1

LEARNING MODULE
THE NOTRE DAME OF ISULAN, INC.
SY 2020-2021

Practical Research 2
Quarter 1

Name ______________________________________________

Section ______________________________________________

Subject Teacher ______________________________________________

Class Adviser ______________________________________________

FOR PRIVATE USE

in the Archdiocesan Notre Dame Schools of Cotabato
Strictly not for Public Circulation

Foreword to Parents and Students

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Welcome to The Notre Dame of Isulan, Inc . Modular Learning Modality for school year 2020-2021. This
Module was prepared for use in the Archdiocesan Notre Dame Schools of Cotabato (ANDSC) system. Whenever
necessary and appropriate, the Subject Teacher made some revisions in order to best suit the needs of your particular
school.
This set of Modules will be used with an accompanying official textbook available for sale or rental from the
school. For the schools that do not uses a textbook, the subject teacher will provide another set of texts or excerpts that
will serve as Substitute of the textbook, which is called Appendix Text. On a regular basis, the student will be directed to
do some activities in his/her Activity/Assessment Notebook. Make sure you have these 3 sets of Materials for your
classes: 1) Modules; 2) Textbook or Appendix Texts; and 3) Activity/Assessment Notebook.
For our Blended Learning, the school will use online technologies to support our Modular Learning Delivery: the
use of online classrooms, links, video presentations, social media, emails, live calls, webinars, etc. Furthermore, the
students are highly encouraged to find supplementary ways of learning like reading materials, multimedia, online
resources, and the aid of the people in the homes. It goes without saying that the parents are the best partners of the school
in the education of their children. Now, more than ever, your children need your support in the delivery of learning.
We are hopeful that despite its few disadvantages, this new approach to education will yield the most for our
students. We also hope that this pandemic will soon end and we can see you face to face. At the beginning of this school
year, may I introduce to you the Vision-Mission and Core Values to be adapted by all the ANDSC schools starting this
school year 2020-2021. Our Module Designers have tried their best to incorporate these treasures in the Modules.
Thank you for choosing Notre Dame.
Rev. Fr. Arnold L. Fuentes, DCC
Director/Superintendent

VISION STATEMENT
The Notre Dame of Isulan, Inc., a member of the Archdiocesan Notre Dame Schools of Cotabato, providing quality
education rooted in the gospel values and Marian ideals, envisions to be a center of excellence in the holistic development of
human persons, equipped with knowledge and life-enriching skills who are successful and responsible citizens contributing to the
transformation of society.
MISSION STATEMENT
We commit ourselves to provide innovative programs for dynamic learning experiences in a safe and conducive
environment; foster a culture of peace, understanding and solidarity; develop leadership and exercise social responsibility;
participate in nation building and promote love for country; and collaborate with the local church in its mission of evangelization.

CORE VALUES – N.O.T.R.E. D.A.M.E.

N Noble A Notre Damean demonstrates high moral principles that embody nobility of character
especially honesty and integrity.
O Obedient A Notre Damean exemplifies fidelity to God and loyalty to country; follows school policies,
rules and regulations; and practices desirable family values.
T Transformed A Notre Damean displays positive disposition in life and an acceptable level of self-confidence
and maturity, and shows capacity for teamwork, collaboration and solidarity.
R Respectful A Notre Damean shows high esteem and regard to oneself, others, the community, country,
nature, environment, and other faiths and cultures.
E Enlightened A Notre Damean demonstrates academic excellence, critical and reflective thinking, and
guided by one’s conscience, makes good decisions and actions based on wise judgment.
D Disciplined A Notre Damean wills and obliges to do what is right and expected, and exercises self-control in
one’s dealings with the world and others.
A Accountable A Notre Damean displays commitment and responsibility in performing one’s tasks, and shows
leadership capacities and sense of volunteerism and initiative.
M Marian A Notre Damean emulates Mary’s virtues especially faith in God, generosity, humility,
prayerfulness, purity, simplicity, and service.
E Empathetic A Notre Damean shows sensitivity and understanding of the feelings, ideas, beliefs, cultures,
traditions, and experiences of others; and shows compassion, friendship, kindness and
love.
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Overview of the Module

This course develops critical thinking and problem-solving skills through quantitative research.
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References

Baraceros, E.L.(2016).Practical Research 2. 856 Nicanor Reyes Sr. St., Sampaloc, Manila, Philippines: Rex Book
Store,Inc.
Francisco, P.M, Francisco, V, & Arlos, A. (2016).Practical Research 2 Quantitative Research.Manila, Philippines:
Mindshapers Co.,Inc.
Chico, A., Matira, M. and Revuelto, R.(2016). Practical Researh for the 21 st Century Learners (Quantitative
Research).Sampaloc, Manila, Philippines: St. Augustine Publications, Inc.
Melegrito, M.L., Mendoza, D., & Mactal, R. (2016).The Padayon Series Applied Research: An Introduction to
Quantitative Research Methods and Report Writing. Quezon City, Philippines: Phoenix
Publishing House, Inc.
Uy, C., Cabauatan, R., de Castro, B.,& Grajo, J. (2016).Practical Research 2 Quezon City, Philippines: Vibal Group, Inc.
https://www.slideshare.net/SICRN/practical-research-2-modular-approach?qid=01f54ddc-dad3-4008-b767-
fdd3eb20ed61&v=&b=&from_search=5
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Definition of Terms

conceptual framework is an analytical tool with several variations and contexts. It is used to make conceptual
distinctions and organize ideas.
hypothesis is a specific statement of prediction. It describes in concrete (rather than theoretical) terms what you expect
will happen in your study.
Inquiry is a learning process that motivates you to obtain knowledge or information about people, things, places, or
events.
literature review is an evaluative report of information found in the literature related to your selected area of study.
Quantitative data are pieces of information that can be counted and which are usually gathered by surveys from large
numbers of respondents randomly selected for inclusion.
Replicability means that the same study can be done by another researcher and the result will still be the same.
reliability as: .the extent to which results are consistent over time
research is to discover truths by investigating on your chosen topic scientifically
research process is, for many of us, just the way we do things.
Research questions are the foundation of your research study. They are the key to your research because they point to
where you are going.
variable is a label of name that represents a concept or characteristic that varies (e.g., gender, weight, achievement,
attitudes toward inclusion, etc.)
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Module Learning Competencies

GRADE : 12
SEMESTER :
SUBJECT TITLE : Practical Research 2
NO. OF HOURS/SEMESTER : 80 HOURS/SEMESTER
PRE-REQUISITE : NONE

FIRST QUARTER: EIGHT WEEKS

(AUGUST 24- OCTOBER 30, 2020)

  Date by week Topics

Q1 AUGUST
W1-W3 24-SEPTEMBER 11, 2020 Nature of Inquiry and Research

Q1
W4-W5 SEPTEMBER 14-25, 2020 Identifying the Inquiry and Stating the Problem

Q1 SEPTEMBER
20- OCTOBER 16, 2020 Learning from Others and Reviewing the Literature
W6-W8
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Practical Research 2

Topic/Lesson Name:
Lesson 1: Nature of Inquiry and Research
Objectives: The learners will be able to:
1. describe characteristics, strengths, weaknesses, and kinds of quantitative research
2. illustrates the importance of quantitative research across fields
3. differentiates kinds of variables and their uses

  Date by week Topics

Q1 AUGUST
W1-W3 24-SEPTEMBER 11, 2020 Nature of Inquiry and Research

Introduction:

The twenty-first century has brought about many changes in the way people live and adapt to their environment.
In this age of information technology, the possession of the necessary skills on the acquisition of knowledge has already
become an imperative. People from all walks of life should be informed and adept to the fast-changing times. Our present
environment changes speedily at a very fast pace; thus, people need to reinvent themselves in order to easily cope with the
changing times so as not to be left behind.
This lesson will focus on the nature of inquiry and research. The over-all objective of this lesson is to help the
researcher decide on a suitable quantitative research in the different areas of interest.

Motivation:

Instruction:
1. Tackle at least one (1) of these topics:
a. Poverty
b. Unemployment
c. Same-sex marriage
d. Drug addiction
e. Divorce
f. Internet addiction
2. In your activity/assessment notebook, construct a table like the one below to process your topic:
TOPIC WHAT? WHO? WHY?
Put the chosen topic here. Put the facts that you knew Put the people involved in Write the reasons why the
about the topic. the issue you. chosen issue or topic exists.

3. After completing the table, answer the following questions:

a. What made the topic you chose interesting?
b. Are the information you put in the table realistic? How did you come up with those data?
c. Do you think your personal preference affected the data you put into the table? Justify your answer.
This simple activity introduces students to the world of research. It is an inevitable activity for scholars and
common people alike . to understand this activity, we should start by asking the following questions:
1. What is research?
2. Why should research be done?
3. How do we go about with research? How should it be done?
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Instruction:
NATURE OF INQUIRY AND RESEARCH
An inquiry and research are two terms are almost the same in meaning. Both of them involved investigative
work and any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem. A theory of
inquiry is an account of the various types of inquiry and a treatment of the ways that each type of inquiry achieves its aim
while research is to discover truths by investigating on your chosen topic scientifically.

THE CHARACTERISTICS, STRENGTHS, WEAKNESSES, AND KINDS OF QUANTITATIVE RESEARCH

INQUIRY-BASED LEARNING

Inquiry is a learning process that motivates you to obtain knowledge or information about people, things, places,
or events. (Baraceros 2016) It requires you to collect data, meaning, facts, and information about the object of your
inquiry, and examine such data carefully. On other hand, in your analysis, you execute varied thinking strategies that
range from lower-order to higher-order thinking skills such as inferential, critical, integrative, creative thinking.
Furthermore, according to Badke cited by Baraceros, solving a problem, especially social issues, does not only
involved yourself but other members of the society too. Whatever knowledge you have about world bears the influence of
your cultural, sociological, institutional, or ideological understanding of the world. (Badke 2012)

THE NATURE OF RESEARCH

The research process is, for many of us, just the way we do things. We research the best buys in cars and
appliances, we research book reviews before shopping for books, we research the best schools for our children and
ourselves, and we probably perform some kind of rese arch in our jobs. Our search for information may lead us to
interview friends or other knowledgeable people; read articles in magazines, journals, or newspapers; listen to the radio;
search an encyclopedia on CD-ROM; and even explore the Internet and World Wide Web for information. We use our
local public libraries and our school libraries.
Research can be a way of life; it is the basis for many of the important decisions in our lives. Without it, we are
deluged with information, subjected to the claims of advertisers, or influenced by hearsay in making sense of the world
around us. This informal, experiential research helps us decipher the flood of information we encounter daily.
Formal academic research differs from experiential research and may be more investigative in nature. For
example, it may require us to learn about an area in which we have little knowledge or inclination to learn. It may be
library-oriented or field-oriented, depending on the nature of the research.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

Your goal in conducting quantitative research study is to determine the relationship between one thing (an
independent variable) and another (a dependent or outcome variable) within a population. Quantitative research
designs are either descriptive (subjects usually measured once) or experimental (subjects measured before and after a
treatment). A descriptive study establishes only associations between variables reasoning (i.e., the generation of a variety
of ideas about a research problem in a spontaneous, free- flowing manner).

Its main characteristics are:

1. The data is usually gathered using structured research instruments.

2. The results are based on larger sample sizes that are representative of the population.
3. The research study can usually be replicated or repeated, given its high reliability.
4. Researcher has a clearly defined research question to which objective answers are sought.
5. All aspects of the study are carefully designed before data is collected.
6. Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-
textual forms.
7. Project can be used to generalize concepts more widely, predict future results, or investigate causal
relationships.
8. Researcher uses tools, such as questionnaires or computer software, to collect numerical data.

The overarching aim of a quantitative research study is to classify features, count them, and construct statistical
models in an attempt to explain what is observed.
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Things to keep in mind when reporting the results of a study using Quantitative methods:

• Explain the data collected and their statistical treatment as well as all relevant results in relation to the
research problem you are investigating. Interpretation of results is not appropriate in this section.
• Report unanticipated events that occurred during your data collection. Explain how the actual analysis
differs from the planned analysis. Explain your handling of missing data and why any missing data does
not undermine the validity of your analysis.
• Explain the techniques you used to "clean" your data set.
• Choose a minimally sufficient statistical procedure; provide a rationale for its use and a reference for
it. Specify any computer programs used.
• Describe the assumptions for each procedure and the steps you took to ensure that they were not
violated.
• When using inferential statistics, provide the descriptive statistics, confidence intervals, and sample
sizes for each variable as well as the value of the test statistic, its direction, the degrees of freedom, and
the significance level [report the actual p value).
• Avoid inferring causality, particularly in nonrandomized designs or without further experimentation.
• Use tables to provide exact values; use figures to convey global effects. Keep figures small in size;
include graphic representations of confidence intervals whenever possible.
• Always tell the reader what to look for in tables and figures.

STRENGTHS AND WEAKNESSES Quantitative method

Quantitative data are pieces of information that can be counted and which are usually gathered by surveys from
large numbers of respondents randomly selected for inclusion. Secondary data such as census data, government statistics,
health system metrics, etc. are often included in quantitative research. Quantitative data is analyzed using statistical
methods. Quantitative approaches are best used to answer what, when and who questions and are not well suited to how
and why questions.

IMPORTANCE OF QUANTITATIVE RESEARCH

1. More reliable and objective

2. More reliable and objective
3. Can use statistics to generalize a finding
4. Often reduces and restructures a complex problem to a limited number of variables.
5. Looks at relationships between variables and can establish cause and effect in highly controlled circumstances
6. Tests theories or hypotheses
7. Assumes sample is representative of the population
8. Subjectivity of researcher in methodology is recognized less
9. Less detailed than qualitative data and may miss a desired response from the participant
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KINDS OF QUANTITATIVE RESEARCH
When you plan to conduct a research study you should be clear with your purpose. There is an appropriate type of
research for each problem that you wish to solve. There are four basic kinds of research under quantitative research. These
are: survey, correlational, casual-comparative, and experimental.
A. Survey Research
- is one of the most common areas of measurement in applied social research.
- is often used to collect thoughts, opinions, and feelings of people. The surveyed data is then organized, analyzed
and interpreted.
- the most common tools used in survey research are interviews, questionnaires, and sampling polls to get a sense
of behaviour with intense precision.
- when the subject population is small, universal sampling is used while if the population is large, a sample
population is used without sacrificing the reliability and validity of the result.
- When conducting survey research it is important that the people questioned are sampled at random.
- Survey research can be done in person, over the phone, or through mail or email.

B. Correlational Research
 Tests for the relationship between two or more variables.
 Correlation is define as the tendency for corresponding observations in two or more series to vary together with
the averages of their respective series that is to have similar relative positions.
 Is done to establish what the effect of one on the other might be and how that affects the relationship.
 Reflects a natural evolution from descriptive research methods.
 Correlational studies reveal systematic relationships between descriptive parameters.
 Correlations are restricted to prediction, the identification of causal variables requires an experimental analysis.
Three types of correlation that are identified:
1. Positive Correlation- positive correlation between two variables exists when an increase in one variable leads to
an increase in the other and a decrease in one leads to a decrease in the other.
2. Negative Correlation- negative correlation is when an increase in one variable leads to a decrease in another
and vice versa.
3. No Correlation- two variables are uncorrelated when a change in one doesn’t lead to a change in the other and
vice versa.

Correlational Method
 Bivariate correlation- the most basic level. Only two variables are being compared. In some cases, one
variable is known as an independent variable (or cause variable) and the second variable as a dependent variable
(or effect variable).
 Canonical- created by Harold Hotalling. The method is used to determine the correlation between the
linear combination of two sets of variables. Statistically, this process is superior to examining a multitude of
bivariate correlation.

C. Casual-Comparative Research
 Also known as “ex post facto” research.
 With this research, investigators attempt to determine the cause or consequences of differences that already
exist between or among groups of individuals.
 Casual-comparative research looks to uncover a cause-and-effect relationship.

Three types of Casual-Comparative Research:

1. Exploration of effects
2. Exploration of causes
3. Exploration of consequences
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D. Experimental Research
- is a systematic and scientific approach to research in which the researcher manipulates one or more variables,
and controls and measures any changes in other variables.
- The basic purpose of this type of research is to investigate the influence of one or more variables.
- Experimental research is a highly controlled procedure.
- This type of research is the bedrock of most sciences, in particular, the natural sciences.

Four primary factors of Experimental control:

1. The random assignment of individual subjects to comparison groups.
2. The extent to which the independent variable can be manipulated by the researcher.
3. The time when the observations or measurements of the dependent variable occur.
4. Which groups are measured and how.

Reliability and Validity

Just because a research study has been published in a journal does not mean that it is good research or that the
results are applicable to your area of study. When reading a paper, it is necessary to consider the validity and reliability of
the study being described. Joppe (2000) defines reliability as: ..the extent to which results are consistent over time and an
accurate representation of the total population under study is referred to as reliability and if the results of a study can be
reproduced under a similar methodology, then the research instrument is considered to be reliable.
Embodied in this citation is the idea of replicability or repeatability of results or observations. Replicability
means that the same study can be done by another researcher and the result will still be the same. This is the importance of
the methodology section of your study. It must be well-written and specific so that others can repeat your experiment.
Kirk and Miller (1986) identify three types of reliability referred to in quantitative research, which relate to (1)
the degree to which a measurement, given repeatedly, remains the same (2) the stability of a measurement over
time; and (3) the similarity of measurements within a given time period. A reliable measurement does not change
overnight. The same procedure, the same instrument and the result is still the same.
There are two primary criteria for evaluating the validity of an experimental design. They are internal validity
and external validity
 Internal validity, this determines whether the independent variable made a difference in the study. To
achieve internal validity, the researcher must design and conduct the study so that only the independent
variable can be the cause of the results (Cozby, 1993).
 External validity refers to the extent to which findings can he generalized or be considered representative of
the population.

Factors Threatening Validity

A researcher would try his best to achieve a valid and reliable research study. Unfortunately, there are things that
sometimes are beyond the control of the researcher that may threaten the validity of the study. Let us analyze each one of
them.
a. History. A valid observation is conducted several times to eliminate error. There might be events that occur within
the period of observation which affect the measurement.
b. Maturation The process of maturing which takes place in the individual during the duration of the experiment which
is not a result of specific events but of simply growing older, growing more tired or similar changes.
c. Measuring Instruments - Changes in instruments, calibration of instruments, observers, or scorers may cause
changes in the measurements.
d. Statistical Regression- groups are chosen because of extreme scores of measurements; those scores or measurements
tend to move toward the mean with repeated measurements even without an experimental variable.
e. Differential Selection- different individuals or groups would have different previous knowledge or ability which
would affect the final measurement if not taken into account.
f. Experimental Mortality – the loss of subjects from comparison groups could greatly affects the comparisons
because of unique characteristics of those subjects.
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THE NATURE OF VARIABLES

All experiments examine some kind of variable(s). A variable is not only something that we measure, but also
something that we can manipulate and something we can control for. To understand the characteristics of variables and
how we use them in research, this guide is divided into three main sections. First, we illustrate the role of dependent and
independent variables. Second, we discuss the difference between experimental and non-experimental research. Finally,
we explain how variables can be characterized as either categorical or continuous.

VARIABLES
- A variable is a label of name that represents a concept or characteristic that varies (e.g., gender, weight,
achievement, attitudes toward inclusion, etc.)
-Conceptual and operational definitions of variables

Conceptual and operational definitions of variables

- Conceptual (ie., constitutive) definition: the use of words or concepts to define a variable
Achievement: what one has learned from formal instruction
Aptitude: one's capability for performing a particular task or skill
- Operational definition: an indication of the meaning of a variable through the specification of the manner by
which it is measured, categorized, or controlled
A test score
Income levels above and below $45,000 per year
The use of holistic or phonetic language instruction

TYPES OF VARIABLE

Dependent and Independent Variables

An independent variable, sometimes called an experimental or predictor variable, is a variable that is being
manipulated in an experiment in order to observe the effect on a dependent variable, sometimes called an outcome
variable. The dependent variable is simply that, a variable that is dependent on an independent variable(s)..

Three types of variables defined by the context within which the variable is discussed
 Independent and dependent variables
 Extraneous and confounding variables
 Continuous and categorical variables

1. Independent and dependent (i.e., cause and effect)

- Independent variables act as the "cause" in that they precede, influence, and predict the dependent variable. –
- Dependent variables act as the effect in that they change as a result of being influenced by an independent
variable
 Examples: The effect of two instructional approaches (independent variable) on student
achievement (dependent variable) The use of SAT scores (independent variable) to predict freshman
grade point averages (dependent variable)

2. Extraneous and confounding variables

- Extraneous variables are those that affect the dependent variable but are not controlled adequately by the
researcher
 Not controlling for the key-boarding skills of students in a study of computer- assisted instruction
- Confounding variables are those that vary systematically with the independent variable and exert influence of the
dependent variable
 Not using counselors with similar levels of experience in a study comparing the effectiveness of
two counseling approaches
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3. Continuous and categorical variables
- Continuous variables are measured on a scale that theoretically can take on an infinite number of values +
 Test scores range from a low of 0 to a high of 100
 Attitude scales that range from very negative at 0 to very positive at 5
 Students' ages
- Categorical variables are measured and assigned to groups on the basis of specific characteristics
Examples:
• Gender: male and female 7
• Socio-economic status: low middle, and high

The term level is used to discuss the groups or categories

• Gender has two levels - male and female
• Socio-economic status has three levels - low, middle, and high.

- Continuous variables can be converted to categorical variables, but categorical variables cannot be converted to
continuous variables
IQ is a continuous variable, but the researcher can choose to group students into three levels based on IQ scores -
low is below a score of 84, middle is between 85 and 115, and high is above 116

Categorical and Continuous Variables

Categorical variables are also known as discrete or qualitative variables. Categorical variables can be further categorized
as nominal, ordinal or dichotomous.
1. Nominal variables are variables that have two or more categories, but which do not have an intrinsic order. Of
note, the different categories of a nominal variable can also be referred to as groups or levels of the nominal
variable.
2. Dichotomous variables are nominal variables which have only two categories or levels.
3. Ordinal variables are variables that have two or more categories just like nominal variables only the
categories can also be ordered or ranked.

Continuous variables are also known as quantitative variables. Continuous variables can be further categorized
as either interval or ratio variables.
- Interval variables are variables for which their central characteristic is that they can be measured along a
continuum and they have a numerical value (for example, temperature measured in degrees Celsius or
Fahrenheit).
- Ratio variables are interval variables, but with the added condition that 0 (zero) of the measurement indicates
that there is none of that variable. Other examples of ratio variables include height, mass, distance and many
more. The name "ratio" reflects the fact that you can use the ratio of measurements. So, for example, a distance
of ten meters is twice the distance of 5 meters.

Ambiguities in classifying a type of variable

In some cases, the measurement scale for data is ordinal, but the variable is treated as continuous. For example, a
Likert scale that contains five values - strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree is
ordinal. However, where a Likert scale contains seven or more value - strongly agree, moderately agree, agree, neither
agree nor disagree, disagree, moderately disagree, and strongly disagree - the underlying scale is sometimes treated as
continuous (although where you should do this is a cause of great dispute).
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Practice
Instruction: Think at least 3 researchable problems/questions related to your specialization and be able to determine
whether it can be solved qualitatively or quantitatively. Write your answers in your activity/assessment notebook.

Enrichment:
Instruction: Decide whether the following topics or research questions is qualitative or quantitative. Sort and paste them
on the chart provided in your activity/assessment notebook.
 How do the fishermen of Brgy. Sta.Clara view “trawling” method of fishing?
 Culinary Arts: Then and Now
 How do the TVL students feel about their chosen strand?
 What percentage of student-participants of the study is taking the TVL strand?
 What is the degree of satisfaction of students taking the different SHS tracks?
 The Why and How of ICT Use

Qualitative Quantitative

Values Integration
By the end of the lesson, students will be:

E Enlightened A Notre Damean demonstrates academic excellence, critical and reflective thinking, and
guided by one’s conscience, makes good decisions and actions based on wise judgment.

Evaluation:
Am I the Cause or the Effect?

Instruction: Identify the independent variable (IV) and the dependent variable (DV) of the given situations. Write your
answers in your activity/assessment notebook.

1. A planned program of counseling interventions will enable clients to achieve low anxiety levels more rapidly than
clients who received normal nursing and medical care.
IV ___________________________________________________________
DV ___________________________________________________________

2. As temperature increase from 65ᵒC to 95ᵒC, the zone of inhibition becomes bigger.
IV ___________________________________________________________
DV ___________________________________________________________

3. In a study of how different drugs affect the severity of the symptoms, the researcher compared the frequency and
intensity of the symptoms when different doses of drugs where administered.
IV ___________________________________________________________
DV ___________________________________________________________

4. A florist wants to see if a certain product will extend the life of cut flowers so that they last longer.
IV ___________________________________________________________
DV ___________________________________________________________

5. A soap manufacturer wants to prove that their detergent works better to remove tough stains.
IV ___________________________________________________________
DV ___________________________________________________________
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Topic/Lesson Name:
Lesson 2: Identifying the Inquiry and Stating the Problems

Objectives: The learners will be able to:

1. Designs a research used in daily life
2. Writes a research title
3. Describes background of research
4. States research questions
5. Indicates scope and delimitation of study
6. Presents written statement of the problem

  Date by week Topics

Q1
SEPTEMBER 14-25, 2020 Identifying the Inquiry and Stating the Problem
W4-W5

Introduction:

This module discusses the topics that will help the learners to develop the ability to formulate a research problem
and find answers towards these inquiries or questions. Inquiry or research pushes you to a thorough or a detailed
investigation of a certain subject matter. This kind of study involves several stages that require much time and effort. The
learners need more time to think in finalizing its decision about a particular topic to research on or in determining the
appropriateness of such topic by obtaining the background information of the study, and formulating some questions that
you want to answer.
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Motivation:
Instruction: From the given news item below, identify the trends, focus and issues that can serve as the basis of research
problems. Write your answer in your activity/assessment notebook.

Private tutoring is abhorrent says private school head By James Connington, 20 Jun 2015 Heads of some top
private schools have spoken out against parents who excessively tutor or interview prep their children to try and gain them
a place. Parents are making children act like "performing animals" by putting them through extensive private tutoring to
gain places at leading independent schools, head teachers have warned. Being tutored in an attempt to make children
appear brighter than they really are in interviews and entrance exams is "abhorrent", according to Andrew Halls, the
headmaster of fee-paying King's College School, Wimbledon. "It is really important parents choose a school where their
child will be valued for the sort of boy or girl they are, not crippled by the idea that they have not lived up to your
ambitions," said Mr Halls. "What sort of childhood is that and what sort of basis for adulthood? The preparation to do for
an interview is to be interested, it is not to be taught how to look interested.
• Pressure to get into top schools has reached a crisis point
• After-school tutoring 'is like child abuse', says top head
Dr Andrew Mayfield, director of admissions at St Paul's School, in Barnes West London, said children can be
"crushed" by getting in to schools that are not appropriate for them.
"If you're trying to tutor them to get them in, then that's probably not the best school for them. You're probably
trying to overcook them," he said. Child’s happiness, well-being and development are more important than reputation of a
school." The right school is one where a child can "flourish without external support", he added.
Currently a whole industry thrives around school admissions, with some companies charging more than £50 an
hour for tutoring and interview preparation.
Hilary French, headmistress of Newcastle High School for Girls, said: "They are preying on parental anxiety,
offering an unnecessary service and cannot really know what schools want.
"We all need to learn to accept who we are and not pretend to be someone different; self-esteem is key to future
success, built in childhood and very easily knocked, so parents should try to celebrate their child and his or her
achievements as they are, not as they would wish them to be.
Mrs French said children who have been prepped often do worse during the admissions process because they
"think along pre-determined, learnt lines rather than thinking through things; they tend to be more 'wooden' than natural".
Dr Ralph Townsend, the headmaster of Winchester College, said the private tutoring industry was "both unfortunate and
unnecessary".

(Retrieved from http://www.telegraph.co.uk/education/educationnews /11687621/Private-tutoring-is-abhorrent-says-

private-school-head.html on November 2015)
Identified Topic or Trend Identified Focus of the Study
(affected areas by the trend)
 17
Instruction:
QUANTITATIVE RESEARCH PROBLEM
RESEARCH IN OUR DAILY LIFE
Guidelines in making a Research Problems
1. One or more sentences indicating the goal, purpose, or overall direction of the study
2. General characteristics
 Implies the possibility of empirical investigation
 Identifies a need for the research
 Provides focus
 Provides a concise overview of the research
3. Two ways of stating the problem
• Research problems: typically a rather general overview of the problem with just enough information about the
scope and purpose of the study to provide an initial understanding of the research
• Research statements and/or questions: more specific, focused statements and questions that communicate in
greater detail the nature of the study
4. A general research problem
• (eg) The purpose of this study is to investigate the attitudes of high school students to mandated drug testing
programs
5. Specific statements and questions
• (eg) This study examines the differences between males' and  females' attitudes toward mandated high school
drug testing programs.
• (e.g.) What are the differences between freshmen, sophomore, junior, and senior students' attitudes toward
mandated high school drug testing programs?
6. Researchable and non-researchable problems
• Researchable problems imply the possibility of empirical investigation
What are the achievement and social skill differences between children attending an academically or socially
oriented pre-school program?
• What is the relationship between teachers' knowledge of assessment methods and their use of them?
7. Researchable and non-researchable problems
Non-researchable problems include explanations of how to do something, vague propositions, and value-based
concerns
- Is democracy a good form of government?
- Should values clarification be taught in public schools?
- Can crime be prevented?
- Should physical education classes be dropped from the high school curriculum?

QUANTITATIVE vs. QUALITATIVE

 18
SOURCES OF RESEARCH PROBLEMS

1. Personal interests and experiences

 The use of formative tests in a statistics class
 The use of technology in a research class
2. Deductions from theory
 The effectiveness of math manipulative
 The effectiveness of a mastery approach to learning research
3. Replication of studies
 Checking the findings of a major study
 Checking the validity of research findings with different subjects
 Checking trends or changes over time 15
 Checking important findings using different methodologies
 Clarification of contradictory results

Quantitative Research Problems

Identifies three specific elements
 The type of research design
 The variables of interest and the relationships between or among these variables
 The subjects involved in the study

Guidelines in Choosing a Research Topic

1. Interest in the Subject Matter

2. Availability of information
3. Timeliness and relevance of the topic
4. Limitation on the subject
5. Personal resources

Research Topics to be avoided

1. Controversial topics - these are topics that depend greatly on the writer's opinion, which tend to be biased or
prejudicial. Facts cannot support topics like these.
2. Highly technical subjects- For a beginner, researching on topics that require an advance study, technical knowledge,
and vast experience is a very difficult.
3. Hard-to-investigate subjects - A topic or a subject is hard to investigate if there is no available data or reading
materials about it and if such materials are not-up-date or obsolete.
4. Too broad subjects - A subject or a topic that are too broad will prevent the researcher from giving a concentrated or
in -depth analysis of the subject matter of the research paper.
5. Too narrow subjects- The subjects are so limited or specific that an extensive or thorough searching or reading for
information about the subject is necessary.
6. Vague subjects- Choosing topics like these will prevent you from having a clear insights or focus on your study. For
instance, titles beginning with indefinite adjectives such as several, many, some, etc., as in "Some Remarkable Traits of a
Ilocano" Several People's Comments on the Extra Judicial Killings," are vague enough to decrease the readers' interest
and curiosity.
 19
Research Questions

Research questions are the foundation of your research study. They are the key to your research because they
point to where you are going. They signify what you want to intend to do. Actually, the questions are about your study.

Categories of Research Questions

20
 21

The way you formulate your research question will also vary depending on whether you plan doing qualitative
research, a quantitative research, or a combination of both. Regardless of these distinctions, there are certain
characteristics that your research questions must have.
Apart from the relevance and salience of your research questions, there are certain criteria that research questions
must satisfy.

Criteria for Evaluating Research Questions

1. They should be clear in the sense of being intelligible.

2. They should be researchable-that is, they should allow you to do research in relation to them. This means that they
should not be formulated in terms that are so abstract that they cannot be converted into researchable terms.
3. They should have some connection(s) with established theories and research. This means that there should be a
literature on which you can draw to help illuminate how your research questions should be approached. Even if you find a
topic that has been scarcely addressed by social scientists, it is unlikely that there will be no relevant literature (e.g., on
relevant or parallel topics).
4. Your research questions should be linked to each other. Unrelated research questions are not likely to be acceptable,
since you should be developing an argument in your dissertation. You could not very readily construct a single argument
if you have unrelated research questions.
5. They should at the very least hold out the prospect of being able make an original contribution-however small-to the
topic.
6. The research questions should be neither too broad (so that you would need a massive grant to study them) nor too
narrow (so that you cannot make a reasonably significant contribution to your area of study.
 22
HYPOTHESES

A hypothesis is a specific statement of prediction. It describes in concrete (rather than theoretical) terms what you
expect will happen in your study. Not all studies have hypotheses. Sometimes a study is designed to be exploratory. There
is no formal hypothesis, and perhaps the purpose of the study is to explore some area more thoroughly in order to develop
some specific hypothesis or prediction that can be tested in future research. A single study may have one or many
hypotheses.
Actually, whenever the researcher talks about hypothesis, the researcher really thinking simultaneously about two
hypotheses. Let's say that you predict that there will be a relationship between two variables in your study. The way we
would formally set up the hypothesis test is to formulate two hypothesis statements, one that describes your prediction and
one that describes all the other possible outcomes with respect to the hypothesized relationship. Your prediction is that
variable A and variable B will be related (you don't care whether it's a positive or negative relationship). Then the only
other possible outcome would be that variable A and variable B are not related.
Usually, we call the hypothesis that you support (your prediction) the alternative hypothesis, and we call the
hypothesis that describes the remaining possible outcomes the null hypothesis. Sometimes we use a notation like HA or
Hi to represent the alternative hypothesis or your prediction, and Ho or H, to represent the null case. You have to be
careful here, though. In some studies, your prediction might very well be that there will be no difference or change. In this
case, you are essentially trying to find support for the null hypothesis and you are opposed to the alternative.
If your prediction specifies a direction, and the null therefore is the no difference prediction and the prediction of
the opposite direction, we call this a one-tailed hypothesis. For instance, let's imagine that you are investigating the
effects of a new employee training program and that you believe one of the outcomes will be that there will be less
employee absenteeism.

Your two hypotheses might be stated something like this:

The null hypothesis for this study is:
Họ: As a result of the XYZ company employee training program, there will either be no significant
difference in employee absenteeism or there will be a significant increase.
which is tested against the alternative hypothesis:
H: As a result of the XYZ company employee training program, there will be a significant decrease in
employee absenteeism.
In the figure on the left, we see this situation change
illustrated graphically. The alternative hypothesis your
prediction that the program will decrease absenteeism is
shown there. The null must account for the other two possible
conditions: no difference or an increase in absenteeism. The
figure shows a hypothetical distribution of absenteeism
differences. We can see that the term "one-tailed" refers to the
tail of the distribution on the outcome variable.
 23

When your prediction does not specify a direction, we say you have a two-tailed hypothesis. For instance, let's
assume you are studying a new drug treatment for depression. The drug has gone through some initial animal trials, but
has not yet been tested on humans. You believe (based on theory and the previous research) that the drug will have an
effect, but you are not confident enough to hypothesize a direction and say the drug will reduce depression (after all,
you've seen more than enough promising drug treatments come along that eventually were shown to have severe side
effects that actually worsened symptoms).
In this case, you might state the two hypotheses like this:
The null hypothesis for this study is:
Ho: As a result of 300mg./day of the ABC drug, there will be no significant difference in depression.
which is tested against the alternative hypothesis:
H,: As a result of 300mg./day of the ABC drug, there will be a significant difference in depression.

The figure on the right illustrates this two-tailed prediction for this
case. Again, notice that the term "two-tailed" refers to the tails of
the distribution for your outcome variable. The important thing to
remember about stating hypotheses is that you formulate your
prediction (directional or not), and then you formulate a second
hypothesis that is mutually exclusive of the first and incorporates
all possible alternative outcomes for that case. When your study
analysis is completed, the idea is that you will have to choose
between the two hypotheses. If your prediction was correct, then
you would (usually) reject the null hypothesis and accept the
alternative. If your original prediction was not supported in the
data, then you will accept the null hypothesis and reject the
alternative.
The logic of hypothesis testing is based on these two basic principles:
- the formulation of two mutually exclusive hypothesis statements that, together, exhaust all possible outcomes the
testing of these so that one is necessarily accepted and the other rejected.
 24
WRITING A RESEARCH TITLE
When writing a research paper title, authors should realize that despite being repeatedly warned against it, most
people do indeed fall prey to "judging a book by its cover." This cognitive bias tends to make readers considerably
susceptible to allowing the research paper title to function as the sole factor influencing their decision of whether to read
or skip a particular paper. Although seeking the professional assistance of a research paper writing service could help the
cause, the author of the paper stands as the best judge for setting the right tone of his/her research paper.
Readers come across research paper titles in searches through databases and reference sections of research papers.
They deduce what a paper is about and its relevance to them based on the title. Considering this, it is clear that the title of
your paper is the most important determinant of how many people will read it.

A good research paper title:

 Condenses the paper's content in a few words
 Captures the readers' attention
 Differentiates the paper from other papers of the same subject area

Three basic tips to keep in mind while writing a title:

 Keep it simple, brief and attractive: The primary function of a title is to provide a precise summary of the paper's
content. So keep the title brief and clear. Use active verbs instead of complex noun-based phrases, and avoid
unnecessary details. Moreover, a good title for a research paper is typically around 10 to 12 words long. A lengthy
title may seem unfocused and take the readers' attention away from an important point.

Avoid: Drug XYZ has an effect of muscular contraction for an hour in snails of Achatina fulcia species
Better: Drug XYZ induces muscular contraction in Achatina fulcia snails

 Use appropriate descriptive words: A good research paper title should contain key words used in the manuscript
and should define the nature of the study. Think about terms people would use to search for your study and include
them in your title.

Avoid: Effects of drug A on schizophrenia patients: study of a multicenter mixed group

Better: Psychosocial effects of drug A on schizophrenia patients: a multicenter randomized controlled trial

 Avoid abbreviations and jargon: Known abbreviations such as AlIDS, NATO, and so on can be used in the title.
However, other lesser-known or specific abbreviations and jargon that would not be immediately familiar to the
readers should be left out.

Avoid: MMP expression profiles cannot distinguish between normal and early osteoarthritic synovial fluid
Better: Matrix metalloproteinase protein expression profiles cannot distinguish between no mal and early
osteoarthritic synovial fluid

Always write down the hypothesis and then take into consideration these simple tips. This would help you in
composing the best title for your research paper.
 25
SCOPE AND DELIMITATIONS
It is important to narrow down your thesis topic and limit the scope of your study. The researcher should inform
the reader about limits or coverage of the study. The scope identifies the boundaries of the study in term of subjects,
objectives, facilities, area, time frame, and the issues to which the research is focused.

Sample phrases that help express the scope of the study:

The coverage of this study……..
The study consists of ……..
The study covers the ……..
This study is focus on……

The delimitation of the study is delimiting a study by geographic location, age, sex, population traits, population
size, or other similar considerations. Delimitation is used to make study better and more feasible and not just for the
interest of the researcher. It also identifies the constraints or weaknesses of your study which are not within the control of
the researcher.

Sample phrases that expressed the delimitations of the study:

The study does not cover the…...
The researcher limited this research to…….
This study is limited to. ……
 26
Practice:
Instructions: Determine the type of questions outlined in the table below Write your answer the space provided.

Types (Descriptive, Explanatory, Predictive, Evaluative, Control, Explorative)

Questions
1. Will tranquilizers enhance the examination performance of highly stressed students?
2. Are there any relationships between social class, educational achievement, and drug use among 18 to 24 year old?
3. * If family size (number of children) increases, is there necessarily an increase or decrease in family income?
4. Which of several counseling approaches had the greatest success on reducing the return to drinking among
alcoholics?
5. Is there any relationship between age and perception of quality of music?
6. What is the nature of preferences for specific religions among members of social classes?
7. How prevalent is the use of drugs among prison inmates?
8. What do customers use as criteria for choosing which supermarket to patronize?
9. What is the nature of counseling support provided for overseas students?
10. Can stress in patients about to undergo surgery be reduced by specific types of nurse intervention?

Enrichment:
Instruction: Given the following research titles, identify the following. Write your answer in your
activity/assessment notebooks.
a. Variables b. Focus
c. Argument d. Design of the study
1. Impact of education and skill mismatch in the work productivity of employees in the BPO service
industry
a. __________________________
b. __________________________
c. __________________________
d. __________________________
2. Push and pull factors affecting shadow education participation of Basic Education students in the
Philippines
a. __________________________
b. __________________________
c. __________________________
d. __________________________
3. The Influence of Successor-Related Factors on the Succession Process in Small and Meduim-Sized
Family Businesses
a. __________________________
b. __________________________
c. __________________________
d. __________________________
4. Antecedents of Service Employees’ Organizational Citizenship Behaviors in Full-Service Restaurants in
Korea
a. __________________________
b. __________________________
c. __________________________
d. __________________________
5. Directive Versus Participative Leadership: Two Complementary Approaches to Managing School
Effectiveness
a. __________________________
b. __________________________
c. __________________________
d. __________________________
 27
Values Integration:
By the end of the lesson, students will learned the value of:
D Disciplined A Notre Damean wills and obliges to do what is right and expected, and
exercises self-control in one’s dealings with the world and others.
Evaluation:
Instruction: List down at least three major problems and with statement of the problems. Come up with the following:
a. Research problem
b. Research question
c. Hypotheses if applicable
d. Scope and delimitation
e. Research Title

Write it in your activity/assessment notebook. Keep in mind that upon checking your work your teacher will choose the
best possible research topic for you or recommend something new. Come up with the best possible Research Topic/Title
for yourself.
 28
Topic/Lesson Name:
Lesson 3: Learning from Others and Reviewing the Literature
Objectives: The learners will be able to:
1. Illustrates and explain the conceptual framework
2. Defines terms used in study
3. Lists research hypothesis (if appropriate)
4. Presents written review of related literature and conceptual framework

  Date by week Topics

Q1 SEPTEMBER
Learning from Others and Reviewing the Literature
W6-W8 20- OCTOBER 16, 2020

Introduction:

Several reasons are behind your choice of a particular topic to research on. Your curiosity or familiarity about an
animate creature or inanimate object and its functionality inspire you to discover more about such person or thing.
Whatever experience or background knowledge you have about your chosen topic becomes valuable believable only as
regards your acts of proving the validity or truthfulness of your claims about your topic, if these ideas of yours are related
to what the world or other people already know or have already discovered or done about your chosen topic. Aligning
your thinking with other people's ideas displayed legally and professionally in varied literary works lends credibility to
whatever ideas you have about your have about your research study.

Doing a literature review you are able to critically summarize the current knowledge in the area under
investigation. You can identify any strengths and weaknesses in previous work, so helping you to identify them in your
own research and thus eliminate the potential weaknesses, while bringing to the fore the potential strengths. In addition, a
good and full literature search will provide the context within which to place your study.

Motivation:
Instruction: Note-taking is a skill used in many situations. It can be applied inside the classroom, library, surfing the net
and the like. Select an article from newspaper, magazine and books. Make a note card about it. Write your answer in your
activity/assessment notebook.
Topic: Topic:
Text: Text:
Author(s): Author(s):
Title of the book: Title of the book:
Publications: Publications:
Page: Page:

Topic: Topic:
Text: Text:
Author(s): Author(s):
Title of the book: Title of the book:
Publications: Publications:
Page: Page:

Topic:
Text:
Author(s):
Title of the book:
Publications:
Page:
 29
Instruction:
LEARNING FROM OTHERS AND REVIEWING THE LITERATURE
Introduction
A literature review is an evaluative report of information found in the literature related to your selected area of
study. The review should describe, summarize, evaluate and clarify this literature. It should give a theoretical base for the
research and help you (the author) determine the nature of your research. Works which are irrelevant should be discarded
and those which are peripheral should be looked at critically. A literature review is more than the search for information,
and goes beyond being a descriptive annotated bibliography. All works included in the review must be read, evaluated and
analyzed (which you would do for an annotated bibliography), but relationships between the literature must also be
identified and articulated, in relation to your field of research.
"In writing the literature review, the purpose is to convey to the reader what knowledge and ideas have been
established on a topic, and what their strengths and weaknesses are. The literature review must be defined by a guiding
concept (e.g. your research objective, the problem or issue you are discussing or your argumentative thesis). It is not just a
descriptive list of the material available, or a set of summaries.

REVIEW OF RELATED LITERATURE (RRL)

What is Review of Related Literature?
While the research problem is still being conceptualized, the researcher must already start reviewing literature. In
identifying and defining the research problem, the researcher must be able to show evidences that the problem really
exists and is worth investigating. It is important that the researcher knows what is already known about the problem or
what earlier researchers have found about it and what questions still need to be answered before the research questions or
objectives are finalized.
Theories which the researchers use to explain the existence of a research problem and used as bases in analyzing
relationships between variables can be generated from reference books on the ories or from related studies. The researcher
therefore, must have already read adequate literature at the start of the research activity.

Purpose of Review of Related Literature (RRL)

1. It helps the researcher identify and define a research problem
2. It helps justify the need for studying a problem.
3. It prevents unnecessary duplication of a study
4. It can be a source of a theoretical basis for the study
5. It enables the researcher to learn how to conceptualize a research problem and properly identify and operationally
define study variables
6. It helps formulate and refine research instruments
7. It provides lesson for data analysis and interpretation.

Styles or Approaches of RRL or Review of Related Literature

1. Traditional Review of Literature
- A "traditional" literature review provides an overview of the research findings on particular topics.
- A traditional literature is written by examining a body of published work, then writing a critical summary (an
impressionistic overview) of the body of literature.
- The purpose of a literature review is making clear for a reader what the research collectively indicates with
regard to a particular issue or question.
- Traditional review is of different types that are as follows:
1. 1. Conceptual review - analysis of concepts or ideas to give meaning to some national or
world issues.
2. 1. Critical review - focuses on theories or hypotheses and examines meanings and results
of their application to situation.
3. 1. State-of-the-Art review - makes the rese archer deal with the latest research studies
on the subject.
4. 1. Expert review -encourages a well-known expert to do the RRL because of the
influence of certain ideology, paradigm, or belief on him/her.
5. 1. Scoping review -prepares a situation for a future research work in the form of project
making about community development, government policies, and health services, among
others.
 30
2. Systematic Review of Literature
- Systematic reviews aim to find as much as possible of the research relevant to the particular research questions,
and use explicit methods to identify what can reliably be said on the basis of these studies.
- Methods should not only be explicit but systematic with the aim of producing varied and reliable results.
- Such reviews then go on to synthesize research findings in a form which is easily accessible to those who have to
make policy or practice decisions.
- In this way, Systematic reviews reduce the bias which can occur in other approaches to reviewing research
evidence.
The following table shows the way several books on RRL. Compare and contrast the two styles of RRL.

REFERENCING

Referencing is important
1. It shows where you got information from (you are not making up)
2. It acknowledges the contribution of other people.
3. It helps other people find source you found if they want more detail.
4. It stops you being accused of plagiarism
5. It allows people to check the accuracy of your interpretation of other people's work

It is not just referencing that is important it is also the accuracy of the referencing and the consistent use of a style.
There are two places in research chapter where referencing is placed: as cited in Chapter I and in the Reference List or
Bibliography.
31
32
 33
Reference List: Basic Rules
Your references should begin on a new page separate from the text of the essay; label this page References (with
no quotation marks, underlining, etc.), centered at the top of the page. It should be double-spaced just like the rest of your
essay.

Basic Rules
1. All lines after the first line of each entry in your reference list make hanging 0.5 inch from the left should be indented
or margin.
2. Authors' names are inverted (last name first); give the last name and initials for all authors of a particular work unless
the work has more than six authors. If the work has more than six authors, list the first six authors and then use et al. after
the sixth author's name to indicate the rest of the authors.
3. Reference list entries should be alphabetized by the last name of the first author of each work.
4. If you have more than one article by the same author, single- author references or multiple-author references with the
exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest.
5. When referring to any work that is NOT a journal, such as a book, article, or Web page, capitalize only the first letter of
the first word of a title and subtitle, the first word after colon or a dash in the title, and proper nouns. Do not capitalize the
first letter of the second word in a hyphenated compound word.
6. Capitalize all major words in journal titles.
7. Italicize titles of longer works such as books and journals.
8. Do not italicize, underline, or put quotes around the titles of shorter works, such as journal articles or essays in edited
collections.

The following rules for handling works by a single author or multiple authors apply to all APA- style references
in your reference list, regardless of the type of work (book, article, electronic resource, etc.)

Single Author
Last name first, followed by author initials.

Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11, 7-10. 33

Two Authors
List by their last names and initials. Use the ampersand instead of "and."

Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency hypothesis.
Journal of Personality & Psychology, 66, 1034-1048.

Three to Six Authors

List by last names and initials; commas separate author names, while the last author name is preceded again by
ampersand.

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., & Harlow, T. (1993). There's more to self-esteem than whether it is
high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65, 1190-1204.

More Than Six Authors

If there are more than six authors, list the first six as above and then "et al.," which stands for "and others." Remember not
to place a period after "et" in "et al."

Harris, M., Karper, E., Stacks, G., Hoffman, D., DeNiro, R., Cruz, P., et al. (2001). Writing labs and the Hollywood
connection. Journal of Film and Writing, 44(3), 213-245.
 34
Two or More Works by the Same Author in the Same Year
If you are using more than one reference by the same author (or the same group of authors listed in the same order)
published in the same year, organize them in the reference list alphabetically by the title of the article or chapter. Then
assign letter suffixes to the year. Refer to these sources in your essay as they appear in your reference list, e.g.: "Berdnt
(1981a) makes similar claims….”

Berndt, T. J. (198 la). Age changes and changes over time in prosocial intentions and behavior between friends.
Developmental Psychology, 17, 408-416.
Berndt, T. J. (198 1b). Effects of friendship on prosocial intentions and behavior. Child Development, 52, 636-643.

Reference List: Articles in Periodicals

Basic Form
APA style dictates that authors are named last name followed by initials; publication year goes between
parentheses, followed by a period. The title of the article is in sentence-case, meaning only 34
The first word and proper nouns in the title are capitalized. The periodical title is run in title case, and is followed by the
volume number which, with the title, is also italicized or underlined.

Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Tile of Periodical, volume number (issue number),
pages.

Article in Journal Paginated by Volume

Journals that are paginated by volume begin with page one in issue one, and continue numbering issue two where
issue one ended, etc.

Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological
Psychology. 55, 893-896.

Article in Journal Paginated by Issue

Journals paginated by issue begin with page one every issue; therefore, the issue number gets indicated in
parentheses after the volume. The parentheses and issue number are not italicized or underlined.

Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(30), 5-13.

Article in a Magazine

Henry, W. A., III. (1990, April 9). Making the grade in today's schools. Time, 135, 28-31.

Article in a Newspaper
Unlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style. Single pages
take p., e.g., p. B2; multiple pages take pp., e.g., pp. B2, B4 or pp. C1, C3-C4.

Schultz, S. (2005, December 28). Calls made to strengthen state energy policies. The Country Today, pp. 1A, 2A.

Letter to the Editor

Moller, G. (2002, August). Ripples versus rumbles [Letter to the editor]. Scientific American, 287(2), 12.

Review

Baumeister, R. F. (1993). Exposing the self-knowledge myth [Review of the book The self- knower: A hero under
control ]. Contemporary Psychology, 38, 466-467.
 35
Multivolume Work

Wiener, P. (Ed.). (1973). Dictionary of the history of ideas (Vols. 1-4). New York: Scribner's.
Encyclopedia Americana (2008) Electricity (Vol. 3) New York: Phoenix Pub.

An Entry in An Encyclopedia with author

Bergmann, P. G. (1993). Relativity. In The New Encyclopedia Britannica (Vol. 26, pp. 501-508). Chicago: Encyclopedia
Britannica.

Thesis / Dissertation Abstract

Yoshida, Y. (2001). Essays in urban transportation (Doctoral dissertation, Boston College, 2001). Dissertation Abstracts
International, 62, 7741A.

Government Document

National Institute of Mental Health. (1990). Clinical training in serious mental illness (DHHS Publication No. ADM 90-
1679). Washington, DC: U.S. Government Printing Office.

Report From a Private Organization

American Psychiatric Association. (2000). Practice guidelines for the treatment of patients with eating disorders (2nd ed.).
Washington, D.C.: Author.

Conference Proceedings

Schnase, J.L., & Cunnius, E.L. (Eds.). (1995). Proceedings from CSCL 95: The First International Conference on
Computer Support for Collaborative Learning. Mahwah, NJ: Erlbaum.

Reference List: Electronic Sources

Article From an Online Periodical

Online articles follow the same guidelines for printed articles. Include all information the online host makes available,
including an issue number in parentheses.

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number(issue
number if available). Retrieved month day, year, from http://www.someaddress.com/full/url

Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites, 149. Retrieved
May 2, 2006, from http://www.alistapart.com/articles/writeliving

Online Scholarly Journal Article

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Journal, volume number. Retrieved month
day, year, from http://www.someaddress.com/full/ur/

Kenneth, I. A. (2000). A Buddhist response to the nature of human rights. Journal of Buddhist Ethics, 8. Retrieved
February 20, 2001, from http://www.cac.psu.edu/jbe/twocont.html
 36
Reference List: Other Non-Print Sources
Interviews, Email, and Other Personal Communication

No personal communication is included in your reference list: instead, parenthetically cite the communicator’s name,
the fact that it was personal communication and the date of the communication in your main text only.

(E. Robbins, pers. comm., January 4, 2001).

A. P. Smith also claimed that many of her students had difficulties with APA style (pers. comm., November 3, 2002).

Motion Picture

Basic reference list format:

Producer, P. P. (Producer) & Director, D.D. (Director). (Date of publication). Tile of motion picture [Motion picture].
Country of origin: Studio or distributor.
Note: If a movie or video tape is not available in wide distribution, add the following to your citation after the country of
origin: (Available from Distributor name, full address and zip code).

A Motion Picture or Video Tape with International or National Availability

Smith, J.D. (Producer) & Smithee, A.F. (Director). (2001). Really big disaster movie [Motion picture]. United States:
Paramount Pictures.

A Motion Picture or Video Tape with Limited Availability

Harris, M. (Producer), & Turley, M. J. (Director). (2002). Writing labs: A history [Motion picturel. (Available from
Purdue University Pictures, 500 Oval Drive, West Lafayette, IN 47907)

Television Broadcast or Series Episode

Producer, P. P. (Producer). (Date of broadcast or copyright). Title of broadcast [Television broadcast or Television series).
City of origin: Studio or distributor.

Single Episode of a Television Series

Writer, W. W. (Writer), & Director, D.D. (Director). (Date of publication). Title of episode [Television series episode]. In
P. Producer (Producer), Series title. City of origin: Studio or distributor.

A Television Series

Bellisario, D.L. (Producer). (1992). Exciting action show (Television series). Hollywood: American Broadcasting
Company.

Music Recording

Songwriter, W. W. (Date of copyright). Title of song [Recorded by artist if different from song writer]. On Title of album
[Medium of recording). Location: Label. (Recording date if different from copyright date).

Taupin, B. (1975). Someone saved my life tonight [Recorded by Elton John]. On Captain fantastic and the brown dirt
cowboy [CD]. London: Big Pig Music Limited.
 37
RESEARCH ETHICS
Research Ethics is the highest ethical standards shall be applied to basic education research. Whether or not
human subjects are involved, researchers must ensure that the study will not cause people harm. Research participants
should have informed consent, must be cognizant about the general purpose of the study and should not be exposed to
unusual risk. Consistent with the principle of excellence, integrity also requires honesty and accuracy in the collection,
analysis and reporting of data.

How do you know if it's ethical or unethical?

Webster's New World Dictionary defines 'ethical (behavior) as 'conforming to the standards of conduct of a
given profession or group.' What researchers consider to be ethical, therefore, is largely a matter of agreement among
them.

Three very important research ethical issues

(1) Protecting participants from harm
Meaning: Participants in a research study are protected from physical or psychological harm, discomfort, or danger
that may arise
Logic: Any sort of study that is likely to cause lasting, or even serious harm or discomfort to any participant should
not be conducted unless it has great benefits
Tip: Obtain the consent of the participants if they may be exposed to any risk through a form
Role of DO: Almost all educational research involves activities that are within the customary, usual procedures of
schools or other agencies and as such involve little or no risk'
(2) Ensuring confidentiality of data
Meaning: Researchers should make sure that no one else (other than perhaps a few key research assistants) has access
to the data
Logic: All subjects should be assured that any data collected from or about them will be held in confidence
Tips:
(a) Whenever possible, remove all names from all data collection forms. How? Assign numbers to forms, or
answer anonymously.
(b) Do not use the names of the participants from any publications that describe the research.
c) Allow the participants to withdraw, or information about them not be used.
Warning: "Sometimes, however, it is important for a study to identify individual subjects.'
Role of DO: 'Almost all educational research involves activities that are within the customary, usual procedures of
schools or other agencies and as such involve little or no risk'

(3) Subject deception

Meaning: 'no full or erroneous information'
Logic: It is often difficult to find naturalistic situations in which certain behaviors occur frequently Warning: Many
studies cannot be carried out unless some deception of subjects take place; but it would bring questions on the
reputation of the scientific community, or to the researcher himself.
Tip:
a. Whenever possible, do not deceive.
b. If no alternatives are possible, weigh the study's benefits to prospective scientific, educational and applied value
c. If participants are deceived, ensure sufficient explanation as soon as possible.

Other unethical activities in research

1. Publishing an article in two different journals without informing the editor

2. Failing to inform your collaborator that your are filing a patent of the research
3. Writing the name of your colleague as one of the writers even though he did not participate in any part of the conduct of
the research
4. Discussing with your colleagues data from the paper that you are reviewing for a journal
5. Trimming outlines from a data set without providing sufficient justification
6. Using inappropriate statistical techniques in order to obtain favorable results
7. Making the results of a study publicly known without first giving the peers the opportunity to review the work
8. Failing to acknowledge the contributions of other people in the field (RRL)
9. Making derogatory comments and personal attacks in your review of author's submission
 38

CONCEPTUAL FRAMEWORK
A conceptual framework is an analytical tool with several variations and contexts. It is used to make conceptual
distinctions and organize ideas. Strong conceptual frameworks capture something real and do this in a way that is easy to
remember and apply.
 Present a schematic diagram of the paradigm of the research and discuss the relationships of the
elements/variables therein
 Identify and discuss the variables related to the problem
 Can use the Input-Process-Output (IPO) Model or the Dependent-Independent-Moderator Model
 The conceptual framework serves as basis for the research paradigm and objectives of the project

In other words, the conceptual framework is the researcher's understanding of how the particular variables in his
study connect with each other. Thus, it identifies the variables required in the research investigation. It is the researcher's
"map" in pursuing the investigation.
As McGaghie et al. (2001) put it: The conceptual framework "sets the stage" for the presentation of the particular
research question that drives the investigation being reported based on the problem statement. The problem statement of a
thesis presents the context and the issues that caused the researcher to conduct the study.
The conceptual framework lies within a much broader framework called theoretical framework. The latter draws
support from time-tested theories that embody the findings of many researchers on why and how a particular phenomenon
occurs.

Step by Step Guide on How to Make the Conceptual Framework

Before you prepare your conceptual framework, you need to do the following things:
1. Choose your topic. Decide on what will be your research topic. The topic should be within your field of specialization.
2. Do a literature review. Review relevant and updated research on the theme that you decide to work on after scrutiny of
the issue at hand. Preferably use peer-reviewed and well-known scientific journals as these are reliable sources of
information.
3. Isolate the important variables. Identify the specific variables described in the literature and figure out how these are
related. Some abstracts contain the variables and the salient findings thus may serve the purpose. If these are not available,
find the research paper's summary. If the variables are not explicit in the summary, get back to the methodology or the
results and discussion section and quickly identify the variables of the study and the significant findings. Read the TSPU
Technique on how to skim efficiently articles and get to the important points without much fuss.
4. Generate the conceptual framework. Build your conceptual framework using your mix of the variables from the
scientific articles you have read. Your problem statement serves as a reference in constructing the conceptual framework.
In effect, your study will attempt to answer a question that other researchers have not explained yet. Your research should
address a knowledge gap.
 39
Notice that the variables of the study are explicit
in the paradigm presented in Figure 1. In the illustration,
the two variables are 1) number of hours devoted in front
of the computer, and 2) number of hours slept at night.
The former is the independent variable while the latter is
the dependent variable. Both of these variables are easy
to measure. It is just counting the number of hours spent
in front of the computer and the number of hours slept by
the subjects of the study.
Assuming that other things are constant during
the performance of the study, it will be possible to relate
these two variables and confirm that indeed, blue light
emanated from computer screens can affect one's
sleeping patterns. (Please read the article titled "Do you know that the computer can disturb your sleeping
patterns?" To find out more about this phenomenon) A correlation analysis will show whether the relationship is
significant or not. Again, review the abstracts carefully. Keep careful notes so that you may track you're thought
processes during the research process.
 40

Practice:
Instruction: Based on the approve Research Title/Topic given by your teacher, come up with your Definition of
Terms used in your research. Write your answer in your activity/assessment notebook.

Enrichment:
Instruction: Based on the approve Research Title/Topic given by your teacher, come up with your Review of
Related Literature. Follow the format below.

 Computerized
 Short bond paper
 Font: Arial or Times New Romans
 Font Size: 11
 Margin: 1
Rubrics:
Description Score Score Obtained
Content provided are correct and appropriate. 20
Sufficient elaboration of research topic 20
Following document format 10
Total 50

Values Integration:

By the end of the lesson, the students will learn the value of being:
N Noble A Notre Damean demonstrates high moral principles that embody nobility
of character especially honesty and integrity.

Evaluation:
Instruction: Based on last lesson, your teacher has given you the result of your Research Title/Topic that you will conduct
for this course. Remembering the importance of conceptual framework, make your own conceptual framework based on
your Research Title/Topic. Submit it following the format below:
 Computerized
 Short bond paper
 Font: Arial or Times New Romans
 Font Size: 11
 Margin: 1
Rubrics:
Description Score Score Obtained
Content provided are correct and appropriate. 20
Sufficient elaboration of conceptual 20
framework
Following document format 10
Total 50

Module Designer:

Grisel Gene P. Salvia, MBA