Senior

High School

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

Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval
of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalty.

This module is for educational purposes only. Borrowed materials

(i.e. songs, stories, poems, pictures, brand names, trademarks, etc.)
included in this module are owned by respective copyright holders. The
publisher and authors do not represent nor claim ownership over them.
Sincerest appreciation to those who have made significant contributions to
this module.

Published by the Department of Education – Division of Cagayan de

Oro Schools Division Superintendent: Dr. Cherry Mae L. Limbaco,
CESO V

Development Team of the Module

Author/s: Rochelle A. Luzano, PhD

Reviewers: Joel D. Potane, PhD

Warren I. Luzano, PhD

Illustrator and Layout Artist: Ley Krystal C.

Jayoma Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Rowena H. Para-on, PhD

Assistant Schools Division Superintendent
Members:
Lorebina C. Carrasco, OIC-CID
Chief Joel D. Potane, LRMS
Manager Lanie O. Signo,
Librarian II

Printed in the Philippines by

Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave., Upper Balulang, Cagayan
de Oro Telefax: (08822)855-0048
E-mail Address: [email protected]
 SeniSoernHioirgHhigS
hcShcohool ol

Practical
Research 2
Quarter 4- 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
at action@ deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the

Philippines

FAIR USE AND CONTENT DISCLAIMER: This module is for educational purposes only.
Borrowed materials (i.e. songs, stories, poems, pictures, brand names, trademarks, etc.) included
in this module are owned by respective copyright holders. The publisher and authors do not
represent nor claim ownership over them. Sincerest appreciation to those who have made
significant contributions to this module.
 Table of Contents

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

What I Need to Know.......................................................................................... i
How to Learn from this Module.......................................................................... ii
Icons of this Module........................................................................................... ii

What I Know...................................................................................................... iii

Lesson 1:
Quantitative Research Design.................................................... 1
What’ In.................................................................................................................. 1

What I Need to Know – Meaning of Quantitative Research Designs1

What’s New – Plan Your Work........................................................ 2
What Is It – Types of Quantitative Research Design...................... 3
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

Lesson 2:
Additional Activity.......................................................................... 7
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............................................................................... 14

Additional Activity.......................................................................... 14
Lesson 3:
Research Instrument, Validity and Reliability...........................15
What I Need to Know – Quantitative Research Instrument............15
What’s New – Let’s talk................................................................................... 15
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...................................................................... 19

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

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

Additional Activity......................................................................... 21

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 Process23

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

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

Lesson 5:
What I Have Learned..................................................................... 24
What I Can Do............................................................................... 24
Data Collection Procedure.......................................................... 25
What’s In............................................................................................................... 25
What I Need to Know – Quantitative Data...................................... 25
What I Need to Know – Techniques in Collecting Quantitative Data25

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................................................................................ 30
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............................................................................... 35

Additional Activity......................................................................... 35

Lesson 7:
Presenting Research Methodology............................................ 36
What Is It....................................................................................... 36
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........................................................................................................... 39

Assessment: (Post-Test).................................................................................... 40
Key to Answers.................................................................................................. 42
References......................................................................................................... 43
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-IIa-c-6); and
7. present written research methodology (CS_RS12-IIa-c-7);
i
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.

ii
 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
 iii

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 8 th 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

Lesson
Quantitative Research
1 Designs

What’s In

Quantitative research is more systematic and controlled than qualitative.

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

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

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

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

What I Need to Know

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

Research design is defined as the 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.

Study on Academic Adjustments of Teachers and

Students on the Learning Delivery Modes during COVID
– 19 Pandemic

“Plan of Work
 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.

How variable is
Research Goal
handled or
Design
manipulated

1. Descriptive

2. Correlational

3. Ex post facto

4. Quasi-
experimental

5. Experimental

Activity 3. Choose the Appropriate Research Design

Directions: Determine the quantitative research design appropriate for the

sample research titles. Make sure to explain your choice into two to
three sentences.

1. Relationship between Academic Stressors and Learning Preferences of

Senior High School Students

Quantitative Research Design:

Explanation:

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

Pupils

Quantitative Research Design:

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.ly/36A5idj
https://bit.ly/2LZVLCS
https://bit.ly/3eojlWk
https://bit.ly/2X2kxbX

What I Have Learned

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

1. This time, I have learned that quantitative research design….

2. How do you know the specific quantitative research design applied in a research
study?

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
 Lesson
Sampling Procedure
2 and the Sample

What’s In

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

The next question you 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?

Answer:

I
will…..

https://bit.ly/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/Participan
ts
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
 N
Slovin’s Formula:
n=
1 + 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 + 600 (0.0025)
600
=
1 + 1.5

= 240

Power Analysis. This approach is founded on the principle of power

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

The probability of rejecting the null

hypothesis is called statistical power. It suggests Useful online
that indeed there is a relationship between the tools:
independent and dependent variables of the
research study. The ideal statistical power of a
research study is 80%. With the statistical power, it Visi th
will be used to identify the sufficient sample size for t
following linkseto
measuring the effect size of a certain treatment. practice the
The level of difference between the experimental power analysis
group and the control group refers to effect size. approach.
https://bit.ly/37Ia3lC
If the statistical power tells that relationship
between independent and dependent variables, the https://bit.ly/2AQpDQ
effect size 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.

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.org/ 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
180/60 = .30x 240 = 72 Grade 7 students
0
160/60 = .27x 240 = 65 Grade 8 students
0
150/60 = .25x 240 = 60 Grade 9 students
0
110/60 = .18x 240 = 43 Grade 10 students
0
100% 240 respondents

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

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

For example, a researcher would like to

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

Another way of doing cluster sampling is https://bit.ly/2UTiZzp

illustrated on the figure on the right side.

Systematic Sampling. This procedure is as simple as selecting samples

every nth (example every 2nd, 5th) of the chosen population until arriving at a
desired total number of sample size. Therefore the selection is based on a
predetermined interval. Dividing the population size by the sample size, the
interval will be obtained. For example, from a total population of 75, you have 25
samples; using systematic sampling, you will decide to select every 3 rd 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.

Sampling
Sample Situation Justification
Procedure
1. Alex’s target population for his
study are the employees of hotels
in Mindanao. Since there are too
many employees in these
establishments, he randomly
selected ten hotels based on Hotel
size.
And then he randomly selected
employees as participants in his
study.
2. Dianne wants to know if the new
learning modalities in the first
semester affects the academic
performance of senior high
students. He took all the lists of all
students in her school and
selected every 6th name to be part
of her
study.
3. Faye wants to survey all the
parents in Cagayan de Oro who
opt to enroll their elementary
children to an online class. All in
all there 26,000 parents. Faye
decided to have 380 from the
target
population.

Activity 2. Search the design and sampling procedure.

Directions: Search in the internet for a sample research study. Identify the
research design used and its sampling procedure.
Example 1 Example 2 Example 3
 Title of the
Researc
h Study
 Researc
h
Design
 Characteristi
cs of
Population
 Sampling
Procedur
e
 Sample Size
  Source

12
Activity 3. Let’s go online.
 Practice what you have learned from this lesson. Visit the following links:

https://bit.ly/3em5Rdv
https://bit.ly/2TF09LO

What I Have Learned

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

1. What do I know about the population and sample of the study?

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

3. Now I know that sampling procedures involve…..

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.

1. Size of Population
2. The method used
to determine
sample size
(include
computation if
applicable)
3. Sample Size for
the Study
4. Sampling
Procedure to be
employed (explain
the steps)

5. Who will be your

respondents?

Additional Activity

Direction: After you submit, you have described your sampling procedure and
sample; once it is corrected in accordance with the guidelines given,
you may start writing a paragraph format of this and incorporate it in
your research manuscript.

14
 Lesson
Research Instrument,
3 Validity and Reliability

What I Need to Know

Quantitative Research Instrument

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

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

What’s New

Activity 1. Let’s talk

Directions: Read the questions about tools. Then, write your answer on the
corresponding space.

Questions to analyze: Answers

: 1.
1. Why is it necessary
to use the right
tools for a
particular task?

2. What will happen if

research 2.
instruments 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.

Strongly Strongly
Items Agree Disagree
Agree Disagree
There would be difficulty
in communicating our
concerns to our
teacher.
There would be many
distractions
when learning at home than
in school.
17
 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
Enthusiasti 5 4 3 2 1 Not
c Enthusiastic
Competent 5 4 3 2 1 Incompetent

Another important consideration in constructing a research instrument is

how to establish its validity and reliability.

Types of Validity of Instrument

Face Validity. It is also known as “logical

validity.” It calls for an initiative judgment of the Validity
instruments as it “appear.” Just by looking at the
instrument, the researcher decides if it is valid. A research
instrument is
Content Validity. An instrument that is considered valid if
judged with content validity meets the it measures what it
objectives of the study. It is done by checking supposed to
the statements or questions if this elicits the measure.
needed information. Experts in the field of
interest can also provide specific elements that proficien leve o
should be measured by the instrument. cy l speec f
h
performance using
Construct Validity. It refers to the validity rubric or rating
of instruments as it corresponds to the scale is tha
more
theoretical construct of the study. It is students n
concerning if a specific measure relates to other multiple choice
measures. tests.

Concurrent Validity. When the instrument Validity also has

can predict results similar to those similar tests several types: face,
already validated, it has concurrent validity. content, construct,
concurrent,
Predictive Validity. When the instrument is
able to produce results similar to those similar
tests that will be employed in the future, it has
predictive validity. This is particularly useful for
the aptitude test.

Reliability of Instrument

Test-retest Reliability. It is achieved by giving the

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

Internal Consistency Reliability. It determines how well the items measure

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

18
 What’s More

Activity 3. Qualify and Rate the Instrument

Directions: Look for sample research instruments from previously conducted

research. Rate it on a scale of 1 to 5 (1 = lowest, 5 = highest) based
on the criteria given. Then justify you’re your rating.

Sample Instrument
(provide a title of the
instrument if possible):
Purpose of the
Research
Instrument:
Number of Items: Scale Used:
Criteria for
Rating Justificatio
Evaluation
of Instrument n

Concise

Sequential

Valid and Reliable

Easily Tabulated

Activity 4. Search and evaluate the instrument.

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

Example 1 Example 2
 Title of the Research Study

 Type of Research Instrument

 Way of Developing the

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

Activity 5. Let’s go online.

Practice what you have learned from this lesson. Visit the
following: https://bit.ly/2A7Q6Iz
https://bit.ly/2ZD2Kda
https://bit.ly/2B0cbcd
19
 What I Have Learned

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

1. Why is it important to have a good research instrument?

2. Differentiate validity and reliability. Explain how they complement each

other to make a good research instrument.

What I Can Do

Construct your research instruments and establish validity and reliability

Directions: Fill out the guide table below to be able to create a good research
instrument for your study.

1. The goal of your

research instrument/s
2. Parts of your
instrument/s
3. Number of items
per
sub-factor: total
items
4. Scale to be used
5. How will it be
validated?
6. How will the
reliability be
established?
20
 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:

21
 Lesson

4 Research Intervention

What’s In

In the previous discussion on quantitative research designs, you were

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

What’s New

Group exposed in Group exposed in

usual condition special condition

Usual Tutorial Special Tutorial

Program Program

How is the research intervention conducted in this

study?

https://bit.ly/2YleQqq

22
 What Is It

Nature of Research Intervention

In experimental research, the researcher decides the nature of

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

For example, in a study of determining the effects of special tutorial

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

Steps in Describing the Research Intervention Process

A section that explains the details of research intervention is added in the

research paper if it is an experimental design. In this section, the procedure of
research intervention is explained clearly.

Write the Background Information. It is an introductory paragraph that

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

Describe the Differences and Similarities between the Experimental and

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

Describe the Procedures of the Intervention. 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.

23
 Example
1
 Title of the Research Study
 Research Intervention
Conducted
  Procedure Used in Control
Group

 Procedure Used in
Experimental Group

Example
1
 Title of the Research Study
 Research Intervention
Conducted
 Procedure Used in Control
Group

 Procedure Used in
Experimental Group

Activity 2. Let’s go online.

Visit the following link and learn further about experimental

research. https://bit.ly/2Xr5zes

What I Have Learned

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

1. What I know about research intervention

2. I have learned that when describing the research intervention….

What I Can Do

Describes your Intervention (if applicable)

Directions: If the design of your research is experimental. Describe your research

intervention by following the steps given in this lesson.

24

Lesson
 5 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 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.
25
 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?

Befor Durin Afte

e g r

• Seek permission • Provide • Encode the

from school intructions to data gathered
principal of respondents • Analyze the data
students
• Administe
• Develop r the
research questionnair
questionnaire e
• Determine sample
size through
stratified random
technique

What Is It

Three Phases in Data Collection

In doing research, data collection is a major component of research.

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

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

research paper. Basically, the contents are the steps you are going to follow: (1)
before you will gather the data, (2) what to do during the actual gathering of
data, and (3) the things to consider after data has been gathered. The following
are the suggested steps but not limited to it, are the procedures in gathering
quantitative data.
26
 Befor Durin Afte
e g r

• Prepare the • Clear the • Summarize the

research instructions data gathered, in
instruments provided to the a tabular form
• Identify the respondents. • Analyze the
authorities that will • Administer the summarize data
be involved and research instrument corresponding to
need to ask or implement the the research
permission research questions.
• Determine the intervention, if
samples size and applicable.
corresponding • Collect or gather
respondents; per or take note of the
group if applicable. responses.
• Ask consent
form (if
respondents are
18 years old
above) or
parent's consent
(if minor).
• Pilot test the
research
instrument if
needed.

What’s More

Activity 2. Arrange your Steps

Directions: Arrange the following steps in data gathering into their correct
sequence, 1 as being the first step, and 10 as the last step.

Order Step
s
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 and cite your sources.

29
 Lesson

6 Planning Data Analysis

What’s In

Prerequisite for taking Practical Research 2 is your Statistics and

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

In planning your data analysis in quantitative research, you also need to

consider your research problem, type of data, hypothesis, and scale used in your
research instrument. This lesson focuses on designing your data analysis
procedure.

What I Need to Know

Data Analysis

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

summarized in such a manner that it will yield answers to the research
questions. During quantitative data analysis gathered information were break
down and ordered into categories in order to draw trends or patterns in a certain
condition. In quantitative research, the numerical data collected is not taken as a
whole. In order to understand it better, it is 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
 Term Definition or Purpose or Function
s Description
Data
Frequency
 Percentage
Mean
Standard Deviation
Table
Figure
Parametric Test
Non-Parametric Test
Correlation
Regression

What Is It

Planning your Data Analysis

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

Descriptive Statistical Technique provides a summary of the ordered or

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

You also 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:

Points to Consider Type of Test

Interval or Ratio Parametric Tests
Scal
Ordinal or Nominal Scale Non-parametric Tests
e
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 Non-parametric Tests
Normal
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)
 McNemar change test (non-parametric for nominal and dichotomous
variables)
 Wilcoxon signed-rank test (non-parametric for ordinal variable)

Test of Difference between Two Data Sets from Two Different Groups
 T-test for independent samples (parametric)
 Two-way chi-square (non-parametric for nominal variable)
 Mann-Whitney U test (non-parametric for ordinal variable)

Test More than Two Population Means

 Analysis of Variance or ANOVA (parametric)

Test the Strength of Relation or Effect or Impact

 Regression (parametric)

What’s More

Activity 2. Step by step analysis

Directions: From the concept presented in this lesson, create five simple basic
procedures in planning the data analysis. What to do beforehand (pre-
process) is already given as your guide.

Step To Do

Pre- Identify the types of variables, research question, hypothesis, and

process scale of 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 one to two 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.

Research Questions Statistical Tests Purpose

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

Lesson
Presenting Research
7 Methodology
 What Is It

Indeed, designing the research methodology in quantitative research is

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

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

All of these are written in paragraph format as part of your research

methodology. In this lesson, you will be given guidelines in presenting this
research portion. After presentation, the most exciting part follows; and that is
gathering your data.

What’s More

Activity 1. Personal Work Evaluation

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

5 – Very Good, 4 – Good, 3 – Fair, 2 – Poor, 1 – Needs

Improvement

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.
3
6
4. Data Gathering Procedure
Protocols were clear, and steps in the gathering are well
stated.
5. Data Analysis
Basis and explanations are clearly discussed.
Total Rating
Activity 2. Reflection

1. What is your highest and lowest rating? What are your reasons for
giving yourself such ratings?

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

Activity 3. Let’s go online

Visit the following links to further enhance your written problem and to improve
you preparation for presentation.

https://bit.ly/2TFhfcy

What I Have Learned

1. What are the new 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

5 4 3 2 1
Content (35%)
 The parts of the paper are
complete and appropriate.
 The parts of the research
methodology are clearly described
and justified.
 Overall content is comprehensive.
Coherence (25%)
 Cohesive of devices are effectively
used.
 Organization of ideas is
smoothly presented.
Creativity (25%)
 Writer’s voice is showcased.
 Paper uses variety of sentence
structures.
 Uses appropriate language.
Communication (15%)
 Sentences are well structured
 Grammatical conventions are
observed.
 Correct spelling and proper
research format is followed.

Legend: 5 – to a very great extent, 4 – to a great extent,

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

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 researcher choose to use Simple Random Sampling as a sampling

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

40
8. When can we consider a research sample as "best?"
A. representative of population C. conveniently represented
B. systematically chosen D. purposely selected

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

10.What type of reliability is measured by administering two tests identical

in all aspects except the actual wording of items?
A. Internal Consistency Reliability C. Test-retest reliability
B. Equivalent Forms Reliability D. Inter-rater Reliability

11.What type of validity is when an instrument produces results similar to

those of another instrument that will be employed in the future?
A. Predictive Validity C. Criterion Validity
B. Face Validity D. Content Validity

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

13.What indicator of a good research instrument when items are arranged

from simple to complex?
A. Easily Tabulated C. Valid and Reliable
B. Sequential D. Concise

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

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

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

41

Key to Answers
42
43
44
References

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

2016. Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City,

Philippines: C &
E Publishing, Inc., 2017.

Center for Quality Research. 2015. "Overview of Quantitative Research Methods."

YouTube.
Accessed June 3, 2020. https://bit.ly/36A5idj

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

Approaches. 3rd ed., SAGE Publications, Inc. 2009. https://bit.ly/2X3Bra3

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

Philippines: C & E Publishing, Inc., 2017.

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

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

I Hope. 2020. "Kinds of Quantitative Research Designs." YouTube. Accessed June 3,

2020. https://bit.ly/2LZVLCS

Keyton, Joann. 2020 "Chapter 7: Multiple Choice Quiz." McGraw-Hill Global

Education Holdings, LLC. Accessed June 3, 2020. https://bit.ly/3eojlWk

45
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-

BLR) DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang, Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]