Senior High School

Practical Research 2
Quarter 1 – Module 4
Understanding Data and Ways to
Systematically Collect Data

Department of Education • Republic of the Philippines

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

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 Senior High School

Practical
Research 2
Quarter 1 – Module 4
Understanding Data and Ways to
Systematically Collect Data

This instructional material was collaboratively developed and reviewed

by educators from public institutions. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the

Department of Education • Republic of the Philippines

This page is intentionally blank
 Table of Contents

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

What I Need to Know. ................................................................................................... ii
How to Learn from this Module. ................................................................................... iii
Icons of this Module .................................................................................................... iii
What I Know ................................................................................................................iv
Lesson 1:
Quantitative Research Design......................................................................................
What' In .................................................................................................. l

What I Need to Know — Meaning of Quantitative Research Designs ...... i

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

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

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

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

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

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

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

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

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

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

What I Can Do. ....................................................................................... l4

Additional Activity. .................................................................................................. 4

Lesson 3:
Research Instrument, Validity and Reliability ........................ 1S
What I Need to Know — Quantitative Research Instrument. .............................1S
What’s New — Let’s talk................................................................................. in
What’s New — Let’s read. .................................................................................... 16

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

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

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

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

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

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

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

What’s More — Let’s Go Online ..................................................................... T9

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

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

Additional Activity. ................................................................................................... i

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

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

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

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

What I Can Do..............................................................................................24
Lesson 5:
Data Collection Procedure. ....................................................................23
What’s In. ...................................................................................................... 23
What I Need to Know — Quantitative Data. ....................................................... 23
What I Need to Know — Techniques in Collecting Quantitative Data .......... 23

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

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

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

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

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

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

What I Can Do. ............................................................................................. s§

Additional Activity. ................................................................................................ 33

Lesson 7:
Presenting Research Methodology. ...................................................... 36
What Is It ...................................................................................................... s6
What’s More — Personal Work Evaluation .................................................... 36
What’s More — Reflection .................................................................................... 37

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

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

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

Summary .............................................................................................................................. s9

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

Key to Answers. .................................................................................................................... 42
References. ............................................................................................................................................... 43
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What This Module is About
When you aim to arrive to a certain solution of a problem, the journey is definitely
smooth and focused when the direction is clear. The research methodology of your study is
very important since it gives direction to systematically arrive to answers or solution to your
chosen research problem. It contains rules and 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_RS12-11a-c-6); and
7. present written research methodology (CS_RS12-IIa-c-7);
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

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

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

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

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

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

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

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

What I Have Activities designed to process what you

Learned have learned from the lesson

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

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

V
This page is intentionally blank
 Quantitative Research
Designs

What’s In

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

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

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

Important considerations also are the variables of the study. The type of variables
provides 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 draws first the blue print before he
will start to do the work? Same with the conduct of research, the blueprint for the collection,
measurement, and data analysis is drawn as a pattern to follow. Furthermore, research
designs enable the researcher to obtain a more valid, objective, reliable, and accurate
answers to the research questions.

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

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

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.

2
 What Is It

Types of Quantitative Research Design

Quantitative Research Designs have five general classifications: descriptive,

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

Descriptive Research. When little is known about the research problem, then it is
appropriate to use descriptive research design. It is a design that is exploratory in nature. The
purpose of descriptive research is basically to answer questions such as who, what, where,
when, and how much. So this design is best used when the main objective of the study is 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
effects, then Ex Post Facto research design is more appropriate to use. In this design, the
researcher has no control over the variables in the research study. Thus, one cannot conclude
that the changes measured happen during the actual conduct of the study.

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

There are also two groups of subjects, participants, or respondents in quasi-

experimental and experimental research. 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.

3
 What’s More

Activity 2. Quantitative Research Designs Summary

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

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:

Explanation:

4
3. Impact of the Implementation of COVID — 19 Health Protocols in Supermarkets on
Consumer Behaviors

Quantitative Research Design:

Explanation:

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

Quantitative Research Design:

Explanation:

5. Measuring the Gadgets Usage of Children at Home during COVID-19 Community

Quarantine

Quantitative Research Design:

Explanation:

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

Modalities

Quantitative Research Design:

Explanation:

5
 7. Effects of Story Telling on Quality of Sleep of Children

Quantitative Research Design:

Explanation:

Activity 4: Let’s go Online

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

https://bit.IV/36A5idi
https://bit.Iy/2LZVLCS
https://bit.lv/3eoilWk
https://bit.lv/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?

6
 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.

7
 and the Sample

What’s In

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

The next question you have to answer is, how many of the subjects, participants, or
respondents should be selected as 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.

8
 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?

I will.....

https://bit.Iy/2BfQXHJ

What Is It

Approaches in Identifying the Sample Size

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

Number of
Research Design
Subjects/Participants
Descriptive Research 10% to 20% maybe
required
Comparative Research 15 subjects or
Groups

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

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

Literature Review. Another approach is by reading similar or related literature and

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

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

9
 Slovin’s Formula:
N
n=
1 -I- Ne2

where: n is the sample size

N is the population size

E is the desired margin of error

600
n=
1 + 600 (0.05)2

600
1 -F 600 (0.0025)

600
1 -F 1.5

= 240

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

The probability of rejecting the null hypothesis is

called statistical power. It suggests that indeed there is a
relationship between the independent and dependent
variables of the research 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 Visit the
the effect size of a certain treatment. The level of difference following links to
between the experimental group and the control group practice the power
refers to effect size. analysis approach.

https://bit.lv/37Ia3IC
If the statistical power tells that relationship between
independent and dependent variables, the effect size https://bit.Iy/2AQpDQn
suggests the extent of the relationship between these two
variables. Henceforth, 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 fish bowl technique,
roulette wheel, or use of the table of random numbers. This technique is also readily available
online. Visit this link https://www.randomizer.oro/ to practice.

10
 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 = .30x240 = 72 Grade 7 students
160/600 = .27x 240 65 Grade 8 students
150/600 = .25x240 = 60 Grade 9 students
110/600 = .18x240 = 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
DD g
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.

cses
Another way of doing cluster sampling iS Cluste^ Population ' ’!
illustrated on the figure on the right side.

htt t
b s: /2UTiZ
Systematic Sampling. This procedure is as simple as selecting samples every nth
(example every 2nd, Sth) 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 3’d person on the list of individuals.

11
 What’s More

Activity 1. Determine the Sampling Procedure

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

1. Alex’s target population for his study are

the employees of hotels in Mindanao.
Since there are too many employees in
these establishments, he randomly
selected ten hotels. And then
he considered all employees as
participants in his study.
2. Dianne wants to know if the new
learning modalities in 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 6t^ 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 450 from the target
population.

Activity 2. Search the design and sampling procedure.

Directions: Search in the internet for a sample research study. Identify the research design
used and its samplin procedure.

12
Activity 3. Let’s go online.

Practice what you have learned from this lesson. Visit the following links:

https://bit.lv/3em5Rdv
https://bit.Iy/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.....

13
 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.

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.

14
 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 2.
are not prepared
carefully?

15
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?

16
 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.

There would be difficulty in

communicating our concerns to our
teacher.
There would be many distractions
when learning at home than in
school.
17
 Semantic Differential. In this scale, a series of bipolar adjectives will be rated by the
respondents. This scale seems to be more advantageous since it is more flexible and easy to
construct.

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

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

Another important consideration in constructing a research instrument is how to

establish its validity and reliability.

Validity

A research instrument is considered valid if it measures what it supposed to measure. When

measuring oral communication proficiency level of students, speech performance using rubric or
rating scale is more valid than students are given multiple choice tests.

Validity also has several types: face, content, construct, concurrent, and predictive validity.

Types of Validity of Instrument

Face Validity. It is also known as “logical validity.” It calls for an initiative judgment of the
instruments as it “appear.” Just by looking at the instrument, the researcher decides if it is valid.

Content Validity. An instrument that is judged with content validity meets the objectives
of the study. It is done by checking the statements or questions if this elicits the needed
information. Experts in the field of interest can also provide specific elements that should be
measured by the instrument.

Construct Validity. It refers to the validity of instruments as it corresponds to the

theoretical construct of the study. It is concerning if a specific measure relates to other measures.

Concurrent Validity. When the instrument can predict results similar to those similar
tests already validated, it has concurrent validity.

Predictive Validity. When the instrument is able to produce results similar to those similar
tests that will be employed in the future, it has predictive validity. This is particularly useful for the
aptitude
test.

Reliability of Instrument

Reliability refers to the consistency of the measures or results of the instrument.

Types of Reliability of Instruments

Test-retest Reliability. It is achieved by giving the same test to the same group of
respondents twice. The consistency of the two scores will be checked.

Equivalent Forms Reliability. It is established by administering two identical tests except for
wordings to the same group of respondents.
18
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.

19
 What’s More

Activity 1. 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 your 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 2. Search and evaluate the instrument.

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

Example 1 Example 2
• Title of the Research Study

• Type of Research Instrument

• Way of Developing the Instrument

• Scale Used
• How the validity of the instrument
was established?
• How the reliability of the instrument
was established?
• Source

Activity 3. Let’s go online.

Practice what you have learned from this lesson. Visit the following:
https://bit.Iy/2A7Q6Iz
https://bit.Iy/2ZD2Kda
https://bit.lv/2B0cbcd
20
 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.

21
 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:

22
 Research Intervention

What’s In

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

What’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?

https://bit.ly/2YleQqq

23
 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), the 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. In particular, 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.

24
 Example 1
• Title of the Research Study
• Research Intervention Conducted

• Procedure Used in Control Group

• Procedure Used in Experimental

Group

Example 2
• Title of the Research Study
• Research Intervention Conducted

• Procedure Used in Control Group

• Procedure Used in Experimental

Group

Activity 3. Let’s go online.

Visit the following link and learn further about experimental research.
https://bit.Iy/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.

25
 Planning Data Collection
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 by the use of gadgets or apparatus. An observation checklist aid the
researcher in recording the data gathered.

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

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

Experiment. When your study is 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.

26
 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?

•Seek permission from • Provide instructions to • Encode the data

school principal of respondents gathered
students •Administer the •AnaIyze 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
aner data has been gathered. The following are the suggested steps but not limited to it, are
the procedures in gathering quantitative data.

26
• Prepare the research •CIear 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 •AnaIyze 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. •CoIIect 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.

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.

27
 What I Have Learned

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

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

2. Techniques in quantitative data gathering help to...........

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

28
 What I Can Do

Plan your Data Gathering Procedures

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

Before:

During:

After:

Additional Activity:

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

29
 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 analyze into components based
on the chosen research variables and research questions you are going to answer.

These numerical data are usually subject to statistical treatment depending on the
nature of data and the type of research problem presented. 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.

30
 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. Frequency distribution, measure of central tendencies
(mean, median, mode), and standard deviation are the sets of data from descriptive statistics.
Inferential Statistics is used when the research study focuses on finding predictions; testing
hypothesis; and finding interpretations, generalizations, and conclusions. Since this statistical
method is more complex and has more advanced mathematical computations, you can use
computer software to aid your analysis.

You also have to identify types of statistical analysis of variable in your quantitative
research. A univariate analysis means analysis of one variable. Analysis of two variables
such as independent and dependent variables refers to bivariate analysis while the
multivariate analysis involves analysis of the multiple relations between multiple variables.

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

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

31
 In addition, in choosing statistical techniques in quantitative research, the purpose or
objective of the research study should be considered.

Test of Relationship between Two Variables

Pearson’s r (parametric)
Phi coefficient (non-parametric for nominal and dichotomous variables)
Spearman’s rho (non-parametric for ordinal variable)

Test of Difference between Two Data Sets from One Group T-

test for dependent samples (parametric)
6 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)
6 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.

1.

2.

3.

4.

5.

32
Activity 3. Choose the Appropriate Statistical Test

Directions: Determine the statistical test/s appropriate for the sample research. Make sure to
explain your decision in two to three sentences.

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

School Students

Statistical Test/s:

Explanation:

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

Statistical Test/s:

Explanation:

3. Impact of the Implementation of COVID — 19 Health Protocols in Supermarkets on

Consumer Behaviors

Statistical Test/s:

Explanation:

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

Statistical Test/s:

Explanation:

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

Statistical Test/s:

Explanation:

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.....

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

What I Can Do

Plan Data Analysis Using Statistics and Hypothesis Testing

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

Additional Activity:

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

35
 Presenting Research
Methodology

What Is It

Indeed, designing the research methodology in quantitative research is quite

challenging. At this point, it is assumed that you are now ready to present your written output.
You need to consider the parts of your research methodology; these are:

Research Design
Research Population and Sample
Sampling Procedure
Research Instruments
Validity and Reliability of Instruments
Research Intervention (if applicable)
Data Collection Procedure
Data Analysis

All of these are written in paragraph format as part of your research methodology. In
this lesson, you will be given guidelines in presenting this research portion. After presentation,
the most exciting part follows; and that is gathering your data.

What’s More

Activity 1. Personal Work Evaluation

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

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

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

What I Have Learned

1. What are the new learning you have gained from this module in terms of skills,
content, and attitude in identifying and stating the research problem?

37
 2. How will you improve your research writing skills in quantitative research?

What I Can Do

Direction: Get ready for presentation of your written statement of the problem. The rubrics
below will 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

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 — /o some extent, 2 — to a little extent, 1 — not at all

38
Summary
• In order to integrate all the components of the research study, the research design
describes the overall strategy of the research. Types of quantitative research are
descriptive, correlational, ex post facto, quasi-experimental, and experimental research.
• Population refers to all the members of a particular group relevant to the research.
Sample is a part of the population that serves as a representative. Sample are chosen
through sampling which is a process of selecting of who will participate. The usual
sampling procedures in quantitative research are simple random sampling, stratified
random sampling, cluster sampling, and systematic sampling.
• Research Instrument refers to the tools used in research for the purpose of gathering the
data. Common scales used in quantitative research are Likert Scale and Semantic
Differential.
• It is important in quantitative research to use valid instruments. Validity refers to the
appropriateness of the research instrument. Types of validity are face, content, construct,
concurrent, and predictive validity.
• The consistency in research findings provided by instruments refers to reliability. Types
of reliability are test-retest, equivalent forms, and internal consistency.
• For quasi-experiment and experimental research designs, intervention is applied in order
to know who will receive the intervention and to what extent.
• Data gathering in quantitative research usually observes survey, observation, and
experiment. There are three phases in data gathering of research that need to be
presented in the research paper: before, during, and after procedures.
• Data Analysis is a process in which gathered information are summarized in such a
manner that it will yield answers to the research questions. There are two major statistical
technique in data analysis, these are descriptive and inferential statistics.

39
 Assessment: (Post-Test)

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

1. 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 researchers 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.
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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 strata will you
have if group 1 has 92, group 2 has 86, and group 3 has 72 population?
A. Group 1 = 52, Group 2 = 54, Group 3 = 46
B. Group 1 = 56, Group 2 = 45, Group 3 = 51
C. Group 1 = 52, Group 2 = 52, Group 3 = 44
D. Group 1 = 54, Group 2 = 56, Group 3 = 41

10. 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

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

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

Center for Quality Research. 2015. "Overview of Quantitative Research Methods." YouTube.
Accessed June 3, 2020. https://bit.Iy/36A5idi

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

Approaches. 3’d ed., SAGE Publications, Inc. 2009. https://bit.IV/2X3Bra3

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

& E Publishing, Inc., 2017.

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

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

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

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

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