PRACTICAL RESEARCH 2

Quarter 1 Week 7

Lesson 1: Definition of Terms

RECALL! Tell whether the statement is a fact or a bluff.

1. A research framework is typically presented only in narrative form.
2. Conceptual Frameworks aim to provide a structured foundation for a research study.
3. The Independent Variable-Dependent Variable (IV-DV) Model is mainly utilized in studies that focus on
situation relating questions.
4. The Predictor-Criterion (PC) Model is suitable for research studies that involve the assessment of description
of variables.
5. Conceptual frameworks are always narrower in scope than theoretical frameworks.

TRY THIS! Consider a study requiring water temperature to be measured.

 What would be a good conceptual definition for temperature?
 What would be a good operational definition for temperature?

PONDER! What are the ways by which terms in the study could be defined? Explain your answer.

STUDY! Definition of Terms

 the important terms used in the study must be defined clearly
 some terms appear in the title, statement of the problem, conceptual framework, and in the scope and
delimitation of the study
 terms may refer to respondents, subjects, and the variables and sub-variables
 defining the terms may be done conceptually or operationally

CONCEPTUAL DEFINITION
 terms are defined using books and dictionaries
 articulates what exactly is to be measured or observed in a study

OPERATIONAL DEFINITION
 terms are defined based on how it is used in the study
 articulates how to capture (identify, create, measure, assess etc.) the value

Conceptual Definition
Stress is a state of mental tension and worry caused by problems in your life, work, and other situations
(www.merriam-webster.com).

Operational Definition:
Stress. In this study, stress refers to any action or situation that places special physical or psychological demands
experienced by the teacher. Stress level will be checked using the organizational stressor and non-organizational
stressor. It will be scored using the Stress Level Questionnaire.

Guidelines in Defining Terms:

1. Only terms, words, or phrases which have special or unique meanings in the study are defined.
2. Definitions should be brief, clear, and unequivocal as possible.
3. Acronyms should always be spelled out fully especially if it is not commonly known or if it is used for the first
time.

TRY THIS! Write Yes if the statement is correct. Otherwise, write No!
_______1. Conceptual Definition is a universal definition of a term understood by the people.
_______2. We practically define all terms in a study.
_______3. Only terms, words, or phrases which have special or unique meanings in the study are defined.
_______4. Acronyms should not be spelled out fully even if it is not commonly known or if it is used for the first time.
_______5. Definitions should be brief, clear, and unequivocal as possible.

Practical Research 2 Quarter 1 Week 7 Page 1 of 4

TRY SOME MORE! Study the following definitions and identify which type of definition do they exemplify.

Samples Type of Definition

1. Stressors. This refers to the causes of stress at work such as the following
disagreement and indecision, pressure on the job, job description conflict,
communication and comfort with supervisor, job related health concerns, work
overload stress, work underload stress, boredom induced stress, problem of job
security, time pressure, and job barrier stress.
2. Disagreement and Indecision. Causes stress among employees when they do
tasks against their will. A sample would be when job responsibilities go against your
better judgment.
3. Academic Achievement. In this study, it refers to the grades they got last
semester.
4. Wishful Thinking. This refers to cognitive strategies that reflect inability or
reluctance to reframe or symbolically alter the situation. This also involves hoping and
wishing that things could be better.
5. Time Pressure. Causes stress when employees feel that starting time and ending
time are too rigid or when they do not have enough break and meal time. In this study,
scores will range from 5 to 25. Scores of 14 or above suggest problem areas.
6. Job Description Conflict. Cause stress when employees have uncertainty about
on their exact job responsibilities or when there is a poor flow of information for them
to carry out their job. In this study, scores will range from 5 to 25. Scores of 14 or
above suggest problem areas.
7. Satisfied. In this study, this refers to favorable job satisfaction.
8. Self-Reliance. This refers to a family practice wherein the parents teach their
children the importance of relying on themselves and taking responsibility of their
actions rather blaming others for the consequences of their actions.
9. Discipline. This refers to a family practice wherein the parents instruct their
children or teenagers to behave well, such as being considerate of other people’s
feelings of being responsible for themselves.
10. Dissatisfied. In this study, this refers to unfavorable job satisfaction.

TRY THIS FINALLY! Performance Task #4.1 – Definition of Terms

Directions: Write the definition of terms section of your paper.

Rubric for Definition of Terms

VGE GE SE LE N
Indicators
4 3 2 1 0

1. The definitions of terms are exceptionally clear, precise, and unambiguous,

leaving no room for confusion about the meanings of key concepts or variables.

2. The definitions are highly relevant and directly aligned with the research focus,
ensuring that all key concepts and variables are appropriately defined.

3. The terminology used in the definitions is consistently applied, ensuring that

the same terms are used to describe the same concepts or variables.

4. Operational definitions are provided, explaining how each variable will be

measured or assessed, enhancing the research's methodological transparency.

5. The definitions are concise, focused, and free from redundancy, highlighting
only the essential information needed for a clear understanding of terms.

Legend: VGE—to a very great extent; GE—to a great extent; SE—to some extent; LE—to a little extent; N—not at
all

PONDER FINALLY! In what other real-life situations can defining terms conceptually and operationally be useful?

SUM IT UP! What have you learned from today’s lesson?

Practical Research 2 Quarter 1 Week 7 Page 2 of 4

Lesson 2: Research Hypothesis

RECALL!
1. Differentiate conceptual definition and operational definition.
2. Consider a study about stuttering. Which of the following definition would be conceptual or operational?
A. Stuttering is a speech disorder that involves frequent and significant problems with normal fluency and flow of
speech.
B. Unnatural hesitation, interjections, restarted or incomplete phrases, etc. and more that 3 stuttered words per
minute
LET’S PLAY! Fill the blanks with phrases that you believe will be most appropriate.
1. Children who are more likely to see the world as cruel.
2. Senior high school students who are more likely to speak confidently in public.
3. Guys who wear are more likely to get women’s attention.
Processing Questions:
a. How did you come up with the words to complete the sentence?
b. What are your bases to come up with that sentence?
Research Hypothesis
 A hypothesis is a tentative prediction about the relationship between two or more variables in a population
under study (Polit, 2007).
 It translates a research question into a prediction of expected outcomes.
 It is commonly used in an experimental and correlational research.
 When the result of the research is the same as the hypothesis, then the hypothesis is accepted.
 When the result of the study is the exact opposite of the hypothesis, then the hypothesis is rejected

Kinds of Hypothesis
1. Alternative hypothesis. It states that there is a relationship between variables.
A. Simple hypothesis. It is a hypothesis formulated when predicting a relationship between an independent
variable and a dependent variable.
Example: There is a relationship between the level of exercise and weight retention among
elementary school children.
B. Complex hypothesis. It is a hypothesis formulated when predicting the relationships of two or more
independent variables to two or more dependent variables.
Example: There is no significant relationship between the profile, classroom leadership, and
management skills and the school’s performance of teachers.
2. Null hypothesis. It is a hypothesis formulated for the purpose of statistical analysis. This kind is always
expressed as a negative statement. It is subjected to testing on which the decision is either to accept or reject
it.
Example: There is no significant relationship between the use of alternative medicine and the
level of comfort of the patients.

Types of Alternative and Null Hypothesis

1. Directional hypothesis. It specifies that the existence of one variable may cause a positive or negative
change to the other.
Examples:
 Null, directional: There is no positive relationship between a child’s sugar intake and his
hyperactivity
 Alternative, directional: There is a positive relationship between a child’s sugar intake and his
hyperactivity
2. Non-directional hypothesis. It does not give any hint to the degree relationship between variables.
Examples:
 Null, non-directional: There is no relationship between a child’s sugar intake and his
hyperactivity
 Alternative, non-directional: There is a relationship between a child’s sugar intake and his
hyperactivity

Important points about forming hypotheses:

 Hypotheses always concern a population parameter.
 Alternative hypotheses are one-tailed or two-tailed, depending on the Research Question.
 Hypotheses emerge from the Research Question (not the data): The Research Question and the hypotheses
could be written down before collecting the data
 Make sure that you have identified both the dependent and independent variables of the study because they
will be reflected in the hypothesis.
 Your hypothesis must be falsifiable—it can be accepted or rejected depending on the results of the
experiment.
 Your hypothesis must present the relationship between the variables you identified. They must show whether
there is an increase, decrease, or development among the variables.

Practical Research 2 Quarter 1 Week 7 Page 3 of 4

TRY THIS! Write TRUE if the underlined word/s fit/s the statement, otherwise, provide the correct answer.
1. Research hypotheses are always tested scientifically.
2. Both the dependent and intervening variables must be identified before a hypothesis is made.
3. Most of the time, hypotheses are used in descriptive studies.
4. A hypothesis can be proven right or wrong depending on the results of the study.
5. A hypothesis is tested to see the correlation between variables.
TRY SOME MORE!
Part 1: State whether the hypothesis below is either simple hypothesis, complex hypothesis or null hypothesis.
1. Younger people who are regularly exposed to green, outdoor areas have better subjective well-being than
older adults who have limited exposure to green spaces.
2. Motorists who talk on the phone while driving will be more likely to make errors on a driving course than those
who do not talk on the phone.
3. There is no significant difference in the idling temperatures of engines using either 91 or 95 octane gasoline.
4. People with high-sugar diets and sedentary activity levels are more likely to develop depression.
5. Students who eat breakfast will perform better on a math exam than students who do not eat breakfast.
Part 2: Identify the type and direction of the hypotheses stated below. Choose the letter of your answer from the
options.
a. null, directional
b. null, non-directional
c. alternative, directional
d. alternative, non-directional
1. A person’s preference for a shirt has no relationship to its color.
2. If a student gets at least 7 hours of sleep, he will likely do better in tests.
3. The number of pets in a household has no positive correlation to the number of people living in it.
4. Weather has no positive effect to the number of petals daisies will yield.
5. Drinking coffee before going to bed is a positive cause why it will take longer for an adult to fall asleep.
TRY THIS FINALLY! Performance Task #4.2 – Research Hypotheses
Directions: Write the hypotheses of your paper.

Rubric For Research Hypotheses

VGE GE SE LE N
Indicators
4 3 2 1 0

1. The research hypotheses are exceptionally clear, specific, and unambiguous,

leaving no room for misinterpretation regarding the expected relationships or
predictions.

2. The research hypotheses are formulated in a way that makes them easily
testable, with well-defined variables and a clear plan for data collection and
analysis.

3. The research hypotheses are directly aligned with the research objectives and
research questions, ensuring that they serve as a logical and coherent extension
of the study's purpose.

4. The research hypotheses are well-justified and grounded in relevant theories or

prior research, providing a strong rationale for the expected outcomes.

5. The research hypotheses propose logical and expected relationships or

predictions, and the rationale behind these expectations is thoroughly explained,
demonstrating a deep understanding of the subject matter.

Legend: VGE—to a very great extent; GE—to a great extent; SE—to some extent; LE—to a little extent; N—not at
all

Interpretation:
16 - 20 — Ready for submission (10 points)
12 - 15 — Ready for submission but needs little polishing (8 points)
8 - 11 — With minor revisions (6 points)
4-7 — With major revisions (4 points)
0-3 — Start from scratch (2 points)
PONDER FINALLY! How can the skill of formulating and testing hypotheses benefit individuals and organizations in
their decision-making processes and problem-solving endeavors across various domains?

SUM IT UP! What have you learned from today’s lesson?

Practical Research 2 Quarter 1 Week 7 Page 4 of 4