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PR2 Learning Activity Sheets Q2 WEEK 1 3

Practical Research (Don Honorio Ventura Technological State University)

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LEARNING ACTIVITY SHEETS (WEEK 1-3)

PRACTICAL RESEARCH 2 (QUANTITATIVE RESEARCH

Module 4: Understanding Data and Ways to Systematically Collect Data
LESSION 1: QUANTITATIVE DESIGNS

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.

Important considerations 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.

Meaning of Quantitative Research Designs

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.

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.

“Plan of Work Flowchart”

Study on Academic Adjustments of Teachers and Students on the Learning Delivery Modes during COVID – 19 Pandemic

Types of Quantitative Research Design

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 quasiexperimental 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

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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.

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.

RESEARCH DESIGN GOAL HOW VARIABLE HANDLES AND

MANIPULATED
1. DESCRIPTIVE
2. CORRELATIONAL
3. EX POST FACTO
4. QUASI-EXPERIMENTAL
5. EXPERIMENTAL
LESSON 2: SAMPLE PROCEDURE AND THE SAMPLE

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.

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:

Lunenberg and Irby (2008), as cited by Barrot

(2017, p 107), also suggested different sample sizes
for each quantitative research design.

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.

Power Analysis. This approach is

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

Probability Sampling in Quantitative Research

Simple Random Sampling. It is a way of choosing individuals in which all members of the accessible population are
given an equal chance to be selected. There are various ways of obtaining samples through simple random sampling.

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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.org/ to practice.

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

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

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.

LESSON 3: RESEARCH INSTRUMENT VALIDITY AND RELIABILITY

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.

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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

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.

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.

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LESSON 4: RESEARCH INTERVENTION

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.

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.

Activity 1. 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 ….

LESSON 5: PLANNING DATA COLLECTION

Quantitative Data

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

Techniques in Collecting Quantitative Data

The following are the common quantitative data gathering 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.

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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.

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

ASSESSMENT 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

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2. “Effects of Type of Music to Aesthetic Performance of Ballet Dancers”, what is the appropriate research design for the
given title?
A. Correlational B. Descriptive C. Survey Research 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 B. Experimental C. Correlational 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 B. Spearman’s rho C. Chi-square 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 quasiexperimental research.
D. The researcher controls the intervention in the experimental group, but not quasiexperimental 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.

8. When can we consider a research sample as "best?"

A. representative of population B. systematically chosen C. conveniently represented 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 B. Equivalent Forms Reliability
C. Test-retest 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 B. Face Validity C. Criterion 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 B. Criterion Validity C. Content Validity D. Face Validity

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