GRADE 11 Practical Research (November December)

1|P a g e Practical Research 1 EP Elcana
MINDANAO MISSION ACADEMY

The School that Offers Something Better
Manticao, Misamis Oriental
LEARNING MODULE FOR GRADE 11 PRACTICAL RESEARCH 1 (NOVEMBER)

Lesson 5: Understanding Data Collection & Analysis Time Frame: November 21 – December 17, 2020
Teacher’s Name: Emelita Paronda-Elcana Facebook Account: Emelita Paronda-Elcana

Degree: BSE-English, MAELT Gmail Account: parondaemelita@gmail.com
Subjects handled: Research in Daily Life for ABM Radio-based Instruction Schedule: 9:30-10:00, Wednesday
Contact number: 09301336764
STUDENT’S NAME: CONTACT #:
Content Standard: The learner demonstrates understanding of:

1. data collection and analysis procedures such as survey, interview, and observation
2. drawing out patterns and themes from data
3. data collection procedures and skills using varied instruments
4. data processing, organizing, and analysis.
Performance Standard: The learner is able to:

1. gather and analyze data with intellectual honesty, using suitable techniques
2. use measures of central tendency and variability in analyzing data
3. interpret data using different techniques
LESSON 5 : UNDERSTANDING DATA COLLECTION AND ANALYSIS
After identifying a research topic, doing a literature background research, establishing philosophical assumptions
and focus problem, deciding on an appropriate research
paradigm and methodology with specific purpose, designing
a research plan and collecting sufficient data, the next step
in the research process is data analysis and interpretation,
which precedes reporting of research. Data analysis is,
therefore, a process that involves examining, and molding
collected data for interpretation to discover relevant
information, draw or propose conclusions and support
decision-making to solve a research problem. This involves
interpreting data to answer research questions and making
research findings ready for dissemination. Data analysis also
serves as a reference for future data collection and other
research activities
SELECTING THE PARTICIPANTS
In the research methodology, the participants are typically a

sample of the population you want to study. You are probably
not going to study all school children, but you may sample from
the population of school children. You need to include
information about the characteristics of the population in your
study or the demographic information such as age, gender, and
ethnicity of your sample. This represents the participants portion
of your methods section, chapter three.
A population is a group of individuals that have the same

characteristic(s). A sample is a subgroup of the target
population that the researcher plans to study for the purpose of
making generalizations about the target population.
• Samples are only estimates

• The difference between the sample estimate and the
true population is the sampling error.
SAMPLING PROCEDURES
Probability Sampling is the selection of individuals from the population so that they are representative of the
population.
Module for November-December

a. Simple Random Sampling. Technically, a simple random sample is a set of n objects in a population of N
objects where all possible samples are equally likely to happen. Here’s a basic example of how to get a
simple random sample: put 100 numbered bingo balls into a
bowl (this is the population N). Select 10 balls from the bowl
without looking (this is your sample n). Note that it’s
important not to look as you could (unknowingly) bias the
sample. While the “lottery bowl” method can work fine for
smaller populations, in reality you’ll be dealing with much
larger populations. A simple random sample is chosen in such
a way that every set of individuals has an equal chance to
be in the selected sample.
b. Systematic Sampling. Systematic sampling is an easier

procedure than random sampling when you have a large
population and the names of the targeted population are
available. Systematic sampling involves selection of every nth
(i.e., 5th) subject in the population to be in the sample. Suppose you had a list of 10,000 voters in your school
district and you wished to sample 400 voters to see if they supported special funding for a new school
program. We divide the number in the population (10,000) by the size of the sample we wish to use (400) and
we get the interval we need to use when selecting subjects (25). In order to select 400 subjects, we need to
select every 25 person on the list. Before we start selecting subjects, we need to select a random starting
point on the list. That starting point must be with one of the first 25 names on the list. We would use a random
number table to determine the starting point. Once we have the starting point, we select that subject and
every 25th subject after that on the list.
Population Size / Desired Sample Size = Interval
c. Stratified Sampling. Stratified random sampling is also called proportional random sampling or quota random
sampling. It allows researchers to obtain a sample population that best represents the entire population being
studied. Stratified random sampling involves dividing the entire population into homogenous groups called
strata. It differs from simple random sampling which involves the random selection of data from an entire
population so each possible sample is equally likely to occur. This sampling is also called proportional random
sampling or quota random sampling. A stratified random sampling involves dividing the entire population into
homogeneous groups called strata (plural for stratum). Random samples are then selected from each
stratum. For example, consider an academic researcher who would like to know the number of MBA students
in 2007 who received a job offer within three months of graduation. He will soon find that there were almost
200,000 MBA graduates for the year. He might decide to just take a simple random sample of 50,000
graduates and run a survey. Better still, he could divide the population into strata and take a random sample
from the strata. To do this, he would create population groups based on gender, age range, race, country of
nationality, and career background. A random sample from each stratum is taken in a number proportional
to the stratum's size when compared to the population. These subsets of the strata are then pooled to form a
random sample.
d. Multistage Cluster Sampling. Multistage sampling divides large populations into stages to make the sampling
process more practical. A combination of stratified sampling or cluster sampling and simple random
sampling is usually used. Let’s say you wanted to find out which subjects U.S. school children preferred. A
population list — a list of all U.S. schoolchildren– would be near-impossible to come by, so you cannot take a
sample of the population. Instead, you divide the population into states and take a simple random sample of
states. For the next stage, you might take a simple random sample of schools from within those states. Finally
you could perform simple random sampling on the students within the schools to get your sample.
Non probability sampling is the selection of participants because they are available, convenient, or represent
some characteristic the investigator wants to study.
1. Convenience Sampling. Convenience sampling is defined as a method adopted by researchers where they
collect market research data from a conveniently available pool of respondents. It is the most commonly
used sampling technique as it is incredibly prompt, uncomplicated, and economical. In many cases,
members are readily approachable to be a part of the sample. Researchers use various sampling techniques
in situations where there are large populations. In most cases, testing the entire community is practically
impossible because they are not easy to reach. Researchers use convenience sampling in situations where
additional inputs are not necessary for the principal research. There are no criteria required to be a part of
this sample. Thus, it becomes incredibly simplified to include elements in this sample. All components of the
population are eligible and dependent on the researcher’s proximity to get involved in the sample. The
researcher chooses members merely based on proximity and does not consider whether they represent the
entire population or not. Using this technique, they can observe habits, opinions, and viewpoints in the easiest
possible manner.
2. Snowball Sampling. Snowball sampling or chain-referral sampling is defined as a non-probability

sampling technique in which the samples have traits that are rare to find. This is a sampling technique, in

which existing subjects provide referrals to recruit samples required for a research study. This sampling method
involves a primary data source nominating other potential data sources that will be able to participate in the
research studies. Snowball sampling method is purely based on referrals and that is how a researcher is able
to generate a sample. Therefore, this method is also called the chain-referral sampling method.
3. Purposive Sampling. In Purposive sampling or also known as Judgmental Sampling Method, sample elements
are chosen from the population. It targets a particular group of people. When the desired population for the
study is rare or very difficult to locate and recruit for a study, purposive sampling may be the only option. A
purposive sample is where a researcher selects a sample based on their knowledge about the study and
population. The participants are selected based on purpose of the sample.
Sample Size Justification

Another important portion of your methods chapter three, is the sample size justification. Sample size justification
(or power analysis) is selecting how many participants you need to have in your study. The sample size is based
on several criteria: the power you select (which is typically .80), the alpha level selected (which is typically .05),
and the effect size (typically, a large or medium effect size is selected). Importantly, once these criteria are
selected, the sample size is going to be based on the type of statistic: an ANOVA is going to have a different
sample size calculation than a multiple regression.
METHODS OF DATA ANALYSIS
Data analysis is a process that relies on methods and techniques to taking raw data, mining for insights that are
relevant to the business’ primary goals, and drilling down into this information to transform metrics, facts, and
figures into initiatives for improvement.
Quantitative Research
The data analysis plan is just that — how you are going to analyze the data when you get the data from your
participants. It includes the statistical tests you are going to use, the statistical assumptions of these tests, and the
justification for the statistical tests. These data analyses should be based on the research questions and the
research design selected for the study. Specify the procedures for reducing and coding the data. For
quantitative studies, subsequent data analyses should include summary descriptive statistics and inferential
statistical tests.
Qualitative Research
Qualitative data refers to non-numeric information such as interview transcripts, notes, video, and audio
recordings, images, and text document. Qualitative data analysis can be divided into the following five
categories:
1. Content Analysis. This refers to the process of categorizing verbal and behavioural data to classify, summarize,
and tabulate the data.
2. Narrative Analysis. This method involves the reformulation of stories presented by respondents taking into
account context of each case and different experiences of each respondent. In other words, narrative
analysis is the revision of primary qualitative data by the researcher.
3. Discourse Analysis. A method of analysis of naturally occurring talk and all types of written text
4. Framework Analysis. This is more advanced method that consists of several stages such as familiarization,
identifying a thematic framework, coding, charting, mapping and interpretation.
5. Grounded Theory. This method of qualitative data analysis starts with an analysis of a single case to formulate
a theory. Then additional cases are examined to see if they contribute to the theory
Qualitative Data Analysis can be conducted through the following three steps:
Step 1: Developing and Applying Codes. Coding can be explained as categorization of data. A “code” can be
a word or a short phrase that represents a theme or an idea. All codes need to be assigned meaningful titles.
A wide range of non-quantifiable elements such as events, behaviours, activities, and meaning can be
coded.
Three types of coding:

a. Open Coding. The initial organization of raw data to try to make sense of it.
b. Axial Coding. Interconnecting and linking the categories of codes.
c. Selective Coding. Formulating the story trough connecting the categories.
The following table contains examples of research titles, elements to be coded and identification of relevant
codes:

Research Title Elements to be coded Codes
Born or Bred: Revising The Leadership practice Born Leaders

Great Man theory of Made Leaders
leadership in the 21st Century Leadership Effectiveness
A study into advantages and Market Entry Strategies Wholly-owned subsidiaries

disadvantages of various entry Joint-ventures
strategies to Chinese market Franchising
Exporting
Licensing
An investigation into the ways Tactics Viral messages

of customer relationship Customer relation
management in mobile Popularity of social networking
Step2: marketing environment sites
Identifying themes, patterns, and relationships. Unlike quantitative methods, in qualitative data analysis there
are no universally applicable techniques that can be applied to generate findings. Analytical and critical
thinking skills of researcher plays significant role in data analysis in qualitative studies. Therefore, no qualitative
study can be repeated to generate the same results.
Nevertheless, there is a set of techniques that you can use to identify common themes, patterns and relationships
within responses of sample group members in relation to codes that have been specified in the previous
stages. Specifically, the most popular and effective methods of qualitative data interpretation include the
following.:
a. word and phrase repetitions – scanning primary data of words and phrases most commonly used by
respondents, as well as, words and phrases used with unusual emotions
b. primary and secondary data comparisons – comparing the findings of interview/focus

group/observation/any other qualitative data collection method with the findings of literature review and
discussing differences between them
c. Search for missing information – discussions about which aspects of the issue was not mentioned by
respondents, although you expected them to be mentioned
d. metaphors and analogues – comparing primary research findings to phenomena from different area and
discussing similarities and differences.
Step 3: Summarizing the data – at this stage you need to link research findings to hypotheses or research aim and
objectives. When writing data analysis chapter, you can use noteworthy quotations from the transcript in order to
highlight major themes within findings and possible contradictions.
This is taken from www.research-methodology.net/research-,ethods/data-analysis/qualitative-data-analysis
QUANTITATIVE DATA ANALYSIS
Quantitative data analysis provides quantifiable and easy to understand results.
Before you begin your analysis, you must identify the level of measurement associated with the quantitative
data. The level of measurement can influence the type of analysis you can use.
1. Nominal Data. Nominal data has no logical order. It is only a matter of distinguishing by name. Numbers do
not denote quantity. Nominal scale is a type of data that is used to label variables without providing any
quantitative value. It is the simplest form of a scale of measure. Nominal data cannot be ordered and cannot
be measures.
Example of Nominal Data
a. Gender - Male or Female
b. Hair color - Black, Gray, Blonde, Brown,
c. Ethnicity - Black, White, Brown, Yellow

d. Direction - North, South, East, West
e. Religious preferences - SDA, INC, Baptists, Roman Catholic, Islam, Buddhism
2. Ordinal Data. Ordinal data has no logical order. The difference in values is not constant. It provides a rank in
data. It is a kind of categorical data with a set order or scale to it. Ordinal data usually use Liker Scale.
Example of Ordinal Data
a. Rank - First, Second, Third
b. Intensity - Hot, Hotter, Hottest
c. Sizes - Small, Medium, Large, Extra-large
Likert Scale. A Likert scale is a point scale used by researchers to take surveys and get people’s opinion on a
subject matter. It is usually a 5 or 7 - point scale with options that range from extreme to another. It is usually used
to allow the individual to express how much they agree or disagree with a particular statement. It assumes that
the strength/intensity of an attitude is linear, i.e. on a continuum from strongly agree to strongly disagree, and
makes the assumption that attitudes can be measured.
Consider this example:

a. How satisfied are you with our meal tonight?
1. Very satisfied b. How do feel today?
2. Satisfied 1. Very unhappy
3. Indifferent 2. Unhappy
4. Dissatisfied 3. Ok
5. Very dissatisfied 4. Happy
5. Very happy
Likert Scale Examples for Surveys
1. Agreement - strongly agree, agree, undecided, disagree, strongly disagree

2. Frequency - always, often, sometimes, rarely, never
3. Importance - very important, important, moderately important, slightly important, unimportant
4. Quality - Excellent, good, fair, poor, very poor
5. Likelihood - almost always true, usually true, occasionally True, usually not true, almost never true
6. Likelihood - definitely, probably, probably not, definitely not,
The table below, will give us an idea of the different types of Likert Scale.
3. Interval Data. Interval data provides information about order and also provides an interval. By interval, we
mean to say that there is an equal distance between each data. It has standardized differences between
values.

Examples:
A. The classification of people into a teenager, youth, middle age, etc. is done according to their age group
In which category do you fall?
a. Child - 0 to 12 years
b. Teenager - 13 to 19 years
c. Youth - 20 to 35 years
d. Middle age - 36 - 58 years
e. Old - 59 years and onward
B. In a school, students are graded as either A, B, C, D, E, or F according to their score. Students that score 70
above are graded A, 60 - 69 are grade B and so on.
1. 70 and above
2. 60 - 69
3. 50 - 59
4. 40 - 49
5. 35 - 40
6. 34 and below
4. Ratio or Scale Data. The data is continuous, ordered, has standardized differences between values and it has
a natural zero. It is a quantitative scale where there is a true zero and equal intervals between neighboring
points. Unlike on an interval scale, a zero on a ratio scale means there is a total absence of the variable you are
measuring.
Examples:
a. Age - 0, 1, 2, 3 , 4, 5 and so on
b. Time of the day - 3:00, 4:00, 5:00, 6:00
c. Height- 5’6”, 5’7”, 5’8”, 5’9”, 5’10”, 5’11”, 6’0”
Identifying the data involve in your research will make the research paper easy to analyze.
STEPS IN QUANTITATIVE DATA ANALYSIS
1. Preparing the Data. Before a researcher can analyze his/her data through quantitative data analysis, he/she
must first change every data in numerical information or to quantify the data. Set a value for for every
variable in your data or research.
• For example, if your research or study is about gender, you can set 1 for male and 2 for female., so that would
be 1 = male, 2 = female.
The first stage of data analyzing data is data preparation where the aim is to convert raw data into something
meaningful and readable:
Step 1: Data Validation. The purpose of data validation is to find out, as far as possible, whether the data
collection was done as per the pre-set standards and without any bias. To validate the data, a researcher shall
follow this four-step process:
• Fraud. To infer whether each respondents was interviewed or not
• Screening. To make sure that respondents were chosen as per the research criteria
• Procedure. To check where the data collection procedure was duly followed

• Completeness. To ensure that the interviewer asked the respondents all the questions, rather than just a few
required one.
Step 2: Data Editing. Typically, large data sets include errors. For example, respondents may fill fields incorrectly or
skip them accidentally. To make sure that there are no such errors, the researcher should conduct basic data
checks, check for outliers, and edit the raw research data to identify and clear out any data points that may
hamper the accuracy of the results. For example, an error could be fields that were left empty by respondents.
While editing the data, it is important to make sure to remove or fill all the empty fields
Step 3: Data Coding. This is one of the most important steps in data preparation. It refers to grouping and
assigning values to responses from the survey. For example, if a researcher has interviewed 1,000 people and now
wants to find the average age of the respondents, the researcher will create age buckets and categorize the
age of each of the respondent as per these codes. (For example, respondents between 13-15 years old would
have their age coded as 0, 16-18 as 1, 18-20 as 2, etc.). Then during analysis, the researcher can deal with
simplified age brackets, rather than a massive range of individual ages.
2. Data Tabulation. The next thing a researcher needs to do is to put all the data after setting numerical values
for them in a table. It is a systematic and logical presentation of numeric in rows and columns to facilitate
comparison and statistical analysis. Putting data in a table is called Data Tabulation. By using frequencies
and percentage distribution helps in organizing the data. A frequency distribution table is an organized
tabulation of the number of individuals or scores.
Purpose of data tabulation

• To simplify the complex data
• To bring out essential features of the data
• To facilitate comparison
• To facilitate statistical analysis
• Saving of space
Below is an example of a frequency distribution table:
GENDER Female = 11
Male = 11
Ethnicity White
Black
Asian
Native American
Latino/a
Program City Boston = 11
New York = 11
Participated in Summer Program Yes = 20
No = 1
Satisfied with Program Experience Very Dissatisfied = 2
Dissatisfied = 3
Satisfied = 12
Very Satisfied = 3
Not Applicable = 2
3. Analyzing the Data. Before analyzing the data that you have, you must decide first what kind of quantitative
analysis you should use. The two methods that you can use are Descriptive Statistical Techniques or Advance
Quantitative Analytical Methods.
A. Descriptive Statistical Techniques

Descriptive statistics are used to describe the basic features of the data in a study. They provide simple
summaries about the sample and the measures. Together with simple graphics analysis, they form the basis of
virtually every quantitative analysis of data.
It is used to describe basic features of the data in the study. It provides a summary of Papers Sold Frequency
the orderly or sequential data obtained from the sample. It provides simple
18 3
summaries about the sample and measures.
19 1
I. Frequency Distribution. It is a table that contains the data and their frequency or 20 2
how often they occur in a study. 21 0
Example 1. News paper 22 2
These are the numbers of newspapers sold at a local shop over the last 10 days: 22, 23 1
19, 18, 23, 20, 25, 22, 20, 18, 18. Get the frequency using the frequency table. 24 0
In this table, listed are the the numbers of newspapers sold at a local shop over the 25 1
last 10 days and the frequency of the numbers of newspapers sold. We can see that
18 newspapers are sold three times. This is how the frequency distribution is used.
II. Measure of Central Tendency. Measure of Central Tendency indicates the different positions of values of the
items. It attempts to describe a set of data by identifying the central position within that set of data. A
measure of central tendency is a summary statistic that represents the center point or typical value of a
dataset. These measures indicate where most values in a distribution fall and are also referred to as the
central location of a distribution. You can think of it as the tendency of data to cluster around a middle
value. In statistics, the three most common measures of central tendency are the mean, median, and mode.
Each of these measures calculates the location of the central point using a different method.
Locating the Center of Your Data
The three distributions below represent different data conditions. In each distribution, look for the region where
the most common values fall. Even though the shapes and type of data are different, you can find that central
location. That’s the area in the distribution where the most common values are located.
As the graphs highlight, you can see where most values tend to occur. That’s the concept. Measures of central
tendency represent this idea with a value. Coming up, you’ll learn that as the distribution and kind of data
changes, so does the best measure of central tendency. Consequently, you need to know the type of data you
have, and graph it, before choosing a measure of central tendency.
Mean
The mean is the arithmetic average, and it is probably the measure of central tendency that you are most
familiar. Calculating the mean is very simple. You just add up all of the values and divide by the number of
observations in your dataset.
Example 1. Five people play golf and at one hole their scores are 3, 4, 4, 5, 7. For these
scores, find the mean.
Solution:
Using the formula, we can calculate the mean.
Mean = 3 + 4 + 4 + 5 + 7/ 5
Mean = 23/5
Mean = 4.6

Mean = 4.6.
Example 2. In a survey of 10 households, the number of children was found to be 4, 1, 5, 4, 3, 7, 2, 3, 4, 1.

Calculate the mean number of children per household.
Solution:
We can get the value of mean by adding all the number of children divided by the number of households.
Mean = 4 + 1 + 5 + 4 + 3 + 7 + 2 + 3 + 4 + 1 / 10
Mean = 34/10
Mean = 3.4
Median
The median is the middle value. It is the value that splits the dataset in half. To find the median, order your data
from smallest to largest, and then find the data point that has an equal amount of values above it and below it.
The method for locating the median varies slightly depending on whether your dataset has an even or odd
number of values.
Example 1:
The tables below show you how to find the median for both cases. In the examples below, we use whole
numbers for simplicity, but you can have decimal places.
A B C
What does each illustration mean? So, for…
A. In the dataset with the odd number of observations, notice how the number 12 has six values above it and six
below it. Therefore, 12 is the median of this dataset.
B. When there is an even number of values, you count in to the two innermost values and then take the
average. The average of 27 and 29 is 28. Consequently, 28 is the median of this dataset
C. Outliers and skewed data have a smaller effect on the median. To understand why, imagine we have
the Median dataset below and find that the median is 46. However, we discover data entry errors and need
to change four values, which are shaded in the Median Fixed dataset. We’ll make them all significantly higher
so that we now have a skewed distribution with large outliers. As you can see, the median doesn’t change at
all. It is still 46. Unlike the mean, the median value doesn’t depend on all the values in the dataset.
Consequently, when some of the values are more extreme, the effect on the median is smaller. Of course, with
other types of changes, the median can change. When you have a skewed distribution, the median is a better
measure of central tendency than the mean.

10 | P a g e Practical Research 1 EP Elcana
Mode
The mode is the value that occurs the most frequently in your data set. On a bar chart, the mode is the highest
bar. If the data have multiple values that are tied for occurring the most frequently, you have a multimodal
distribution. If no value repeats, the data do not have a mode.
Example 1: Five people play golf and at one hole their scores are 3, 4, 4, 5, 7. For these scores, find the mode.
Answers. Mode is the value that occurs frequently in the date set. 4 occurs twice therefore Mode = 4
Example 2: Eight people work in an office. They are paid hourly rates of $12, $15, $15, $14, $13, $14, $13, $13. Find
the mode.
Answer. $13 occurred three times, though $14 & $15 occurred twice they are not the highest number of
occurrences, therefore the most number of occurrence is $13.
Mode = $13
These three measures of central tendency will help the research in research data analysis.
Which is Best—the Mean, Median, or Mode?

When you have a symmetrical distribution for continuous data, the mean, median, and mode are equal. In this
case, analysts tend to use the mean because it includes all of the data in the calculations. However, if you have
a skewed distribution, the median is often the best measure of central tendency.
When you have ordinal data, the median or mode is usually the best choice. For categorical data, you have to
use the mode. The table below summarizes the measures of central tendency.
Measures of Variability: Variance, Covariance and Standard Deviation
A measure of variability is a summary statistic that represents the amount of dispersion in a dataset. How spread
out are the values? While a measure of central tendency describes the typical value, measures of variability
define how far away the data points tend to fall from the center. We talk about variability in the context of a
distribution of values. A low dispersion indicates that the data points tend to be clustered tightly around the
center. High dispersion signifies that they tend to fall further away.
In statistics, variability, dispersion, and spread are

synonyms that denote the width of the distribution.
Just as there are multiple measures of central
tendency, there are several measures of variability.
The two plots on the left side show the difference

graphically for distributions with the same mean but
more and less dispersion. The panel on the left shows a
distribution that is tightly clustered around
the average, while the distribution in the right panel is
more spread out.
III. Variance and Standard Deviation.
Variance in statistics is a measurement of the spread between

numbers in a data set. That is, it measures how far each number in the
set is from the mean and therefore from every other number in the set.
The Standard Deviation is a measure of how spread out
numbers are. It shows the extent of the difference of the data
in the set. Its symbol is the Greek letter sigma.
Steps For Solving Variance & Standard Deviation

a. Get the mean of the data

b. For each numerical data, subtract the mean and the square difference
(deviation)
c. Square each deviation
d. Sum the squares
e. Dividing by one less than the number of values, find the “mean” of this sum
(the variance)
f. Find the square root of the variance.
Example 1: find the variance and standard deviation of the following scores: 92, 95, 85, 80, 75, 50.
Solution:
a. Get the mean of the data
Mean = 92 + 95 +85 + 80 + 75 + 50 / 6 = 477/6 = 79.5
b. For each numerical data, subtract the mean and the square difference (deviation)
c. Square each deviation
d. Sum the squares
Score Score - Mean Difference from Difference squared

Mean
92 92 - 79.5 12.5 156.25
95 95 - 79.5 15.5 240.25
85 85 - 79.5 5.5 30.5
80 80 - 79.5 0.5 0.25
75 75 - 79.5 -4.5 20.5
50 50 - 79.5 -29.5 870.25
Total 1317.50
e. Dividing by one less than the number of values, find the “mean” of this sum (the variance)
f. Find the square root of the variance.
Mean = Variance = 1317.50/6-1 = 263.5
Standard Deviation = Square root of 263.5 = 16.2
Example 2: Find the Variance and standard deviation of the following test scores. Use the chart below to record
the steps.
22, 99, 102, 33, 57, 100, 81, 62, 29
scores Score - Mean Difference from Mean Difference squared
22 22 - 66 -44 1936
99 99 - 66 33 1089
102 102 - 66 39 1521
33 33 - 66 -33 1089
57 57 - 66 -9 91
75 75 - 66 9 91
100 100 - 66 34 1156
81 81 - 66 15 225

scores Score - Mean Difference from Mean Difference squared
62 62 - 66 -4 16
29 29 - 66 -37 1369
Mean = 660/10 = 66 Total = 8, 583
Variance = 8,583/10 - 1 = 953.667
Standard Deviation = square root of 953.667 = 30.88
IV. Covariance. Covariance is defined as the expected value of

variations of two variables from their expected values. More
simply, covariance measures how much variables change
together. Covariance is simply defined as the mean of
multiplication of corresponding X and Y deviations from their
mean. (x - mean) and (y - mean). Covariance is expressed as the
following formula:
Example 1: Calculate the covariance of the following two variables
Student Scores (X) Study X - Mean Y - Mean (X - Mean)(y-Mean)

Hours
1 30 4 30 - 22.8 = 7.2 4 - 2.8 = 1.2 (7.2)(1.2) = 8.64
2 25 3 25 - 22.8 = 2.2 3 - 2.8 = 0.2 (2.2)(0.2) = 0.44
3 15 1 15 - 22.8 = -7.8 1 - 2.8 = - 1.8 (-7.8)(-1.8) = 14.04
4 26 4 26 - 22.8 = 3.2 4 - 2.8 = 1.2 (3.2)(1.2) = 3.84
5 18 2 18 - 22.8 = -4.8 2 - 2.8 = -0.8 (-4.8)(-0.8) = 3.84
Mean = Mean = Total = 30.8

114/5 = 22.8 15/5 = 2.8
Covariance = 30.8/5-1 = 6.16
Finally to get the correlation
r = 7.7/ square root of (150.8)(6.8)
r = 7.7/32.02
r = 0.24 positive relationship
G. Advance Quantitative Analytical Methods.
V. Correlation. Correlation is a term that is a measure of the strength of a linear relationship between two
quantitative variables (e.g., height, weight). Uses statistical analysis to gain results that can describe the
relationship between two variables. It cannot, however, establish causal relationships. We need to use
Variance and Covariance to solve the Correlation. Analysis of Variance
Example 1: We will try to determine the correlation between study hours and exam scores
Student Scores Study Hours
1 30 4
2 25 3
3 15 1
4 26 4
5 18 2

Step 1: Find the variance of the “scores”
Let X be the Scores:
Student X (X-Mean) (X - Mean)^2
1 30 7.2 51.84
2 25 2.5 6.25
3 15 -7.5 51.84
4 26 3.5 12.25
5 18 -4.5 20.25
Mean = 22.8
Standard Deviation = 5.34
Variance = 28.49
Step 2: Get the Variance of the “study hours”

Let Y be the “Study Hours?
Student Y (Y - Mean ) (Y - Mean )^2
1 4 1.2 1.44
2 3 0.2 0.04
3 1 -1.8 3.24
4 4 1.2 1.44
5 2 -0.8 0.64
Mean = 2.8
Standard Deviation = 1.17
Variance = 1.36
Step 2: Compute the Covariance

Let x = (scores - Mean )
Let y = (study hours - mean )
Student (X - Mean) (Y - Mean) (X - Mean)(Y - Mean)
1 7.2 1.2 8.64
2 2.5 0.2 0.5
3 -7.5 -1.8 13.5
4 3.5 1.2 4.2
5 -4.5 -0.8 3.6
Total = 30.8
Covariance = 30.8/5-1 = 6.16
Finally to get the correlation
r = 7.7/ square root of (150.8)(6.8)

r = 7.7/32.02
r = 0.24 positive relationship
As we noted, sample correlation coefficients range from -1 to +1, meaningful correlations can be as small as 0.4
to -0.4 for positive or negative associations.

VI. ANALYSIS OF VARIANCE. `Analysis of variance (ANOVA) is an analysis tool used in statistics that splits an
observed aggregate variability found inside a data set into two parts: systematic factors and random factors.
The systematic factors have a statistical influence on the given data set, while the random factors do not.
Analysts use the ANOVA test to determine the influence that independent variables have on the dependent
variable in a regression study.
Types of ANOVA
A. A one-way ANOVA is a type of statistical test that compares the variance in the group means within a
sample whilst considering only one independent variable or factor. It is a hypothesis-based test, meaning that
it aims to evaluate multiple mutually exclusive theories about our data. Before we can generate a hypothesis,
we need to have a question about our data that we want an answer to.
For example, adventurous researchers studying a population of walruses might ask “Do our walruses weigh more
in early or late mating season?” Here, the independent variable or factor (the two terms mean the same thing) is
“month of mating season”. In an ANOVA, our independent variables are organised in categorical groups. For
example, if the researchers looked at walrus weight in December, January, February and March, there would be
four months analyzed, and therefore four groups to the analysis. A one-way ANOVA compares three or more
than three categorical groups to establish whether there is a difference between them. Within each group there
should be three or more observations (here, this means walruses), and the means of the samples are compared.
B. A two-way ANOVA is, like a one-way ANOVA, a hypothesis-based test. However, in the two-way ANOVA
each sample is defined in two ways, and resultingly put into two categorical groups.
Example Thinking again of our walruses, researchers might use a two-way ANOVA if their question is: “Are walruses
heavier in early or late mating season and does that depend on the gender of the walrus?” In this example, both
“month in mating season” and “gender of walrus” are factors – meaning in total, there are two factors. Once
again, each factor’s number of groups must be considered – for “gender” there will only two groups “male” and
“female”. The two-way ANOVA therefore examines the effect of two factors (month and gender) on a
dependent variable – in this case weight, and also examines whether the two factors affect each other to
influence the continuous variable.
1. Please submit the module on time. Submission is on the Examination week. Bring your answer sheets on the time
of the retrieval.
2. Please do not hesitate to communicate with the teacher if there are things that confuse you or things you do
not understand. You may contact me through the contact details provided on the first page of the module.
3. Be assured that you are in my prayers. Enjoy and take time to study.
4. Since this subject is applied subject for the SHS, you are graded using the following components:
Written works- 40% and Performance tasks- 60%.
5. Please submit your final Chapter 1-3 and attach the copy when you submit this module. Don’t forget that at
the end of this semester, you are going to submit, Chapter 1-3 and have your final proposal defense of your
research. This Performance task is a collaboration of the 3 subjects: Komunikasyon at Pananaliksik, English for
Academic and Special Purposes, and Practical Research 1. This means, if you fail to perform on this task, you will
surely have a failure grade. Please cooperate with your groupmates. The final proposal defense is on December
first to second week only.


The School that Offers Something Better
Manticao, Misamis Oriental
ANSWER SHEETS FOR GRADE 11 PRACTICAL RESEARCH 1 (NOVEMBER)

Lesson 5: Understanding Data Collection & Analysis Time Frame: November 21 – December 18, 2020
You submit this activity sheets to the teacher. The Unit test will be submitted on or before Dec. 2, 2020. Keep the
module so will have something to study for the next Unit test.
ACTIVITY SHEETS
NAME: Contact #:
ACTIVITITY 5.1 SAMPLING METHODS
Read READING # 2 and identify if the following sampling methods according to their kinds. Write if the following given
sampling method is Convenience, Purposive, Snowball, Simple Random, Stratified, Systematic, Multistage Cluster, Answers can
be repeated. Write your answers on the space given.
1. A new NGO wants to establish itself in 20 cities. It selects the top 1. _____________
20 cities to serve based on the proximity to where they’re based.
2. The Census Bureau randomly selects addresses of 295,000 2. ______________

households monthly (or 3.5 million per year). Each address has
approximately a 1-in-480 chance of being selected.
3. A researcher is carrying out a study which involves collecting 3. ____________

information/data from sex workers or victims of sexual assault or
individuals who don’t want to disclose their sexual orientation.
4. The principal of Mindanao Mission Academy wanted to find out 4. ____________

the different intelligences of the students from grade 7 to 12. He
divided the students into grade levels and picked 30 students, 15
males and 15 females in each grade level as respondents of the
study
5. A marketing student needs to get feedback on the “scope of 5. ____________

content marketing in 2020.” The student may quickly create an
online survey, send a link to all the contacts on your phone, share
a link on social media, and talk to people you meet daily, face-
to-face.
6. Suppose your college has 500 students and you need to conduct 6. ____________
a short survey of the quality of the food served in the cafeteria.
You decide that a sample of 70 students should be sufficient for
your purposes. You have listed all the names and put them in a
box and decided that the first 70 names taken from the box shall
be the participants of the study.
7. A researcher wants to know the different eating habits in Western 7. ____________

Europe. The researcher chooses the countries of interest. From
these countries, then he chooses the regions or states to survey.
And from these regions, he/she further narrows down his research
by choosing specific cities and towns that represent the region.
The researcher does not interview all the residents of the city or
town. He/she further chooses particular respondents from the
selected cities to participate in research
8. Companies distribute their promotional pamphlets and ask 8. ____________

questions at a mall or on a crowded street with randomly
selected participants.

9. There are 100,000 elements in the population and a sample of 9. ____________

1,000 is desired. In this case, the sampling interval is 100. The
researcher selected number 23 as the first sample therefore the
sample consisting of 23, 123, 223, 323, 423, 523, and so on
become the respondents
10. A researcher wants to get the list of members of an elite club 10. ____________
whose personal details cannot be obtained easily.
11. A researcher wants to understand pet feeding habits among 11. ____________
people living in the USA. She requires a sample size of 200
respondents. Then she selects 10 states out of 50 at random.
Further, she randomly picks out 5 districts per state. From these 50
randomly selected states, she then chooses 4 pet-owning
households to conduct his research.
12. A physical education professor wants to study the physical fitness 12. ____________
levels of 20,000 students enrolled at her university. She obtains a
list of all 20,000 students, numbered from 1 to 20,000 and uses
random number generator to generate 100 random integers
between 1 to 20,000, then invites the 100 students corresponding
to those numbers to participate in the study.
13. A researcher wants to study the life of beggars. He knows the 13. ____________
three areas in the city where beggars are found in abundance so
he visited these areas and interview beggars of his choice.
14. A police officer wanted to strategically divide the city into 14. ____________
different areas and deployed police men to easily catch the
culprit of the killing incidence. He assigned police personnel in
each area to find the killer. After few days of investigation, it was
found out that the killer is hiding in area 51 of the city.
15. The local NGO is seeking to form a sample of 500 volunteers from 15. ____________
a population of 5,000 and selected every 10th person in the
population to build the desired sample.
16. A researcher studying people who belong to a cult or are 16. ____________
religious extremists or hackers. He interviewed one direct referral
to extract information about these groups of individuals.
17. A researcher conducts a study about the life of children with 17. ____________
Down syndrome. He identifies families with Down syndrome
children and observes how they behave.
ACTIVITY 5.2. RESEARCH INSTRUMENTS
Instruction:
• Below is the list of research titles ready to conduct, decide what research instruments you are going to use on this
following research title.
Research Title Discuss the possible instrument/s you are going to use.
A. FAMILY BACKGROUND IN RELATION A. _________________________________________________________

TO ACADEMIC PERFORMANCE OF _________________________________________________________
RESIDENTIAL STUDENTS IN _________________________________________________________
MINDANAO MISSION ACADEMY _________________________________________________

Research Title Discuss the possible instrument/s you are going to use.
B. MANGIFERA ALTISSIMA TREE SAP AS B. _________________________________________________________

AN ALTERNATIVE ROOF SEALANT _________________________________________________________
_________________________________________________________
_________________________________________________
C. TARDINESS IN RELATION TO C. _________________________________________________________

ACADEMIC PERFOMANCE AMONG _________________________________________________________
SENIOR HIGH SCHOOL STUDENTS OF _________________________________________________________
MINDANAO MISSION ACADEMY _________________________________________________
D. POSITIVE IMPACT OF BARKADA D. _________________________________________________________

KONTRA DROGA AMONG OFFICERS _________________________________________________________
OF MANTICAO AND NAAWAN _________________________________________________________
NATIONAL HIGH SCHOOLS _________________________________________________
E. A SURVEY OF MULTIPLE E. _________________________________________________________

INTELLIGENCES OF THE GRADE 6 _________________________________________________________
STUDENTS OF MINDANAO MISSION _________________________________________________________
ACADEMY ELEMENTARY SCHOOLS _________________________________________________
F. IMPACTS OF CLASS SIZES TO F. _________________________________________________________

STUDENTS ACHIEVEMENT OF GRADE _________________________________________________________
9 STUDENTS _________________________________________________________
_________________________________________________
G. READING COMPREHENSION OF THE G. _________________________________________________________

GRADE 7 STUDENTS AMONG THE _________________________________________________________
PUBLIC AND PRIVATE SCHOOLS IN _________________________________________________________
MANTICAO, MISAMIS ORIENTAL _________________________________________________
H. A COMPARATIVE STUDY OF H. _________________________________________________________

CARRICA PAPAYA LEAVES AND _________________________________________________________
MORINGA OLEIFERA AS _________________________________________________________
ANTIBACTERIAL AGENT AGAINST _________________________________________________
ESCHERICHIA COLI
ACTIVITY 5.3 MEASURES OF CENTRAL TENDENCY
Calculate the Mean, Median and Mode of the following survey data.
1. A gardener buys 10 packets of seeds from two different companies. Each pack contains 20 seeds and he records the
number of plants which grow from each pack.
COMPANY A: 20, 5, 20, 20, 20, 6, 20, 20 , 20, 8
COMPANY B: 17, 18, 15, 16, 18, 18, 17, 15, 17, 18
a. Find the mean, median, and mode for each company’s seeds.
b. Which company does the mode suggests is best?

c. Which company does the mean suggests is best?

d. Which company does the median suggests is best?
ACTIVITY 5.4 MEASURES OF VARIABILITY: VARIANCE, COVARIANCE & STANDARD DEVIATION
1. Mr Neil Vincent Requillo, an ABM student received his final grade for first semester 2020-2021. His grade slip shows the
following grades.
First Quarter Second Quarter Final Grade
Creative Writing 97 95 96
Christian Ethics 93 95 94
Business Entrepreneur 91 96 94
Business Mathematics 89 91 90
Fundamentals of Accounting 1 91 90 91
PE & Health 94 97 93
Philosophy of Man 93 94 94
Business Finance 95 95 95
Principles of Marketing 89 94 92
Applied Economics 87 84 86
Empowerment Technology 94 92 93
A. Find the variance and standard deviation of grades in the first and second quarter and the final grade.
B. Calculate the covariance of the grades in the final grade.
2. Mr Hyung dela Asoyi wants to find the correlation of test scores and number of absences of the participants involved in
the study. The data collected are summarized below.
Students Test Scores # of Absences
1 30 3
2 22 5
3 14 8
4 25 4
5 12 10
Find the correlation of the data.
ACTIVITY 5.5: DIFFERENTIATE ONE-WAY ANOVA and TWO-WAY ANOVA.
(NOTE: For computation, use a long bond paper. No erasures)
NOTE: Answer first the Unit test below. This is due on December 2, 2020. Please return the Unit
test to the teacher on or before December 2, 2020.


Manticao, Misamis Oriental SECOND GRADING UNIT TEST
The School That Offers Something Better Grade 11 Research in Daily Life 1
NAME: STRAND:
TEST 1. Write the parts of research and the chapter where the given part belongs. Number 1 is given for you.
Sample Name of the sample Chapter or part of

Research study it
belongs
Alignment. Alignment means a match between learning objectives, Definition of Terms Chapter 1
learning activities, and assessment to the curriculum (Center for
faculty Development, 2007). In this study, alignment refers to the
degree to which activities, assessments, and learning experiences
work together to achieve the intended learning competencies
Bachman, L., & Palmer, A. (1996). Language testing in practice.
Oxford: Oxford University Press.
The current research is anchored on three theories namely,

Behaviorism, Instructional theory, Provus Discrepancy Evaluation Model
(DEM), and Discrepancy Evaluation Model which shall be discussed in
this section….
This study aimed to examine the learning modules made and used by
the MMA English teachers of Grade7. It aimed to study whether or not
the competencies were concretized in the learning modules and
whether or not the modules were beneficial to the students. The
following research questions were formulated to guide the researcher:
There is no significant difference between the leaf and fruit extract of
the Soursop tree as a hypoglycemic agent.
This study was conducted in Iligan City, in one of the Medical
Technology laboratories in Adventist Medical Center College, a
licensed laboratory, to conduct this type of experiments….
A total of 43 Swiss albino mice with the same generation, ranging in 2-
3 months, were utilized in this study, but a total of 50 mice were
bought…
This study used the convenience sampling, choosing and buying Swiss
albino mice in the Pharmacy laboratory of Adventist Medical College
Center Iligan city and from the pet shop.
This research benefits the following beneficiaries:
School Administrators of MMA. This research gives information to the
administrators on the current English learning modules that were used
in the Grade seven. 11 Since the administrators are the people on the
lead, this would give them an idea as to improving the school
curriculum in terms of the learning modules of teachers.
This study utilized the South Philippine Union Conference Achievement
Test
(SPUCAT). SPUCAT is conducted annually to all academies under the
Seventh-day Adventist denomination. Each question was identified as
to what competency it tests. This test was tested for objectivity,
reliability, and validity as it undergoes pilot testing from among
academies before it was conducted.
Test II. MCQ. Instruction: Encircle the LETTER of the correct answer hinted in each item.
1. Higgs, J., Ajjawi, R., McAlister, L., Trede, F., & Loftus, S. Which type of material is being described in this citation?
(2008). Communicating in the Health Sciences (2nd ed.). a. Chapter in a book c. journal article
South Melbourne, Vic: Oxford University Press. b. conference paper d. insufficient information
Which type of material is being described in this citation?
a. chapter in a book c. newspaper 3. Zappone, C. (2010, September 14). A plague on egg
b. book d. insufficient information prices. The Age, p. 5.
Which type of material is being described in this citation?
2. Johnstone, M. (2001). Stigma, social justice and the rights a. Book chapter c. conference paper
of the mentally ill: Challenging the status quo. Australian b. newspaper article d. insufficient information
and New Zealand Journal of Mental Health Nursing, 10(3),
200-209.

4. If you have included a direct quotation in your 12. Select the sample below that best demonstrates how to
assignment from page 28 of this book, incorporate a citation within a sentence for information
Morse, J. M. (2009). Preventing patient falls: Establishing that has been summarized or paraphrased.
a fall intervention program (2nd ed.). New York: Springer a. Adult students are frequently motivated to return to
How would you write the in-text citation? school... (Alex, Marks, & Jones, 2005).
a. (Morse, p 28) c. (Morse, 2009, p. 28) b. After returning from war (Smith, Peters & Ali, 2007),
b. (Morse, 2009) d. (Morse, J, 2009) disabled veterans typically face...
c. Masters indicated there are no more strategies to be
5. Buckley, R. (2009). White-water tourism. In B. Prideaux & considered for... (1997)
M. Cooper (Eds.), River tourism, (pp. 181- d. In examining the philosophies of education, the
196). Wallingford, UK: CABI. challenges associated with... (Carter & Glick).
What is the name of the Book Chapter?
a. White-water tourism c. CABI- Wallingford 13. Select the sample below that best demonstrates how to
b. River tourism d. Insufficient information incorporate a citation directly within a sentence for
quoted material.
6. If you are paraphrasing from a 2008 publication by Nick a. Bill (2004) spent time camping "under the great blanket of
Economou and Stephen Tanner, how should you cite the a starry sky" (Williams, para. 9).
reference in the text of your assignment? b. "After running for political office, it was deemed
a. (Nick Economou & Stephen Tanner, 2008) appropriate that we..." (1997, pg. 128)
b. Economou & Tanner, 2008) c. Johns stated "the placement of the photographs is not
c. Economou, N & Tanner, S 2008) conducive..." (Photo Journal, para. 3)
d. Insufficient information d. "The emphasis on philosophical discourse is related..."
(Williams & Snode, 2005, p. 45).
7. Citations are used within the body of your paper to
indicate information that has come from another source. 14. Below is a reference page listing for a book with two
Select the answer that best describes which information authors. How should the title of the book be formatted?
must always be cited within the text. Giorgis, C., & Glazer, J. I. (2009). Literature for young
a. Quotations from a video, blog, website, or journal article children: Supporting emergent literacy, ages 0 - 8 (6th
b. Personal opinions and ideas written in your own words ed). Boston, MA: Pearson Education.
c. Written or media content that you have paraphrased or a. The book title should be in quotations
summarized b. The book title should be listed without special formatting
d. Quotations, paraphrased and summarized content c. The book title should be in italics.
d. The book title should be bolded.
8. For all paraphrased and summarized content, the
citation must include 15. You want to use a newspaper article where there is no
a. author(s)' last name(s) and the page or paragraph author given. The title of the article is “Was Emerson lying
number to his constituents?” and it was published in
b. author(s)' last name(s) and the date of publication theEdmonton Journal on Feb. 14, 2006, on p. A2. Which
c. the date of publication and page or paragraph number is the correct entry for the list of references?
d. title of the document and the author(s)' last name(s) a. Was Emerson lying to his constituents? (2006, February
14). Edmonton Journal, p.A2.
9. For all quoted material, the citation must include b. Editors. (2006, February 14). “Was Emerson lying to his
a. author(s)' last name(s), date of publication, and page or constituents?” EdmontonJournal, p. A2.
paragraph number c. Anonymous. (2006, February 14). Was Emerson lying to
b. author(s)' last name(s), title of book or website, and page his constituents? EdmontonJournal, p. A2.
or paragraph number d. “Was Emerson lying to his
c. author(s)' last name(s), dates of publication, and the title constituents?” Edmonton Journal Feb. 14 2006: A2.
of the source e. Was Emerson lying to his constituents?
d. author(s)' last name(s), the page or paragraph number, (2006). Edmonton Journal, A2.
and the section title
16. Compare the work submitted by this student with the
10. Select the sample below that best demonstrates how to original text:
incorporate a citation directly within a sentence, for Original
information that has been summarized or paraphrased. "Reality TV claims to feature 'ordinary' people doing
a. ABC Corporation (Jones, 2001) was operating on a 'ordinary' things. As a genre, the 'people' show minimises
significantly reduced budget... the distance between the audience and the 'actors'
b. After running for office, Peters (2010) indicated his dislike through its emphasis on everyday life so that the viewer is
for... (Peters, p. 34). invited to recognise the participant as belonging to her or
c. Smith implied the assumptions of the research indicated his own habitus. A viewer sitting at home is not only invited
a problem... (Smith, 2004). to identify with the actors; she or he can become one of
d. Jones (2006) stated the results of the study directly them by volunteering to tell her story, become a
correlate with the challenges... contestant, or by taking part in the show as one of the
studio audience". (Tinknell & Raghuram 2004, p. 258)
11. Select the sample below that best demonstrates how to Submitted
incorporate a citation directly within a sentence for Reality TV claims to feature 'ordinary' people doing
quoted material. 'ordinary' things. The emphasis on everyday life minimises
a. Matthews said, "The research study results were the distance between the audience and the actors
inconclusive" (para. 4). making the viewer feel like they too could become one of
b. Smith (2005) stated, "The rules and regulations clearly them by becoming a contestant, or being in the studio
mandate..." (p. 67). audience. (Tinknell & Raghuram)
c. Alex (1999) said, "After all this time, I find it hard to believe
the theory of...". (Reference: Tincknell, E. and Raghuram, P. 2004. Big
d. Dobson stated, in his persuasive documentary, "We will Brother: reconfiguring the active audience? In: Holmes, S.
contribute to..." (p. 78). and Jermyn, D. eds. Understanding reality television.
London: Routledge, pp.252-269.)
Which of the following has the student done in this

example? [Select all that apply]

22. What type of operational definition is the example

a. Copied phrases from the original text without below:
quotations marks “Achievement test refers to the South Philippine Union
b. Failed to provide a correct reference Conference Achievement Test (SPUCAT) conducted
c. Included too many words from the original text to the participants. Results in this test determines how
d. Provided a correct reference much of the competencies did the students
e. Used the author's ideas without providing a attained.”
reference a. Experimental operational definition
f. Written about the original text in their own words b. Measured operational definition
c. Manipulating operational definition
17. A scientific process is explained in a journal article. You d. Measurement operational definition
would like to include an explanation of this process in your
essay to highlight a point. The process is explained in two 23. Which statement is NOT true about definition and
paragraphs. How can you include this in your essay? terms?
a. Describe the process in your own words and don’t a. You can invent a definition for any term which
include a citation has already a clear and accepted definition in
b. Directly quote from the original text and provide a place. However, the term should be defined as
citation used in the study or research or within the
c. Paraphrase the original text and provide a citation content being discussed.
b. Expand the dictionary definition. The reader has
18. You have made a point in your essay and need to to understand in what specific sense you are
illustrate it with some evidence from a primary source. using the term in your study.
You have a sentence that is perfect. How can you c. Once you establish a definition, you can
include this in your essay? change its meaning in the middle of the article
a. Directly quote from the original text and provide a or the paper depending on the panel
citation member’s advice.
b. Paraphrase the original text and provide a citation
c. Don’t include it, as you shouldn’t cite from primary 24. Your co-researcher is writing the Chapter 2 of the
sources research you are currently working with. However,
you notice that she has written the information
19. You are discussing an idea that has been mentioned exactly the same from the source. What is the best
by various different authors. You are giving it your own thing to do?
slant but need some evidence to back up your a. Tell her that God hates her for being dishonest.
arguments. How do you do this? b. Explain to her that she can be sued of
a. Directly quote from the original texts and provide a plagiarism.
citation c. Find another co-researcher so you will not be
b. Paraphrase each of the sources separately and put to harm.
provide a citation d. Correct her and explain to her the need to cite
c. Provide a summary of the idea in your own the sources correctly.
words and provide citations to all the sources
you’ve found 25. Why do we need to include the Conceptual
framework in our research study?
20. Your lecturer mentioned a widely agreed concept a. Because it enables the readers to obtain a
in a lecture, you have looked it up in a few books general understanding of the research.
but they do not seem to reference back to any b. Because it shows the organization, order, and
particular author. You are worried you will not be direction of how the research can be carried
able to find a citation for this. How can you out.
include this in your essay? c. So you can prove your familiarity about your
a. You can't. If you can't find an original source to research topic or research problem.
reference, then you should not include it in your d. So you can explain to the readers what you are
work. going to do as the researcher.
b. Cite your lecture notes
c. In this case a reference is not necessary
21. You have been set an assignment to submit

individually. You meet for coffee to discuss the
essay with some other students in your class who
have been given the same assignment. Which of
the following is/are appropriate? [Select all that
apply]
a. You discuss the assignment task to improve your
understanding of what’s required
b. You collectively decide on a good structure
and then individually write and submit an essay
c. You share details of books you’ve read which
may help with learning about the topic of the
assignment
d. You agree that one of you will do the bulk of the
work and then share it with the rest of the group
e. None of the above, they could all be described
as collusion


GRADE 11 Practical Research (November December)

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GRADE 11 Practical Research (November December)

Uploaded by

Copyright:

Available Formats

1|P a g e Practical Research 1 EP Elcana

MINDANAO MISSION ACADEMY

LEARNING MODULE FOR GRADE 11 PRACTICAL RESEARCH 1 (NOVEMBER)

Teacher’s Name: Emelita Paronda-Elcana Facebook Account: Emelita Paronda-Elcana

STUDENT’S NAME: CONTACT #:

Content Standard: The learner demonstrates understanding of:

Performance Standard: The learner is able to:

LESSON 5 : UNDERSTANDING DATA COLLECTION AND ANALYSIS

SELECTING THE PARTICIPANTS

In the research methodology, the participants are typically a

A population is a group of individuals that have the same

• Samples are only estimates

Module for November-December

b. Systematic Sampling. Systematic sampling is an easier

Population Size / Desired Sample Size = Interval

2. Snowball Sampling. Snowball sampling or chain-referral sampling is defined as a non-probability

Module for November-December

Sample Size Justification

METHODS OF DATA ANALYSIS

Three types of coding:

Module for November-December

Research Title Elements to be coded Codes

Born or Bred: Revising The Leadership practice Born Leaders

A study into advantages and Market Entry Strategies Wholly-owned subsidiaries

An investigation into the ways Tactics Viral messages

b. primary and secondary data comparisons – comparing the findings of interview/focus

This is taken from www.research-methodology.net/research-,ethods/data-analysis/qualitative-data-analysis

QUANTITATIVE DATA ANALYSIS

Quantitative data analysis provides quantifiable and easy to understand results.

Example of Nominal Data

a. Gender - Male or Female

b. Hair color - Black, Gray, Blonde, Brown,

c. Ethnicity - Black, White, Brown, Yellow

Module for November-December

d. Direction - North, South, East, West

e. Religious preferences - SDA, INC, Baptists, Roman Catholic, Islam, Buddhism

Example of Ordinal Data

a. Rank - First, Second, Third

b. Intensity - Hot, Hotter, Hottest

c. Sizes - Small, Medium, Large, Extra-large

Consider this example:

Likert Scale Examples for Surveys

1. Agreement - strongly agree, agree, undecided, disagree, strongly disagree

Module for November-December

In which category do you fall?

d. Middle age - 36 - 58 years

e. Old - 59 years and onward

b. Time of the day - 3:00, 4:00, 5:00, 6:00

c. Height- 5’6”, 5’7”, 5’8”, 5’9”, 5’10”, 5’11”, 6’0”

STEPS IN QUANTITATIVE DATA ANALYSIS

• Fraud. To infer whether each respondents was interviewed or not

Module for November-December

Purpose of data tabulation

Below is an example of a frequency distribution table:

Program City Boston = 11

Participated in Summer Program Yes = 20

Satisfied with Program Experience Very Dissatisfied = 2

A. Descriptive Statistical Techniques

Module for November-December

Locating the Center of Your Data

Module for November-December

Example 2. In a survey of 10 households, the number of children was found to be 4, 1, 5, 4, 3, 7, 2, 3, 4, 1.

What does each illustration mean? So, for…