.
Make sure that the responses of your interview questions is quantifiable.

1. ______________________________________________________________________

______________________________________________________________________

2. ______________________________________________________________________

______________________________________________________________________

15 CO_Q2_SHS Practical Research 2_Module 2

3. ______________________________________________________________________

______________________________________________________________________

4. ______________________________________________________________________

______________________________________________________________________

5. ______________________________________________________________________

______________________________________________________________________

Activity 3: Quantitative or Not?

Directions: Which of the following can be considered as quantitative interview questions? Put
a check (✓) the space provided before the number if the following questions
illustrate quantitative nature and mark it with X if it is not.

___ 1. How often do you buy mobile accessories for social acceptance purposes?
___ 2. How regularly do you go to malls in a week?
___ 3. How much would you be willing to pay for a mobile app for dating?
___ 4. What are the differences in attitudes towards shopping between men and women?
___ 5. What is the difference in the number of telephone calls made between men and
women?
___ 6. What is the relationship between a grade in math and level of class participation among
Grade 7 students?
___ 7. What is the relationship between the number of COVID-19 cases and travel exposure?
___ 8. What is the relationship between job satisfaction and salary among public school
teachers?
___ 9. Can you describe how you first became aware of the COVID-19 crisis?
___ 10. Can you talk about your thoughts on how the COVID_19 pandemic affects a person,
a family, a school, or a community?
___ 11. How do you see yourself today, in terms of the “new normal”?
___ 12. How does your family view your gender crisis?
___ 13. What does your school or community do to educate you about the COVID-19
pandemic crisis?
___ 14. Can you talk about whether or not you feel safe in your school or community after the
enhanced community quarantine was lifted?
___15. Which factors mostly distort the approval rating of the president?

Activity 4: Observe Me!

Directions: What type of observation is illustrated in the following observation notes? Write the
letter of your choice on the space provided before the number. Choose from the
choices below:
A. complete observer B. observer as participant
C. participant as observer D. complete participant

___ 1. A doctor watching a patient's reaction to a medication.

___ 2. Pilots watching their monitors for airplane movements and locations.
___ 3. A biology teacher recording the daily data on bacteria growth at the Bio laboratory.
___ 4. A guidance counselor watching a friend's reaction to her barkada’s confession.
___ 5. An adviser watching her students work during independent work time.
___ 6. An online tutorial company manager observing the conversation of the interviewer and
the applicant to determine the quality of their performance.
___ 7. A principal observing a math teacher gives a lesson to her class to evaluate her
performance as an educator.

16 CO_Q2_SHS Practical Research 2_Module 2

___ 8. A parent is watching her children interact with other children on the playground.
___ 9. An actress is watching her movie premier unfold on the big screen.
___ 10. A group of Grade 12 students went to BFAR to perform certain duties as what the
workers are doing.

Activity 5: Try It!

Directions: Create a Google form related to the study that you are conducting. Follow the steps
in making a Google Form. Make sure to take note of the parts of a questionnaire.
Print/show your output to your teacher.

Activity 6: Watch It!

Directions: Go to the link below and watch the video to enrich what you’ve already learned:
https://bit.ly/31oOcP6
https://bit.ly/3dCKMeg

Activity 7: Let’s go Online

Directions: Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/2ZjUNId
https://bit.ly/387QUtD

What I Have Learned

Directions: Using the space below, write a reflective essay about your learning experience on
the quantitative data-collection techniques. Let your essay reveal how much you
learned about each concept behind each topic dealt with in this lesson. Express
which concepts are the most understood, slightly understood, and the least
understood ones.

_________________________________________________________________________

17 CO_Q2_SHS Practical Research 2_Module 2

What I Can Do

Directions: Perform the following tasks. You may write or encode your answer in a long bond
paper. Submit your output to your teacher for checking.

Decide on what type of data collection instrument you will use in obtaining data
for your research study. Why will you use this specific data collection method?
Once you have decided on what data collection instrument to use, it is time to
create your questions as a basis for data gathering. Make sure to align each of your
questions or items to the research questions.
Write also a draft of your one-page informed consent.

Additional Activity

Directions: Now that your data collection method and tool have been approved, it is now time
to gather your data (float your questionnaire or test/ conduct your interview or
observation). Make sure that your informed consent and questionnaire have been
checked before distributing them to your participants. Reproduce your materials
according to the target number of participants.

18 CO_Q2_SHS Practical Research 2_Module 2

Lesson
Data Presentation and
2 Interpretation

What’s In

In the previous lesson, you were presented with options as to how you will gather your
data. Once the data are collected, you need to encode and organized them for systematic
purposes. This will be the focused of this lesson. In this process, you will need to edit, code,
tabulate and summarize information through graphs and tables for presentation and
interpretation purposes. The process also allows the removal of unnecessary information.

Data presentation and analysis is one of the most essential part in your research study.
An excellent data presentation can be potential for winning the hearts of the panelists, clients,
or simply the readers. No matter how good your data, if it is not well presented, you will not be
able to earn the preferences of those whom you are trying to persuade. Good data
presentation matters.

What I Need to Know

The following are the significant steps you need to take note in preparing and writing
your data analysis after gathering the data:

(1) encode and organize your data for analysis according to the data asked by your
research questions;
(2) use your data for statistical tests you have identified in Module 4. You may ask
assistance from your statistics and research teacher;
(3) present the result in tabular or graphical form appropriate for your data and
research purpose;
(4) write the interpretation for each table or graph highlighting the significant results
and its implications;
(5) support your findings from relevant literature and studies you have cited in the
Chapter 2 of your research paper; and
(6) edit the grammatical and typographical errors in your interpretation. You may use
www.grammarly.com to edit your work.
(7) Submit your work using the format given to you. Remember the institutional format
of your school.

Techniques in Data Processing

Remember to organize your data based on your research questions. The data
processing involves three actions: editing, coding, and tabulation.

Editing raw data is the first step in analysis. Editing detects errors and omissions,
corrects them whatever possible. Editor’s responsibility is to guarantee that data are –
accurate; consistent with the intent of the questionnaire; uniformly entered; complete; and
arranged to simplify coding and tabulation.

19 CO_Q2_SHS Practical Research 2_Module 2

Coding refers to the process of assigning numerals or other symbols to answers so
that responses can be put into a limited number of categories or classes. Such classes should
be appropriate to the research problem under consideration. Coding is a process wherein the
collected data are categorized and organized. It is usually done in qualitative research. In
quantitative research, coding is done to assign numerical value to specific indicator especially
if it is qualitative in nature. This numerical value will be useful when you are going to analyze
your data using statistical tool. Just make sure that the categories created are aligned with
your research questions. Consider the following example.

Students’ reasons for lack of motivation are

qualitative in nature. The researcher will then
assign numerical values. Data also shows
Tired that this will be summarized using frequency
and percentage distribution.
Sleepy Bored Assigned values:

Student's Sleepy – 1
Lack of Tired – 2
Motivation Bored – 3

Tabulation is a system of processing data or information by arranging it into a table. With

tabulation, numeric data is arrayed logically and systematically into columns and rows, to aid
in their statistical analysis. The purpose of tabulation is to present a large mass of complicated
information in an orderly fashion and allow viewers to draw reasonable conclusions and
interpretations from them. In many studies, table is used to do this process. Tabulation can be
done manually or electronically using MS Excel. The following digital tools can be used to
tabulate your data like MS Excel, Minitab, or other digital tools. Correct arrangement of your
data will be helpful during actual data analysis .

What’s New

Source: https://psa.gov.ph/

20 CO_Q2_SHS Practical Research 2_Module 2

Look at the latest figures gathered by the Philippine Statistics Authority from a conducted
census. Try to answer the questions that follow on how you are going to interpret the data.

1. How is the data presented?

_______________________________________________________________________

2. If you will be asked to present again the data, how will you arrange and label it? Use the
space to draw your presentation of the data.

5. Write 3-5 sentences explanation of the data presented.

_______________________________________________________________________

21 CO_Q2_SHS Practical Research 2_Module 2

What Is It

Presentation and Interpretation of Data

The next step after editing, coding, and tabulating the data is to present them into
graphical or visual presentation called non-prose materials. The purpose of presenting the
data in this way is to make the outlined of the results more presentable. Non-prose materials
are composed of graphs, bars, tables, charts, diagrams, illustrations, drawings, and maps. .

In quantitative research, tables and graphs are usually used. Standard format in
presenting the data into a table or a graph like its title, labels, contents, and many more can
be followed as well when school institutional format is not provided or identified. You may visit
APA, CMOS, or MLA on how to do so.

Tables

Table helps summarize and categorize data using columns and rows. It contains
headings that indicate the most important information about your study.

To interpret the tables, one needs to do the following:

1. Analyze the connections among the details of the headings.

2. Check the unusual pattern of the data and determine the reason behind these.
3. Begin with the table number and the title.
4. Present the significant figures (overall results, high and low values, the unusual
pattern).
5. Refrain from repeating again what’s inside the table.
6. Support your findings with literature and studies that confirms or contrasts your
results.
7. Establish the practical implications of the results. This will add value to your
research findings.
8. End with a brief generalization.

Sample Interpretation for the Given Table

Sample 1

Table 1. Frequency and Percentage Distribution of Student’s Overall Performance in Pre-

Calculus Pretest

Student’s Overall Performance f %

Outstanding 2 5
Very Satisfactory 15 30
Satisfactory 33 66
Unsatisfactory 0 0
Poor 0 0
Total 50 100

22 CO_Q2_SHS Practical Research 2_Module 2

Cont.
Table 1 shows the summary of the overall adjectival rating in frequency and percentage of
students in their pretest in Pre-calculus at Gulayan National High School for S.Y. 2019-2020.
Results reveal that 66% of the students have satisfactory rating. Only 5% have outstanding rating.
Overall, the data showed that the students at Gulayan National High School have fair ratings based
on their pretest scores. This implies that most of the students do not have prior mastery on the
concepts of this subject. Hence, teacher is expected to apply teaching strategies that will increase
students’ concepts of the subject. This result is supported by Ignacio (2016) that pretest scores
especially if it is valid and reliable shows prior knowledge of the learners of the subject matter.

Sample 2

Looking at Table 4, there is a significant relationship between the classroom interaction that
facilitates positive discipline and sense belonging (r (39 = .973, p = 0.000). The feeling of being safe
and welcome in school is significantly related to how the teachers manage classroom interaction.
This result is supported by the early studies on classroom management by Brophy and Avertson
(1976) that though variety of teaching behaviors affect effective teaching; classroom management
appeared to be one of the most critical aspects as viewed by students.
Table 3. Correlation Analysis of Positive Discipline and Sense of Belonging

Variables Sense of Belongingness Interpretation

Classroom Pearson
.973
Interaction Correlation Significant
Sig. (2-tailed) .000**
Use of Pearson
.073
Reinforcement Correlation Not Significant
Sig. (2-tailed) .663
*p<.05, **p<.01

Graphs

Graphs are visual representations which focuses on how a change in one variable
affects to another. They are used to organize information to show patterns and relationships.
A graph shows this information by representing it as a shape. Researchers and scientists often
use tables and graphs to report findings from their research. In choosing what type of graph
to use, determine the specific purpose of the presentation. Line Graph illustrates trends and
changes in data over time, Bar Graph illustrates comparisons of amounts and quantities, while
Pie Graph (Circle Graph) displays the relationship of parts to a whole.

Sample Interpretation of a Bar Graph

Figure 1. GRSHS-X Canteen Lunch Menu

23 CO_Q2_SHS Practical Research 2_Module 2

Cont.
Figure 1 shows the canteen lunch menu of GRSHS-X. The graph reveals that rice is highly
patronized by the students and teachers with 150 cups sold daily. It can also be noted that pork and
chicken menus have a good number of buyers (315 serve/pieces). Vegetable menus cannot be
undervalued since several consumers (135 serve/pieces) also patronized the food. At the same
time, seafood menus earn the last spot (50 serve/pieces sold). Generally, students and faculty of
GRSHS-X preferred meat (pork and chicken) menus next to rice.

Sample Interpretation of a Line Graph

Figure 2. Students Quarterly Average Grade by Sections in Elective Mathematics (S.Y. 2019-2020

Figure 2 showed changes in the average grade of Elective Mathematics between Grade 10-
Max and Grade 10-Min from the first quarter to the fourth quarter for S.Y. 2019-2020. From the graph,
it is evident that both sections are performing well, but Grade 10-Max managed to maintain consistently
its high performance than Grade 10-Min every quarter. During the second quarter, there is a noticeably
far difference between the two sections. Overall, Grade 10-Max gained a better performance in Elective
Mathematics than Grade 10-Min.

Sample Interpretation of a Pie Graph

Figure 3. Dream Job of the Grade 7 Students from GRSHS-X

24 CO_Q2_SHS Practical Research 2_Module 2

Cont.

Figure 3 showed the result of the survey conducted to Grade 7 students when asked about
their dream job. From the graph, forty percent (40%) and thirty percent (30) of the participants
wanted to become a doctor and an engineer, respectively with just thirty percent (30%) left for other
professions. Only about five percent (5%) wanted to become a teacher. From the data, more than
70% of the Grade 7 students will likely pursue STEM strand courses when they graduate in high
school.

What’s More

Activity 1: Present Me!

Directions: Present the following data using a specific non-prose material according to its
purpose. Use a separate paper for your presentation.

According to the latest Facebook post of Department of Health-Philippines DOH COVID-

19 CASE BULLETIN #106, dated June 28, 2020. Source: https://bit.ly/3dMehug;
https://bit.ly/31nmgv2.

1. There are a total of 24, 137 Active Cases of COVID-19 in the Philippines (Data as of June
27, 2020) with the following breakdown:
Asymptomatic - 898 persons
Mild - 23, 090 persons
Severe - 125 persons
Critical - 24 persons

2. These are the data on hospital beds and mechanical ventilators for COVID-19 patients with
the following breakdown:
Ward beds - 3, 179 (41.15% occupied)
Isolation Beds - 8,925 (37.93% occupied)
ICU Beds - 1, 313 (36.63% occupied)
Ventilators - 1, 883 (22.89% in use)

Activity 2: Look and Explain Me!

Directions: Interpret each figure given below. Follow the guidelines in interpreting the graph.
Write a brief interpretation of the data on the space provided for each figure.

25 CO_Q2_SHS Practical Research 2_Module 2

Graph 1. Line Graph of COVID-19 cases in the Philippines since March 15-June 27, 2020

Source: https://bit.ly/3eHeujB

Interpretation:
_________________________________________________________________________

_________________________________________________________________________

Graph 2: Number of COVID-19 cases in the Philippines as of April 2, 2020, by gender

Source: https://bit.ly/2AaLu4J

26 CO_Q2_SHS Practical Research 2_Module 2

Interpretation:
_________________________________________________________________________

_________________________________________________________________________

Graph 3: Philippines Major Import Sources, 2016

Source: https://bit.ly/3i7Td4A

Interpretation:
_________________________________________________________________________

_________________________________________________________________________

27 CO_Q2_SHS Practical Research 2_Module 2

Activity 3: Use It!

Directions: Go to the link below and use it to run statistical analyses quickly and directly in
your browser.

GraphPad Software https://bit.ly/2X5JCTC

Activity 4: Interpret Me!

Directions: Interpret the table following the suggested guidelines. Write brief interpretation on
the space provided.

Table 2. Positive Discipline Practices of Teachers through the Use of Reinforcement

Constructs Mean SD Verbal Descriptions

1. Coach positive social behaviors 3.71 .52 Always observed
2. Reward targeted positive behaviors with
2.89 .84 Often observed
incentives
3. Use problem solving strategy 3.16 .89 Often observed
4. Prepare students for transitions with predictable
3.24 .71 Often observed
routines
5. Give clear positive directions 3.34 .81 Always observed
6. Warn consequences for misbehavior 3.03 .75 Often observed
7. Use clear classroom discipline plane 3.29 .77 Always observed
8. Use emotion coaching 3.18 .69 Often observed
9. Use imaginary play/drama, stories to teach
3.34 .63 Always observed
problem solving.
10. Set up problem scenarios to practice
3.37 .67 Always observed
prosocial solutions.
Overall 3.25 .44 Often observed
Legend: 1.00-1.75 = Never Observed, 1.76-2.50 = Sometimes Observed,
2.51-3.25 = Often Observed, 3.26-4.00 = Always Observed

Interpretation:
_________________________________________________________________________

_________________________________________________________________________

Activity 5: Let’s go Online

Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/3c8t01w
https://bit.ly/2A7L6DE
https://bit.ly/2TGK4Fr
https://bit.ly/2BkEbI2

28 CO_Q2_SHS Practical Research 2_Module 2

What I Have Learned

Directions: Using the space below, write a reflective essay about your learning experience on
the quantitative data presentation and interpretation. Let your essay reveal how
much you learned about each concept behind each topic dealt with in this lesson.
Express which concepts are the most understood, slightly understood, and the
least understood ones.

_________________________________________________________________________

What I Can Do

Task: Decision Making

Directions: Perform the following task. You may write or encode your answer in short bond
paper. Submit your output to your teacher for checking.

Since you are done gathering your data, it is now time to tally the obtained data on
a separate sheet of paper. Decide on what type of data presentation you will use in
your research study. Why will you use this specific graph? Once you have decided
on what data presentation to use, it is time to create your interpretations. Follow the
guidelines given.

Additional Activity

Directions: Now that your data presentation and interpretation have been checked and
approved, it is now time to include your output in Chapter 4 of your research paper.

29 CO_Q2_SHS Practical Research 2_Module 2

Lesson
Using Statistical Techniques
3 to Analyze Data

What’s In

In the previous lesson, you were presented with options on how to present and
analyze your data through tables and graphs. As mentioned previously, data analysis
goes hand in hand with data presentation and is considered a time-consuming task
because it involves a series of investigations, classifications, mathematical
calculations, and graphical recording, among others.

You are fully aware that planning your research study is needed. Thus, it is
assumed that when you begin your research study, you have already identified the
scale of measurement to use in your research study. Comprehensive statistical
analysis is important before making conclusions about your study.

What I Need to Know

Statistical methods and techniques were already discussed in the previous modules.
Sample Size Determination was also introduced in Module 4, Lesson 2. This lesson will
discuss deeply the five most useful statistical techniques specifically in quantitative research:
Percentage, Mean, Standard Deviation, Correlation, Regression, and Hypothesis Testing.

The computational procedure for hypothesis testing (Chapter 3) will also be shown in
this lesson because this is where your decision-making skill will be tested. You will investigate
and evaluate the claims about your study before writing your conclusions.

What’s New

Activity 1: What’s My Level?

Directions: Look at the table below. Check your level of conceptual knowledge and
computational skills of these statistical techniques.

Statistical Levels of Conceptual Knowledge Levels of Conceptual Skills

Techniques Weak Average Excellent Weak Average Excellent
Percentage
Mean
Standard Deviation
Correlation Analysis
Regression Analysis
Hypothesis Testing

30 CO_Q2_SHS Practical Research 2_Module 2

What Is It

Statistical Techniques

1. Percentage is any proportion from the whole.

𝑃𝐴𝑅𝑇
Formula: 𝑃𝐸𝑅𝐶𝐸𝑁𝑇𝐴𝐺𝐸(%) = ( ) 𝑋100
𝑊𝐻𝑂𝐿𝐸

Example:

Here’s a data gathered by Purok A City High School administration regarding the
number of Grade 7 parents who opted to receive digital copies of the learning modules.

Table 1: Percentage of Parents who Opted to Receive Digital Copies of Learning Modules

Total Number of Parents who

Sections Number of opted to received digital Percentage (%)
Parents copies of learning modules
7-A 30 24 (24÷30)X100 = 80%
7-B 25 25 (25÷25)X100 = 100%
7-C 32 16 (16÷32)X100 = 50%
7-D 30 11 (12÷30)X100 = 40%
TOTAL 117 76 (76÷117)X100 = 64.96%

2. Mean or average is the middlemost value of your list of values, and this can be obtained
by adding all the values and divide the obtained sum to the number of values.
𝑆𝑈𝑀 𝑂𝐹 𝐴𝐿𝐿 𝑉𝐴𝐿𝑈𝐸𝑆
Formula: 𝑀𝐸𝐴𝑁(𝑋̅) =
𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝑉𝐴𝐿𝑈𝐸𝑆

Example:

1. Ungrouped Data
Refer to Table 1 above, to get the mean or average number of parents who opted to
receive digital copies of learning modules, do the following:

24+25+16+11 76
𝑀𝐸𝐴𝑁(𝑋̅) = = = 19
4 4
2. Grouped Data
Here’s the data gathered from the survey on Study Habits conducted by the Grade 12
students to the 150 Grade 7 students of Purok A City High School.

Table 2: Mean Distribution of the Study Habits of Students

A Questionnaire to Review Your Study Habits
Strongly Agree Undecided Disagree Strongly Mean (𝑋̅) Verbal
Agree (4) (3) (2) Disagree Description
(5) (1)
I study where 120x5 10x4 0x3 15x2 5x1 600 + 40 + 0 + 30 + 5 Strongly
there is good =600 =40 =0 =30 =5 150 Agree
lighting. =4.5
I study in a 100x5 20x4 5x3 10x2 15x1 500 + 80 + 15 + 20 + 15 Agree
room where =500 =80 =15 =20 =15 150
the =4.2
temperature
is cool.

31 CO_Q2_SHS Practical Research 2_Module 2

3. Standard Deviation shows the spread of data around the mean.
2
∑(𝑥−𝑥
̅̅̅)
Formula: 𝑆𝐷 = √
𝑛
Example:

Table 2: Mean and Standard Deviation Distribution of the Study Habits of Students

A Questionnaire to Review Your Study Habits

SA A U D SD Mean Mean (𝑋) Standard Deviation (𝑆𝐷)
(𝑋̅ )

I study 120x25 10x16 0x9 15x4 5x1 4.5 3000 + 160 + 0 + 60 + 5 =√21.50 − 4.5
where there =3000 =160 =0 =60 =5 150
is good =4.12
=21.50
lighting.
I study in a 100x25 20x16 5x9 10x4 15x1 4.2 2500 + 320 + 45 + 40 + 15 =√19.47 − 4.2
room where =2500 =320 =45 =40 =15 150
the =3.91
=19.47
temperature
is cool.

Abbreviation Numerical Values

Strongly Agree (SA) - 5
Agree (A) - 4
Undecided (U) - 3
Disagree (D) - 2
Strongly Disagree (SD) - 1

One need to get the range from which the mean of a five-point Likert can be
interpreted. There are two methods to do this, if we treat the Likert scale as interval/ratio. First,
the usual way is to calculate the interval by computing the range (e.g., 5 − 1 = 4), then divided
it by the maximum value (e.g. 4 ÷ 5 = 0.80). Ultimately, we get the following result:
From 1 to 1.80 represents (strongly disagree).
From 1.81 to 2.60 represents (do not agree).
From 2.61 to 3.40 represents (true to some extent).
From 3:41 to 4:20 represents (agree).
From 4:21 to 5:00 represents (strongly agree).

The other way is to treat the selection as the range themselves, and so we get these
results:
From 0.01 to 1.00 is (strongly disagree);
From 1.01 to 2.00 is (disagree);
From 2.01 to 3.00 is (neutral);
From 3.01 to 4:00 is (agree);
From 4.01 to 5.00 is (strongly agree)

Here’s how it will appear in your research paper.

Mean (𝑿̅) Standard
Study Habit Verbal Interpretation
Deviation (𝑺𝑫)
1. I study where there is good
4.5 4.12 Strongly Agree
lighting.
2. I study in a room where the
4.2 3.91 Agree
temperature is cool.

32 CO_Q2_SHS Practical Research 2_Module 2

4. Correlation Analysis (Pearson’s r) is a statistical method used to estimate the strength of
relationship between two quantitative variables.

𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)

Formula: 𝑟=
√[𝑛(∑ 𝑥 2 )−(∑ 𝑥)2 ][𝑛(∑ 𝑦 2 )−(∑ 𝑦)2 ]

Example:

Here’s a data of five students with their corresponding grade in Math (Independent
Variable) and grade in English (Dependent Variable). Is there a significant relationship
between the grade in Math and the grade in English?

Table 3. Grade in Math and Grade in English of Five Students

Grade in Mathematics Grade in English
Student
(x) (y)
x2 y2 xy
A 96 97 9216 9409 9312
B 90 92 8100 8464 8280
C 93 96 8649 9216 8928
D 94 95 8836 9025 8930
E 92 90 8464 8100 8280
Sum 465 470 43265 44214 43730

Step 1. Compute the value of 𝑟 using the Pearson’s r formula.

5(43730)−(465)(470)
𝑟= =0.77
√[5(43265)−(465)2 ][5(44214)−(470)2 ]

Step 2. From the table of values, there is a strong positive correlation between the grade in
Math and the grade in English.

5. Regression Analysis can be used to explain the relationship between dependent and
independent variables.

Three major uses:

a. Causal analysis -shows you the possible causation of changes in Y by changes X.
b. Forecasting an Effect- allows you estimate and predict the value of Y given the
value of X.
c. Linear Trend Forecasting- helps you trace the line best fit to tine series

Formula: 𝑌 = 𝑚𝑋 + 𝑏
(∑ 𝑦)(∑ 𝑥 2 )−(∑ 𝑥)(∑ 𝑥𝑦) 𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)
𝑏= 𝑚=
𝑛(∑ 𝑥 2 )−(∑ 𝑥)2 𝑛(∑ 𝑥 2 )−(∑ 𝑥)2

Example:

Using the same data from Table 3, answer the following questions:

a. What linear equation best predicts the grade in English given the grade in Math?

Step 1: Compute the 𝑏 and 𝑚.

(∑ 𝑦)(∑ 𝑥 2 )−(∑ 𝑥)(∑ 𝑥𝑦) 𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)
𝑏= 𝑚=
𝑛(∑ 𝑥 2 )−(∑ 𝑥)2 𝑛(∑ 𝑥 2 )−(∑ 𝑥)2
(470)(43265)−(465)(43730) 5(43730)−(465)(470)
𝑏= 𝑚=
5(43265)−216225 5(43265)−(216225)
𝑏=1 𝑚=1

Step 2: Substitute the value of m and b to the regression formula.

The regression equation for predicting the grade in English given the grade in Math is
𝑌 = 𝑋 + 1.

33 CO_Q2_SHS Practical Research 2_Module 2

b. If a student made a grade of 91 in Math, what grade would you expect the student to
obtain in English?

Using the obtain equation 𝑌 = 𝑋 + 1, substitute 91 in X.

𝑌 = 91 + 1 = 92 (Grade in English)

According to this model, for every 1point increase in the Math grade, there is a
corresponding average increase of 1 point in the English grade.

c. How well does the regression equation fit the data?

Interpretation:

The Math grade is directly proportional to the English grade because the slope
is positive.

6. Hypothesis testing. A hypothesis test helps you determine some quantity under a given
assumption. The outcome of the test tells you whether the assumption holds or whether the
assumption has been violated.

From Module 3, you were exposed to creating your Null hypothesis (𝑯𝟎 ) which states
that there is no difference between the two values or variables and the Alternative
hypothesis (𝑯𝟏 ) which states that there is a difference between two values or variables.

The statistical test uses the data obtained from a sample to decide about whether the
null hypothesis should be rejected. In a one-tailed test (left-tailed or right-tailed test),
when the test value falls in the critical region on one side of the mean, the null hypothesis
should be rejected.

On the other hand, in a two-tailed test, the null hypothesis should be rejected when
the test value falls in either of the two critical regions.

One-tailed, right-tailed test One-tailed, left-tailed test Two-tailed test

To perform hypothesis testing, you compute the mean from the sample and compare
it with the mean from the population. Then, you decide whether to reject or not reject the

34 CO_Q2_SHS Practical Research 2_Module 2

null hypothesis. If the difference is significant, the null hypothesis is rejected. If the
difference is not significant, then the null hypothesis is not rejected. In the hypothesis-
testing, there are four possible results.

𝐻0 true 𝐻0 𝑓𝑎𝑙𝑠𝑒

Reject 𝐻0 Error Correct

Type I decision
Do not reject 𝐻0 Correct Error
decision Type II

The four possibilities are as follows:

1. It would be an incorrect decision and would result in a Type I error when you
reject the null hypothesis when it is true.
2. It would be a correct decision when you reject the null hypothesis when it is false.
3. It would be a correct decision when you do not reject the null hypothesis when it
is true.
4. It would be an incorrect decision and would result in a Type II error when you do
not reject the null hypothesis when it is false.

The basic format for hypothesis testing:

1. State the hypotheses and identify them.
2. Find the critical value(s).
3. Compute the test value.
4. Make the decision.
5. Summarize the result.
6.

Hypothesis testing can be done using the following t-value approach or critical value
approach and 𝑝-value approach.

1. The Critical Value Approach is used to determine whether the observed test statistic is more
extreme than a defined critical value. Hence, the observed test statistic (calculated on the basis
of sample data) is compared to the critical value, from t-table. If the test statistic (𝒕∗ ) is more
extreme than the critical value (t), the null hypothesis is rejected. If the test statistic is not as
extreme as the critical value, the null hypothesis is not rejected.
𝟐
̅ −𝝁𝟎
𝑿 ∑(𝑿−𝑿) ̅
One-Sample t-test Formula: ∗
𝒕 = 𝒔 𝝈=√ 𝒏
√𝒏
Example:

A random sample of 10 Grade 7 students has grades in Math, where marks range from
90 (Good) to 98 (Excellent). The general average grade (Gen. Ave.) of all Grade 7 students
as of the last 5 years is 93. Is the Gen. Ave. of the 10 Grade 7 students different from the
population’s Gen. Ave? Use 0.05 level of significance.

Student 1 2 3 4 5 6 7 8 9 10
Math Grade 90 98 97 93 94 91 97 93 93 94

Given: 𝑛=10 𝛼=0.05 𝜇0 =93 𝑋̅=94 sd= 2.68

35 CO_Q2_SHS Practical Research 2_Module 2

Computational Procedure:
1. Define the Null and Alternative Hypothesis
𝐻0 : There is no significant difference between the gen. ave. of 10 Grade 7 students
from the population’s gen. average of 93.
𝐻0 : 𝜇 = 93
𝐻1 : There is a significant difference between the gen. ave. of 10 Grade 7 students from
the population’s gen. average of 93.
𝐻1 : 𝜇 ≠ 93
2. State the alpha and the degree of freedom.
𝛼 = 0.05
𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9
3. State the decision rule.
One-tailed Test: |𝑡| > 𝑧𝑎 ; Reject 𝐻0
𝑧
Two-tailed Test: |𝑡| > 𝑎 ; Reject 𝐻0
2
4. Calculate the Test Statistic.
𝑋̅ −𝜇0 94−93
𝑡= 𝑠 = 2.68 =1.18
√𝑛 √10
5. State results (use t table to get the critical value, see procedure below).
𝑡𝛼
𝑡
2
= 0.05 = 𝑡0.0025 =2.263
𝑛−1 10−1
|1.18| < 2.262
6. Decision: Accept 𝐻0
7. Conclusion: Therefore, the average grade of 10 Grade 7 students is not different from
the population’s average grade in Math which is 93.

2. P-value Approach involves determining the probability (assuming the null hypothesis were
true) of observing a more extreme test statistic in the direction of the alternative hypothesis
than the one observed. If the P-value is less than (or equal to) 𝛼 then the null hypothesis is
rejected in favor of the alternative hypothesis. And, if the P-value is greater than 𝛼, then the
null hypothesis is not rejected.

Example:
Use the same data from Example 1 of Critical value approach:
Computational Procedure:
1. Define the Null and Alternative Hypothesis
𝐻0 : There is no significant difference between the gen. ave. of 10 Grade 7 students
from the population’s gen. average of 93.
𝐻0 : 𝜇 = 93

𝐻1 : There is a significant difference between the gen. ave. of 10 Grade 7 students from
the population’s gen. average of 93.
𝐻1 : 𝜇 ≠ 93
2. State the alpha and the degree of freedom.
𝛼 = 0.05
𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9
3. State the decision rule.
One-tailed Test: |𝑡| > 𝑧𝑎 ; Reject 𝐻0
𝑧
Two-tailed Test: |𝑡| > 𝑎 ; Reject 𝐻0
2
4. Calculate the Test Statistic.
𝑋̅ −𝜇0 94−93
𝑡= 𝑠 = 2.68 =1.18
√𝑛 √10
5. Use statistical software or an online calculator (https://www.statology.org/t-score-p-value-
calculator/) to find the corresponding p-value.
One-tailed P-value: 0.13412
Two-tailed P-value: 0.26825

36 CO_Q2_SHS Practical Research 2_Module 2

6. State results.
One-tailed |0.13412| > 0.05
Two-tailed |0.26825| > 0.05
7. Decision: Accept 𝐻0
Since this p-value is not less than our chosen alpha level of 0.05, we can’t reject the
null hypothesis.
8. Conclusion: Therefore, the average grade of 10 Grade 7 students is not different from
the population’s average grade in Math which is 93.
Here are the steps in finding the t-value or critical value at the t-table:
1. Locate your confidence level (alpha level) at the top row of the t-table found below
(this tells you which column you need).
2. Intersect this column with the row for your 𝑑𝑓 (degrees of freedom). The number you
see is the critical value (or the t-value) for your confidence interval.
Table of T-Values

Examples:

Given t-value (critical value)

1. 𝑑𝑓=5, 𝛼=0.05, two-tailed test 2.571
2. 𝑑𝑓=12, 𝛼=0.05, one-tailed test 1.782

What’s More

Activity 2: What’s My Percentage?

Directions: Here’s a data gathered by Purok A City High School administration regarding the
number of Grade 7 parents who opted to receive printed copies of the learning
modules. Fill out the boxes for total and percentage. Then write a brief
interpretation of the table.

37 CO_Q2_SHS Practical Research 2_Module 2

Total Number of Parents who
Sections Number of opted to receive printed Percentage (%)
Parents copies of learning modules
7-A 30 6
7-B 25 0
7-C 32 16
7-D 30 19
Total

Interpretation:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Activity 3: What’s My Mean and Standard Deviation?

Directions: Here’s the data gathered from the survey on Study Habits conducted by the Grade
12 students to the 150 Grade 7 students of Purok A City High School.

A Review Your Study Habits

Standard
Strongly Strongly Mean
Agree Undecided Disagree Deviation Verbal
Agree Disagree (𝑋̅)
(4) (3) (2) (𝑆𝐷) Interpretation
(5) (1)

The desk 90 30 10 5 15
where I study
is always
clear from
distractions.
I use 10 50 30 20 40
earplugs to
minimize
distracting
sounds.
I study facing 15 35 30 20 50
a wall.

Activity 4: What’s My Relationship?

Directions: Here’s the data about the Math Pretest and Posttest scores of ten (10) Grade 12
students of Purok A City High School. Is there a significant relationship between
the pretest and posttest scores in Math?

Student Pretest Posttest

1 49 45
2 32 37
3 34 39
4 45 47
5 41 40
6 20 40
7 27 39
8 32 45
9 37 41
10 31 48

38 CO_Q2_SHS Practical Research 2_Module 2

1. Compute the value Pearson’s r: ______________________________________
2. Interpretation:
___________________________________________________________________
___________________________________________________________________
3. What linear equation best predicts the posttest given the pretest in Math?
___________________________________________________________________
4. If a student made a pretest score of 43 in Math, what grade would you expect the
posttest score the student will obtain?
___________________________________________________________________
5. Show the line of best fit and its interpretation.

Activity 5: Am I Rejected or Accepted?

Directions: A random sample of 10 Grade 7 students has grades in MAPEH, where marks
range from 90 (Good) to 98 (Excellent). The general average grade (Gen. Ave.)
of all Grade 7 students as of the last 5 years is 95. Is the Gen. Ave. of the 10
Grade 7 students different from the population’s Gen. Ave? Use 0.05 level of
significance.

Student 1 2 3 4 5 6 7 8 9 10
MAPEH 92 95 95 96 97 98 95 94 98 92
Grade

Given: 𝑛=10 𝛼=0.05 𝜇0 =95 𝑋̅=_ sd= _

1. Perform hypothesis testing using the Critical Value Approach.

2. Perform hypothesis testing using the P-Value Approach.

Activity 6: Let’s go Online

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

What I Have Learned

Using the space below, write a reflective essay about your learning experience on
using statistical techniques in data analysis. Let your essay reveal how much you learned
about each concept behind each topic dealt with in this lesson. Express which concepts are
the most understood, slightly understood, and the least understood ones.

39 CO_Q2_SHS Practical Research 2_Module 2

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What I Can Do

TASK: Statistical Analysis

Directions: Perform the following task. You may write or encode your answer in a long bond
paper. Submit your output to your teacher for checking.

Based on your methodology, decide what statistical technique/s you will use to analyze
deeply your data. Why will you use this tool? Use the statistical tool that you have decided
upon to compute the significance of your study with relevance to the null and the alternative
hypothesis. Conduct hypothesis testing. Indicate your data analysis.

Additional Activity

Directions: Now that your statistical computations and hypothesis testing have been checked
and approved, it is now time to include your output in Chapter 4 of your research
paper. Get ready for presentation of your written Results and Discussion. 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.

40 CO_Q2_SHS Practical Research 2_Module 2

Rubrics for Data Interpretation and Analysis

Criteria 5 4 3 2 1
Content (35%)
▪ The Research Instruments directly and
clearly gathered the needed data.
▪ Sufficient data are gathered that answers
the research questions.
▪ Appropriate statistical technique was used,
and computation is accurate.
▪ Presentations of data are clear and well
labeled in a table or graph.
▪ Interpretation and analysis highlight the
significant results.
▪ Discussion of the findings is well supported
with relevant literature.
▪ Implications of the results were presented.
Coherence (25%)
▪ Cohesive of devices are effectively used.
▪ Organization of ideas, presentation, and
discussion 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 are followed.

Legend: 5 – to a very great extent,

4 – to a great extent,
3 – to some extent,
2 – to a little extent,
1 – not at all

41 CO_Q2_SHS Practical Research 2_Module 2

Summary
• Data are bits of information or facts known by everyone.
• Quantitative data are measurable, numerical, and related to a metrical system.
• Data Collection is an activity that allows the researcher to obtain relevant information
regarding the specified research questions or objectives.
• Quantitative research instruments comprise questionnaires, interviews, tests, and
observation.
• Questionnaire consists of a series of questions used for gathering information from
respondents about a research topic.
• Tests are research instruments used for assessing various skills and types of behavior
as well as for describing certain characteristics.
• Quantitative interview is a method of collecting data about an individual’s behaviors,
opinions, values, emotions, and demographic characteristics using numerical data.
• Observation is frequently used in qualitative research. It is also used in quantitative
research when the characteristics being observed are quantitative, such as length, width,
height, weight, volume, area, temperature, cost, level, age, time, and speed.
• Google Forms is a free online form that enables the researcher to construct,
administer, and analyze surveys.
• Informed Consent Form is a document that provides the participants with the
information they need in deciding whether they will participate or not in your study.
• Editing is a process wherein the collected data are checked for consistency, accuracy,
organization, and clarity.
• Coding is a process wherein the collected data are categorized and organized. Labeling,
using numbers, and symbols are also applied.
• Tabulation is a process of arranging data into a table which can be done manually or
electronically using MS Excel.
• Frequency distribution is the organization of raw data in table form, using classes and
frequencies.
• Non-prose materials are composed of graphs, bars, tables, charts, diagrams,
illustrations, drawings, and maps.
• Tables are non-prose materials that help condense and classify information using
columns and rows.
• Positive Correlation- when both values have the same directions (increase or decrease)
• Negative Correlation-when one value increases, the other one decreases and vice
versa.
• Pearson’s r (𝑟) is a statistical method used for determining whether there is a linear
relationship between variables.
• Mean refers to the average score of the given set of values.
• Standard Deviation (SD) is the square root of the variance.
• Alpha level (𝜶) is also known as the significance level. It refers to the probability value
that must be reached before claiming that the findings obtained are statistically significant.
• P-value (𝒑) is a calculated probability that is compared to the alpha level. If the p-value
is lower than the set alpha level, there is a difference between the scores obtained for the
two groups (statistically significant)
• T-value (𝒕) is the statistic computed for the t-tests including the extent of the difference
between the two groups being examined
• Degree of Freedom (𝒅𝒇) refers to the number of values in the final computation of
statistic that has the freedom to vary.
• A Statistical hypothesis is an assumption about a population parameter.

42 CO_Q2_SHS Practical Research 2_Module 2

Assessment

Multiple Choice. Answer the question that follows. Choose the best answer from among the
given choices.

1. Which of the following is an unethical practice in research?

A. Informing participants that they are free to backout at any time
B. Requiring the participants to continue until the study is done
C. Assuring participants of confidentiality of gathered data
D. Securing informed consent

2. Which of the following is not considered part of descriptive statistic values?

A. Standard deviation B. Variance
C. Pearson’s r D. Mean

3. What kind of correlation exists when two variables have no relationship with each other?
A. Strong Negative Correlation B. Strong Positive Correlation
C. Negative Correlation D. No Correlation

4. Which one of the following is an advantage of using questionnaire?

A. It can encourage the participants to be open to the researchers since their
identity can be made anonymous.
B. Some participants will not be able to complete the required responses
C. Questionnaires may lack depth of answers from participants.
D. Some will not be able to return the questionnaire on time.

5. A study is conducted to determine the relationship between the time spent in studying and
scores in a quarterly exam among 100 students of GRSHS-X. The result shows a
correlational value of 0.98. What is the interpretation of this obtained result?
A. The amount of time spent on studying is strongly associated with the score in a
quarterly exam.
B. The amount of time spent on studying is not associated with the score in a quarterly
exam.
C. The score in a quarterly exam is moderately associated with the amount of time
spent on studying.
D. The score in a quarterly exam is negatively associated with the amount of time
spent on studying.

6. Which of these is not a method of data collection?

A. Questionnaires
B. Observations
C. Experiments
D. Interviews

7. A correlation coefficient enables you to:

A. quantify the strength of the relationship between variables.
B. evaluate whether two variables measure the same values.
C. measure the difference between two quantities
D. establish whether the data is exact.

8. What is the outcome when you reject the null hypothesis when it is false?
A. Incorrect decision
B. Correct decision
C. Type I Error
D. Type II Error

43 CO_Q2_SHS Practical Research 2_Module 2

9. Which of the following is a graph that uses a line to represent data?
A. A vertical graph B. A pie chart
C. A line graph D. A bar chart

10. Which of the following is not necessary when preparing your data analysis?
A. Create a conclusion after gathering your data.
B. Encode and organize your data for analysis.
C. Prepare your research instruments.
D. Begin gathering your data.

11. To fight boredom, Cindy is trying her luck by selling milk tea during the COVID-19
pandemic lockdown. The table below shows the number of cups sold from March to July
2020. What is the best interpretation of the graph below?

A. The graph shows that Cindy’s milk tea sales is doing good every month.
B. The graph shows that the month of May is the best-selling month.
C. The graph shows that Cindy’s milk tea sales is not good.
D. Cindy’s milk tea business is going to shut down soon.

12. Which correlation is the weakest among the four?

A. -1.0 B. +.80
C.-0.6 D. +0.5

13. Which of the following statistical technique uses rankings instead of actual values in
computing the correlational values between two sets of data?
A. Analysis of Variance B. Spearman’s Rho
C. Pearson’s r D. t-test

14. What observational role is evident if an observer is known and recognized by the
participants as part of their group or community but has limited interaction with them?
A. Observer as participant B. Participant as observer
C. Complete observer D. Complete participant

15. What is a questionnaire?

A. It is a tool for data interpretation. B. It is a tool for data evaluation.
C. It is a tool for data collection. D. It is a tool for data analysis.

44 CO_Q2_SHS Practical Research 2_Module 2

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

GraphPad Sofware. 2018. https://bit.ly/2X5JCTC

QuestionPro. 2020. “What is a star rating question?”. QuestionsPro Suvey Software.

Accessed June 3, 2020. https://bit.ly/2VD5EMg

https://www.surveygizmo.com/resources/blog/new-ways-to-ask-quantitative-research-
questions-in-online-surveys/

51 CO_Q2_SHS Practical Research 2_Module 2

Appendix

52 CO_Q2_SHS Practical Research 2_Module 2

For inquiries or feedback, please write or call:

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

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

Senior High School

PRACTICAL RESEARCH 2
Quarter 2 - Module 3
Research Conclusions and
Recommendations

CO_Q2_SHS Practical Research 2_Module 2

Practical Research 2- Senior High School
Alternative Delivery Mode
Quarter 2 – Module 3: Research Conclusions and Recommendations
First Edition, 2020

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wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module:

Authors: Maria Eleonor C. Bañares, Rochelle A. Luzano, PhD,

Ma. Doris P. Napone

Reviewers: Joel D. Potane, PhD Kareen J. Agcopra, PhD

Warren I. Luzano, PhD Cristina D. Abao
Shera May L. Gochuco Ryan Z. Roa

Illustrator: Ley Krystal C. Jayoma

Layout & Design Evaluator: Allan H. Guibone

Printed in the Philippines by __________________

Department of Education – REGION 10

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Senior
Senior High
High School
School

Practical Research 2
Quarter 2 - Module 3
Research Conclusions and
Recommendations
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
What This Module is About

The essence of this module is to generate conclusions based on the results and
findings of the study and to formulate significant recommendations for the enhancement of the
research. This module would signify the completeness of the research since conclusions and
recommendations will be emphasized here. Moreover, they will be the basis for some ideas
as reference for further or new research studies.

At the end of this learning module, learners are expected to draw conclusions in
accordance with their research questions and formulate recommendations which has impact
for their research study in their field of choice.

The following are the lessons contained in this module:

Lesson 1 – Drawing Conclusions

Lesson 2 – Formulating Recommendations

What I Need to Know

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

1. draw conclusions from research findings (CS_RS12-IIh-j-1); and
2. formulate recommendations (CS_RS12-IIh-j-2)

1 CO_Q2_SHS Practical Research 2_Module 2

What I Know

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

1. What does practical implication means?

A. the reality that would happen if certain situations are satisfied
B. the vague imagery of your research
C. the useful ways of doing things
D. implies a good practice

2. Which of the following parts of a research paper should be in the concluding part of the
research paper?
A. Summary of research methodology, scope and limitations, and recommendations.
B. Summary of research methodology, conclusions, and recommendations.
C. Summary of findings, research methodology, and recommendations.
D. Summary of findings, conclusion, and recommendations.

3. Which of the following statements best describes a conclusion?

A. makes logical connections between the various parts of the arguments starting from
the hypotheses
B. discuss the results and limitations about the topic under study
C. discuss the methodology of the study
D. discuss relevant literature

4. Which of the following contents of the summary of findings is considered as the most
important?
A. Research findings from which the conclusion will be derived.
B. Brief restatement of the research methodology.
C. List of research questions and hypothesis.
D. Overall research problem of the study.

5. Which of the following statements is addressed or answered by your research conclusion?

A. every research inquiry you have in your research study.
B. the queries of the previous researchers.
C. the questions of the field experts.
D. the hesitations of the researcher.

6. In presenting the conclusion of the study, what should be the guide of the researcher?
A. Scope and Delimitation of the Study C. Methodology of the Study
B. Research Questions of the Study D. Statistical Tests Used

7. What is the purpose of the theoretical implications in your conclusion part of the research
study?
A. reflect how literature presented supports or contrasts the findings
B. reflect the results and findings based on reality
C. be indicated in your recommendations
D. be an important theory

8. Which of the following parts of the research paper refers to the brief restatement of the
overall components of the study?
A. Recommendations of the Study
B. Conclusion of the Study
C. Summary of Findings
D. Abstract of the Study

2 CO_Q2_SHS Practical Research 2_Module 2

9. Which of the following parts of the research paper answers the research questions of the
study?
A. Recommendations of the Study
B. Conclusion of the Study
C. Limitations of the Study
D. Abstract of the Study

10. In writing the recommendations, where should the researcher based its suggestions?
A. Conceptual Framework of the Study
B. Scope and Delimitation of the Study
C. Summary of Findings of the Study
D. Conclusions of the Study

11. Which of the following suggestions should you use in writing your conclusion?
A. a clear and simple language. C. high jargon sentences
B. mathematical symbols. D. highfalutin words.

12. Which of the following parts of the research paper serves as a practical suggestion for
future researchers?
A. Recommendations of the Study
B. Conclusion of the Study
C. Summary of Findings
D. Abstract of the Study

13. Which of the following statements is the main purpose of recommendations of your
research study?
A. provide a beneficial guide to resolve certain issues that can possibly result in a
beneficial outcome.
B. explain the methodology of your study.
C. discuss the benefits of the participants.
D. long and narrated like a story.

14. Which part of the research conclusion refers to the logical relation of the current findings
and its link to the theory used in the study?
A. Recommendations of the Study C. Summary of Findings
B. Research Implications D. Research Limitations

15. Which of the following types of research implications is also called convenient
implications?
A. Theoretical Implication C. Practical Implication
B. Conceptual Implication D. Realistic Implication

3 CO_Q2_SHS Practical Research 2_Module 2

Lesson

1 Drawing Conclusions

What’s In

After learning the previous lesson in Module 3, which was the interpretation of data,
you now have the idea of what is the result and findings of your study. You have to be very
clear with your results and findings of your study since that would be the basis for your
conclusion which would create an impact to your readers.

It is also expected that at this point, you have already drafted your Summary of
Findings. As part of the research paper, Summary of Findings include the overall purpose, the
main and specific research problem, the research methodology, and the major findings. Make
sure that this part is presented briefly in a straightforward manner.

The summary of findings is where you are going to generate your conclusions. In this
lesson, you are going to generate answers or conclusions as what you have interpreted from
the data gathered from your research study.

What I Need to Know

A conclusion is an important part of your research study. It wraps up your writing by

summarizing the main idea for your readers. This brings your writing to a smooth close and
creates well- written answers to your research questions. You have to consider the main idea
that you want to convey to your readers and have a sense of closure in the study. It usually
starts answering the specific moving to the general inquiry. It must avoid further elaboration
which has already been done in the presentation of the results and discussion, and summary
of findings.

In the conclusion part, no new information is expected. Researchers reconsider the

research questions and draw answers for these questions. It is very important that the
conclusions are limited within the main objective of the study and research questions
presented at the beginning of the research paper. Hence, conclusions are precise statement
that directly answers the stated research questions.

Furthermore, the purpose of your conclusion is to make the readers understand the
impact of your research on them. It is a synthesis of the key points and not just a summary of
the entire research study.

4 CO_Q2_SHS Practical Research 2_Module 2

What’s New

Activity 1: Therefore, I Conclude…

Direction: Read the statements at the left column and write your conclusion at the right column.

Situation Therefore, I conclude that….

1. You are attending your Math class at
3:00 P.M., and suddenly you heard a
loud bang from the sky.

2. You are about to open the door of your

house when you heard your mom and
dad arguing about your college plans.

3. You failed to remind your classmates at

your FB Group Chat (GC) to bring the
materials for the coastal clean-up drive.

4. Your teacher reminded you to study your

previous lessons for the upcoming
quarterly exam. However, a close relative
died in the next town, who is scheduled
to be buried on the same day of your
exam.
5. Your friend invited you to her birthday
party. You failed to inform your parents
because you don’t have a cellphone
load.

Guide Questions:

1. Reflect on your given conclusions, do you think it is valid? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. In writing research conclusions, what factors should be considered?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5 CO_Q2_SHS Practical Research 2_Module 2

What Is It

Guidelines in Writing Your Research Conclusion

In writing your conclusion, make sure to have a brief introductory statement before
itemizing the answers to your research questions. Remember that your conclusion should
address or answer every research inquiry you have in your research study. Here are some
points you have to keep in mind.

1. Avoid merely summarizing.

Make inferences from the summary of results.

2. State your conclusion in a clear and simple language.

Emphasize the purpose of your study then relate how your findings differ from other
studies.

3. Do not just reiterate the discussion of your results.

Provide a synthesis of arguments presented in the paper to show how these converge to
address the research problem and the overall objectives of your study.

4. Avoid using numerals, figures, or simply repeating the results.

The focus of this part of research paper is not presenting results nor findings. Inferences
and implications are emphasized in the conclusions of the study.

5. Indicate opportunities for future research.

Highlighting the need for further studies provides the reader with that evidence that you
have an in-depth awareness of the research problem.

Please take note that there are different ways of formatting your conclusion. You can
have it numbered or in paragraphs, depending on your institutional format.

Research Implications

Research Implications are important content of your conclusion. It refers to the logical
relations and their result in a given situation. The conclusions you draw from the findings, how
you linked those to a specific theory or practice comprises the implication of the study. There
are two forms of implications: the practical and theoretical implications.

Practical Implication is also called as convenient implication. It is a realistic

explanation of what your research findings might mean and the fact that would arise if those
circumstances were met.

Example: Studying the implications of room-to-room campaign reveals that, it is more

effective in increasing awareness of how to fight COVID-19 than announcing
it during the students’ morning assembly.

6 CO_Q2_SHS Practical Research 2_Module 2

Theoretical implication is a statement that supports or contradicts a theory, previous
study findings, or creates something entirely new. It also represents the literature in your
theoretical section.

Example: Based on Bolman’s Leadership Framework, results indicate that majority of

the Student Government officers significantly possess symbolic leadership.
Given that this is their strength, it supports that the results that leadership
style is significantly correlated to two-way communication of the
organization. Results also support that avenue for open forum or discussion
were provided.

Here is an example of how conclusion answers the research questions and was
drawn from summary of findings.

Research Title:
Predominant Factors Affecting the Career Choice
of Grade 12 Students in Bamega National High School

Research Questions Summary of Findings Conclusion

1. What are different Career choice of In light of the findings,
influences in the career students is largely influenced the following conclusion is
choice of Grade 12 by environmental factor. drawn, the chose career of
students? students are influenced by
someone significant to them.
People who have made an
impact in someone’s life
affects major decisions in
life.

What’s More

Activity 2: In a Relationship and More!

Directions: Based on the findings of the study, draw the possible conclusions that would relate
to the research questions. Write your answers on the space provided.

Study 1

Research Questions:

1. What is the age group with the highest and the lowest number of workers?
2. Which employment sector has the highest and the lowest number of workers?

7 CO_Q2_SHS Practical Research 2_Module 2

Table 1 Employment distribution of the working force in the city of Cadero.

Employment Sector Age Group

18-30 31-45 46-60
Agriculture 10 25 20
Education 50 60 60
Health 15 40 35
Law 15 30 45
Manufacturing 40 45 40
Business 45 55 65
Others 35 40 30

Summary of Findings:

Conclusions:

Study 2
Research Questions:

1. Is there a significant relationship between media literacy and online class

participation?

Table 1 Correlation Analysis of Media Literacy and Online Class Participation.

Online
Variables Interpretation
Participation
Pearson
Media Literacy Correlation .973 Significant
Sig. (2-tailed) .000

Summary of Findings:

Conclusions:

8 CO_Q2_SHS Practical Research 2_Module 2

Activity 3: Watch Me!

Directions: Watch the video on the link below to enrich your understanding on how to draft
your conclusions.

https://bit.ly/3c277kF

What I Have Learned

Use the space below to write a reflective essay about your learning experience in
drafting research conclusions. Let your essay reveal how much you have learned about each
concept behind each topic dealt with in this lesson. Express which concepts are the most
understood, slightly understood, and the least understood ones.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What I Can Do

Activity 4: Summarizing the findings

Directions: Perform the following tasks. Use the space below or you may use a separate
paper for your answers. Submit your output to your teacher for checking. Refer
to your research study. Summarize the findings of your research study and fill in
the table below. You may have less or more than three (3) research questions.

Research Questions/Objectives Summary of Relevant Findings

9 CO_Q2_SHS Practical Research 2_Module 2

Activity 5: Drafting Conclusion

Directions: Read the Results and Discussion in Chapter 4 of your research study, craft
your conclusions, and include also the implications. Be guided by answering your
research questions.

Research Questions:

Conclusions:

Activity 6. Personal Work Evaluation of Written Conclusions

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-
Indicators
Rating
1. Summary of Findings
Overall purpose, the main and specific research problem,
the research methodology, and the major findings are
summarized.
2. Conclusions of the Study
Summary of Findings warrants the provided conclusions.
Conclusions answers the research questions.
Implications of the Study are included.
3. Overall Content
Clear and concise, no new information was presented.
Total Rating

10 CO_Q2_SHS Practical Research 2_Module 2

Activity 7. Reflection

2. Overall, do you think you are ready for presentation of your research paper? Explain
your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Additional Activity

Directions: Now that your summary of findings and conclusions have been corrected
in accordance with the given guidelines, it is time for you to incorporate it into your research
manuscript.

11 CO_Q2_SHS Practical Research 2_Module 2

Lesson
Formulating
2 Recommendations

What’s In

In the previous lesson, you learned to how to draft your conclusions based on the
Results and Discussion in Chapter 4 of your research study. From your summary of findings,
you draw conclusions. In writing your conclusions, the objective/s and research question/s
including the theoretical and practical implications must be considered.

Now, in this lesson, it is time to write your recommendations. It is based on your

analysis and conclusions which means that you will write down on what actions should be
taken as a result of your research findings. Other people use the term ‘suggestion’ in research
recommendations.

.
What I Need to Know

Research Recommendations

Recommendations can be described as a suggestion regarding the best course of

action to take as a result of your summary of findings and conclusion. The purpose of a
recommendation is to provide a useful guide that will not only address certain problems but
result in a successful outcome.

Take note that, no matter how similar the studies are in content and context, their
findings may be different because they will depend heavily on the outcomes and current
situations that have occurred during the timeframe of the study. Your recommendations should
point specific actions to be addressed. An excellent advice would direct those affected by the
situation to take concrete action on what needs to be done to solve the issue or to resolve the
situation.

Generally, recommendations include how to further improve the pertinent variables or

treatment used in the study, suggestions to concerned individuals or agencies, future
researchers who may want to pursue similar studies, and suggests variables or research
methods for future use.

Two Functions of Recommendations

Two major purposes of the research recommendations should be considered to be to

craft good recommendations.

1. Implications of your findings must identify the areas of concern that needs to be
addressed.
2. How can future studies address the limitations you encountered in your research?

12 CO_Q2_SHS Practical Research 2_Module 2

What’s New

Activity 1: I’ll recommend you to…

Read the statement at the left column and write your conclusion at the right column.

Situation I’ll recommend you to…

1. You failed in your posttest.
2. You had a heated conversation with your friend.
3. You are forgetful.
4. You can’t sleep.
5. You’re stressed.

Guide Questions:

1. Reflect on your given recommendations, do you think it is valid? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. In writing research recommendations, what factors should be considered?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What Is It

These are the Guidelines in writing your Research Recommendations.

1. Make sure to align your research recommendations. Your conclusion of the study
should lead you to crafting your recommendation.
2. Write specific recommendations. In this way, the recommendation actions are doable.
3. No need to discuss too much. Make your recommendation practical, clear, and
concise.

Please take note that there are different ways of formatting your recommendations. You
can have it numbered or in paragraphs, depending on your institutional format.

13 CO_Q2_SHS Practical Research 2_Module 2

Here is an example of how recommendations must relate to the findings and
conclusions.

Research Title:
Predominant Factors Affecting the Career Choice
of Grade 12 Students in Bamega National High School

Research Summary of
Conclusion Recommendation
Questions Findings
What are Career choice In light of the Parents are encouraged
different of students is findings, the following to discuss about career
influences in the largely influenced conclusion is drawn, choices of their children.
career choice of by environmental the chose career of They should also
Grade 12 factor. students are influenced determine the significant
students? by someone significant others in the life of their
to them. People who children.
have made an impact in
someone’s life affects Career guidance
major decisions in life. counselors should
conduct a discussion on
how the students will
determine sound choices
from those people who
might influence their
career choice.

Further research might

do on the degree of impact
of significant others not
only on career choices but
other decisions made by
an adolescent.

What’s More

Activity 2: I Value Your Recommendations

Directions. Look for sample studies and identify the parts of the research paper asked in the
table below. Then answer the guide questions below.

SAMPLE 1

Research Title:

Research Summary of Conclusion Recommendation

Questions Findings

14 CO_Q2_SHS Practical Research 2_Module 2

SAMPLE 2

Research Title:

Research Summary of Conclusion Recommendation

Questions Findings

Guide Questions:

1. To whom the researchers addressed the recommendations of this study?

2. Was the recommendations comprehensive? What was lacking?

Study 1
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Study 2
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Activity 3. It is Recommended

Directions: Refer to Lesson 1, What’s More, Activity 2 of this Module. What recommendations
can you make from the given findings and the conclusion you have crafted.

15 CO_Q2_SHS Practical Research 2_Module 2

Activity 4. Let’s Go Online

Watch the video on the link below to enrich your understanding about drafting your
recommendations.

https://bit.ly/3c277kF

What I Have Learned

Use the space below to write a reflective essay about your learning experience in
formulating research recommendation. Let your essay reveal how much you have learned
about each concept behind each topic dealt with in this lesson. Express which concepts are
the most understood, slightly understood, and the least understood ones.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What I Can Do

Formulating Recommendations

Directions: Perform the following tasks. You may write or encode your answer in a long bond
paper. Submit your output to your teacher for checking. Make sure to include the
suggested contents of research recommendations.

16 CO_Q2_SHS Practical Research 2_Module 2

Personal Work Evaluation of Written Recommendations

Directions: 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-
Indicators
Rating
1. Recommendations
Conclusions warrants the recommendations.
Suggestions are comprehensively enumerated.

2. Contents
Brief and concise presentation.
Recommendations are clearly presented.

Total Rating

Reflection

Rating Your Research Conclusions and Recommendations.

Direction: Get ready for the presentation of your Conclusion and Recommendation. The
rubrics below will serve 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.

17 CO_Q2_SHS Practical Research 2_Module 2

Rubrics for Written Conclusion and Recommendation

5 4 3 2 1
Content (35%)
▪ The parts of the paper are complete and
appropriate.
▪ The conclusion is supported by findings.
▪ Recommendations are relevant to the
limitations of the study.
▪ Recommendations are workable.
▪ 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, 1 – not at all

Additional Activity

Directions: Now that your research recommendations have been approved, it is now time to
incorporate it in your research paper. Take a time to review and organize your
entire paper accordingly from the beginning to the end, including your
appendices and references. Instructions will be given by your research adviser
to polish and have the final printing of your entire research study. Follow all the
instructions given by your research teacher as to the guidelines and protocols
regarding your research defense.

18 CO_Q2_SHS Practical Research 2_Module 2

Summary

• Conclusions are statements drawn from the findings which present the implications of the
results, and answer the research questions presented at the beginning of the paper.

• Research Implications are conclusions that you draw from your outcomes and describe
how the results may be connected to a certain theory or practice.

• Practical Implication is realistic description of what the results of your study might imply.

• Theoretical implication is a description that supports or contradicts a theory, previous

research results, or creates something completely new

• Recommendations are suggestions regarding the best course of action to take as a result
of your data analysis and conclusion.

19 CO_Q2_SHS Practical Research 2_Module 2

20 CO_Q2_SHS Practical Research 2_Module 2
Assessment (Posttest)

Directions: Read and analyze the statements below. Encircle the letter of the correct answer.
1. “It refers to the reality of what would happen if certain situations are satisfied.” The definition
refers to what type of research implications?
A. Theoretical Implication C. Practical Implication
B. Conceptual Implication D. Realistic Implication

2. Which of the following parts of a research paper is NOT included in the concluding part of
the research paper?
A. Conceptual and Theoretical Framework
B. Recommendations of the Study
C. Conclusions of the Study
D. Summary of the Findings

3. “It makes logical connections between the various parts of the arguments starting from the
hypotheses.” This statement, describes what part of the research study?
A. Recommendations of the Study
B. Summary of the Findings
C. Conclusions of the Study
D. Implications of the Study

4. In presenting the conclusion of the study, what should be the guide of the researcher?
A. Scope and Delimitation of the Study C. Operational Definition of Terms
B. Research Questions of the Study D. Statistical Tests Used

5. What part of the study answers the stated research inquiry?

A. Recommendations of the Study
B. Summary of the Findings
C. Conclusions of the Study
D. Implications of the Study

6. Which of the following contents of the summary of findings is considered as the most
important?
A. Research findings from which the conclusion will be derived.
B. Brief restatement of the research methodology.
C. List of research questions and hypothesis.
D. Overall purpose or objective of the study.

8. Which part of the research conclusion refers to the logical relation of the current findings
and its link to the theory used in the study?
A. Recommendations of the Study C. Summary of Findings
B. Research Implications D. Research Limitations

21 CO_Q2_SHS Practical Research 2_Module 2

9. Which of the following statements is the main purpose of recommendations of your research
study?
A. provide a beneficial guide to resolve certain issues that can possibly result in a
beneficial outcome.
B. explain the methodology of your study.
C. discuss the benefits of the participants.
D. long and narrated like a story.

10. Which of the following suggestions should you use in writing your conclusion?
A. a clear and simple language. C. high jargon sentences
B. mathematical symbols. D. highfalutin words.

11. What is the researchers’ basis for crafting suggestions for future research on related field?
A. Conceptual Framework of the Study
B. Scope and Delimitation of the Study
C. Summary of Findings of the Study
D. Conclusions of the Study

12. Which of the following types of research implications is also called convenient
implications?
A. Theoretical Implication C. Practical Implication
B. Conceptual Implication D. Realistic Implication

13. Which of the following parts of the research paper answers the research questions of the
study?
A. Recommendations of the Study
B. Conclusion of the Study
C. Summary of Findings
D. Abstract of the Study

14. Which of the following parts of the research paper refers to the brief restatement of the
overall components of the study?
A. Recommendations of the Study
B. Conclusion of the Study
C. Summary of Findings
D. Abstract of the Study

15. Which of the following parts of the research paper serves as practical suggestions for
future researchers?
A. Recommendations of the Study
B. Conclusion of the Study
C. Summary of Findings
D. Abstract of the Study

22 CO_Q2_SHS Practical Research 2_Module 2

References

Abun, Damianus, and Magallanes, Theogenia. “Academic Self-Regulation of STEM of Senior

High School Students of Divine Word Colleges in Region I, Philippines and Their Academic
Performance.” Texila International Journal of Academic Research. 5, no 1 (2018).
https://bit.ly/3eWDHXd

Paurillo, Precy. “Research Writing Ability of Senior High School Students as Perceived by
Teachers of Sampled Schools in Quezon City. People” International Journal of Social
Sciences. 4. 1788-1800. (2019). 10.20319/pijss.2019.43.17881800.

23 CO_Q2_SHS Practical Research 2_Module 2

For inquiries or feedback, please write or call:

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

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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