MODULE 2

Subject: Research in Daily Life 202

Department: STEM
Duration: 3 weeks
 RESEARCH IN DAILY LIFE 2: QUANTITATIVE
COURSE OUTLINE
Course Outline
MTH/ TF

References : Instructors:
Barrot, Jessie S. (2017) PRACTICAL RESEARCH 2
C&E Publishing, Inc: Philippines Abao, Rex Samuel Jr.
Magdadaro, Virlyn
Martinez, Lolita
Salang-Baroro, Queenie

Learning Packets :
Module 2 : Identifying the Inquiry and Stating the Problem XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City
Consultation Schedule: 8AM-12PM

Grading System for Core Subject:

Semestral Grade = Midterm Grade (50%) Final Grade (50%)

Written Works 35% Written Works 35%

Performance Task 40% Performance Task 40%
Quarterly Assessment 25% Quarterly Assessment 25%

Written Works: Written works constitute long tests, post-tests, quizzes, seatworks, assignments, or any written activity. These will be given
depending on the need and will be usually scheduled. Questions for quizzes are usually exercise questions or applications to practice the
concepts learned but will sometimes be “objective” type. They may be held before or after the lecture or activity, so students are held
responsible to study and be prepared. Assignments or homework are given with the intention of encouraging self-study among students, not
just to review their lecture notes but also to pursue skills development not readily acquired during class hours or learning time.

Performance Tasks: Performance tasks (PT) are given or announced to students at the start of the quarter. Ample time and appropriate
scaffold tasks are given so that students can prepare well.

Quarterly Assessment: There are two major exams for quarterly assessment: Midterm and Final. Delayed exam will be given within one week
after the scheduled examination. There will be no removal examinations.

Reading Assignments: Students are expected to read all required material(s) given by the teachers. One must refer to the topics in the course
outline.

Non-regular Activity: During the cautious return to on-campus learning and depending on the availability of facilitie some class periods may be
spent in the Audio Visual Room for other instructional modes like video-showing, PowerPoint presentations or multi-media activities.

Study/Activity group and Activity Partner: During the class orientation on the first day, study/activity group and partner are created. This is
created to allow students to interact with each other through group activities or activity with a partner.
Class Decorum: For virtual classes, students are expected to observe netiquette. Taking down notes is an integrated function of every student
as well as studying and participating in class. For students who can’t join the virtual classes, they will have to do the tasks on their own,
following the prescribed Learning Time.

GENERAL OBJECTIVES:

At the end of this semester, the student is expected to have a general background on research. Specifically, students will develop critical
thinking and problem-solving skills through quantitative research

Duration: 11 weeks (1st Quarter)

WEEK ESSENTIAL TOPICS Activities/ Tasks/ ONLINE MATERIALS OFFLINE MATERIALS

Assessment

1 Introduction to Getting-ToKnow-You ● Mood check and Introductory

GTKY using worksheet Learning
Quantitative Research Activity ● Menti.com Packet Module 1 Pre-
July 6- • Pre-Test Test
10

2 Lesson 1. Nature of Inquiry Power point slides Video: Practical Research

and Research:
What is quantitative Textbook
1.What is quantitative research?
July 13- Assignments Chapter 1
research? https://www.scribbr.com/
17
methodology/qualitative- Pages 1-12
2.Kinds of Quantitative
quantitative-research/
Research
Quizzes
3.Kinds of variables
Difference between
qualitative and Learning Packet:
Minitask 1. Paper
Writing: Chapter 1 quantitative research

https://www.youtube.co
Introduction
m/watch?v=69qP8kFJp_k

Prepared PowerPoint

presentation and online

lecture

3 Lesson 2. Identifying the Pre-recorded Reading Material: Practical Research

Research and Research presentations How to identify your Textbook
Problem
research question.
July 20- Chapter 1
1. Designs a research used
24 Assignments https://www.qualtrics.co
in daily life Pages 21-42
m/blog/research-
2. Writes a research title problem/

3. Describes a background Quizzes

of research
Video: Learning Packet:
4. States Research
How to write the problem
Questions
statement in your
 5. Indicates scope and research proposal,
delimitation of study manuscript or thesis
https://www.youtube.co
6. Presents written
m/watch?v=Y022M8-
statement of the problem
9VdI&t=3s

4 Lesson 3. Learning from Pre-recorded videos Reading Material Practical Research

Others and Reviewing of
How to write a literature Textbook
Literature
review
July 27- Exercises/Quizzes Chapter 1
1. Illustrates and explain
31 https://www.scribbr.com/
the conceptual framework Pages 58-89
dissertation/literature-
2. Defines terms used in the review/
Assignments
study

3. Lists research hypothesis

Video: Learning Packet:
Modular Activities
4. Presents written review
How To Write A
of related literature and
Literature Review
conceptual framework
https://www.youtube.co
Processing m/watch?v=lw8HPXJP1V
A
questions

/Simple Recall

5 Midterm Exam

Aug. 3-7

6 Lesson 4. Understanding Pre-recorded Reading Material Practical Research

and Systematically presentations/videos Textbook
Collecting the Data
Aug. 10- Quantitative Research Chapter 1
1. Chooses appropriate
14 Assignments Design
quantitative research Pages 100-126
design https://www.sportsci.org/
jour/0001/wghdesign.htm
2. Describes sampling
procedure and sample Exercises/Quizzes l

Learning Packet:
 3. Constructs an instrument
and establishes its validity
and reliability
4. Describes intervention (if
applicable)
5. Plans Data Collection
6. Plans Data analysis using
statistics and hypothesis
testing (if appropriate)
7. Presents written
research methodology
7 Lesson 5. Finding Answers
through Data Collection
1. Collects data using
Aug. 17-
appropriate instruments
20
2. Presents and interprets
data in tabular or
graphical forms
3. Uses statistical
techniques to analyse data
– study differences and
relationships limited to
bivariate analysis
8 Lesson 6. Reporting and
Sharing Findings
1. Draws conclusions from
Aug. 24-
research findings
28
2. Formulates
recommendations.
Video:
Research Design
https://www.youtube.co
m/watch?v=WY9j_t570LY
Pre-recorded Video: Practical Research
presentations, videos Ways to represent data Textbook
https://www.youtube.co Chapter 1
Exercises m/watch?v=0ZKtsUkrgFQ
Pages 136-185
Bar Charts, Pie Charts,
Histograms, Stemplots,
Timeplots Learning Packet:
https://www.youtube.co
m/watch?v=uHRqkGXX55I
Mode, Median, Mean,
Range, and Standard
Deviation
https://www.youtube.co
m/watch?v=mk8tOD0t8M
0
Video: Practical Research
Analyze Data and Draw Textbook
Conclusions
Chapter 1
https://www.youtube.co
Pages 192-221
m/watch?v=5jQOAFPQalI
Academic report
 https://www.youtube.co Learning Packet:
m/watch?v=7fSFDc-KRc4

9 Paper writing: Chapter 2 Minitask 2:

Methodology and
Data Collection
Sept 1 -
4, Submission of Draft

10 Paper Writing: Chapter 3 Minitask 3. Paper

Writing Chapter 3

Sept. 7- Submission of Draft

11

11 Research Paper Writing Submission of Final

Paper: Chapters 1-3

Sept 14
-18

*Schedule may be subject to change.

Important Reminders: The common facts of today are the products of yesterday’s research and being a researcher
requires inspiration and constant dedication and maintaining a high level of intensity can be extremely difficult,
especially when things do not go as planned. With this, ensure that you understand the time commitment and self-
motivation required to pass the online classes by reading.

Everything is new and this is the new normal and we have to adapt, However, just because we don't have to
physically attend the class or have face-time with the teacher doesn't mean the subjects are any less time
consuming or challenging. Practicing effective time management and note-taking skills, as well as making sure that
you know how to work through distractions and participate in online discussions can help ensure you pass an online
class.
 SUBJECT: PRACTICAL RESEARCH 202

GRADE LEVEL AND STRAND: GRADE 12 -STEM

MODULE NO. 2
Title: PRACTICAL RESEARCH 2

Welcome to our second module! This course develops critical thinking and problem-solving skills
through quantitative research.

In this module, you will take the following topics and you are expected to demonstrate the
following as evidence of learning:

Content Standards: The learners demonstrate an understanding of:

1. the range of research topics in the area of inquiry
2. the value of research in the area of interest
3. the criteria in selecting, citing, and synthesizing related literature
4. the ethical standards in writing related literature
5. the formulation of conceptual framework
6. the research hypotheses (if appropriate)
7. quantitative research designs
8. description of sample
9. data collection and analysis procedures such as survey, interview, and observation
10. guidelines in writing research methodology

Performance Standards: The learners shall be able to:

1. formulate clearly the statement of research problem
2. select, cite, and synthesize judiciously related literature and use sources according to ethical
standards
3. formulate clearly conceptual framework, research hypotheses (if appropriate), and define
terms used in study
4. present objectively written review of related literature and conceptual framework

Formation Standards: Internalize the Ignatian value of paying attention to God's presence in
every circumstance of life.

Most Essential Learning Competencies:

1. Writes a research title
2. Describes the background of research
3. Indicates scope and delimitation of study
4. Presents written statement of the problem
5. Illustrates and explains the conceptual framework
6. Presents written review of related literature and conceptual framework
7. Chooses appropriate quantitative research design
 8. Describes sampling procedure and sample
9. Plans data collection procedure
10. Presents written research methodology

Essential Topic: Identifying the Inquiry and Stating the Problem

Learning from Others and Reviewing the Literature
Understanding Data and its Data Collection Methods

Title: Writing the Research Paper

Learning Objectives Cognitive:

At the end of the lesson, the learners should be able to:
1. Identify the research problem
2. Write a review of related literature
3. Understand data collection methods

Affective:
At the end of the lesson, the learners should be able to:

1. Recognize the importance of writing a research paper

Psychomotor:
At the end of the lesson, the learners should be able to:
1. Write Chapters 1-3 of the research paper
2. Create revisions of the research paper

Evidence of Learning The learner will present Chapters 1-3 of their research
proposal

Self-regulated Strategies 1. Group Management

2. Team Collaborative Effort
3. Brainstorming
4. Resource Management
References Practical Research 2, Barrot, Jessie S. (2017)

C&E Publishing, Inc: Philippines

By the end of the quarter, you must be able to write and submit a Research Proposal:

You are expected to show the following as Performance Task: With the prevailing issues and concerns
in the fields of social science, humanities, and education, the University Vice President for Research
and Extension is commissioning your Research Center to conduct a research. As a Research Center
Head, your aim is to investigate and critically explore issues, cause and effects and relationships
between variables that affect behaviors and decision patterns of people in the aforementioned fields
and put it into writing through a Research Proposal. This research proposal will be presented to the
Vice President’s Council in the upcoming meeting
To manage your time well, observe the Learning Time below:

Lesson Activity No./ Task Target Date of

Completion

Lesson 2: Identifying the Activity No. 1 JULY 13-17, 2020

Inquiry and Stating the
Activity No. 2
Problem
MT 1: Chapter 1

Lesson 3: Learning from Activity No. 3 JULY 20-24

Others and Reviewing the
Literature MT 2: Chapter 2

Lesson 4: Understanding Activity No. 4 JULY 27-31, 2020

and Systematically
Collecting Data Activity No. 5

MT 3: Chapter 3

MIDTERM EXAM (Lesson 3 & AUG 3-7, 2020

4)
LESSON TWO : Identifying the Inquiry and Stating the Problem

I. CONTEXT
When we talk about “research,” we often think about creating surveys, looking for
participants, and eventually conducting the surveys and even interviews. However, research does
not only entail discovering and answering the questions at present—it also involves why you
conducted the data collection in the first place. What motivated you to choose such research topic?
Have there been other studies before about the topic? What is it about the topic that still needs to
be uncovered?

• Allied health courses create multiple stressors

• Chamomile has been found to have anti-bacterial and anti-spasm properties
• To determine whether the test-taking anxiety of graduating students from the treatment group is lower
compared to the control group
• Health professionals
• Limited to a six-month experiment
• Students
• Students posted low scores in professional board exams
• Study habits of graduating students
• To find out if test-taking anxiety significantly decreases after drinking chamomile tea regularly
• Students from allied health courses in low-performing universities

Activity No. 1: Classifying Items

Instructions: Classify the given items by placing them under their appropriate columns.

Background of the Primary Beneficiaries of

Research Objectives Scope and Delimitation
Study the Study

Processing Questions:
1. How do you begin writing a research paper?
2. Why is it important to have a systematic flow of a research paper?

Student’s responses:

In this lesson, you will learn to identify the research problem, write a review of related literature,
understand data collection methods, recognize the importance of writing a research paper, write
chapters 1-3 of the research paper, and create revisions of the research paper and you are expected
to show the following as evidence of learning: Present Chapters 1-3 of your Research Paper.

By the end of the lesson, you are expected to show the following scaffold to the Performance Task:
Before we proceed with the lesson, fill out the table below with your initial topic ideas.
Top 3 Initial Topics What I know about the topic What I want to research about
the topic

Mini-Task 1: Chapter 1
Identify a topic, and gather all the information needed. Begin writing Chapter 1, which should include
the Background of the Study, Statement of the Problem, Research Questions, Hypothesis, Significance of the
Study, and Scope and Delimitation.
Mini-Task 2: Chapter 2
Gather literature and related studies to your topic. Start writing Chapter 2, which should include Related
Literature, Related Studies, Synthesis, and Theoretical and/or Conceptual Framework.
Mini-Task 3: Chapter 3
Look for a suitable research design for your study. Write Chapter 3, which should include the Research
Design, Context and Participants, Instruments, Data-gathering Procedure, and Data Analysis.

II. EXPERIENCE

Identifying the Inquiry and Stating the Problem

Before research can be conducted, the most essential element needs to be identified—and
that is the research topic. A research topic is the general area of interest which one would wish to
pursue in research. Although topics are challenging to figure out, the following are important factors
to consider to narrow down the topics at hand:
• Relevance – The topic should be relevant and significant to the researcher, as well as to
his/her target audience. A topic is also considered relevant if it affects the larger society,
or even minority groups, whichever the researcher opts to have as participants.
• Interest – The topic should be of interest to the researcher, as it encourages them to dive
deeper into it. It is easier to pursue because the researchers hold the topic close to their
hearts—otherwise it will simply be for compliance.
• Manageability – The topic must have the ability to be studied within the researcher’s
means. It should also be doable within the limits of time and efforts of the researchers.
 • Available resources – The topic must not be too financially, physically, and mentally-
demanding. The researchers must only be able to make do of the resources around them,
rather than having to move mountains just to pursue the research topic.

Background of the Study

Once the topic is already established, researchers do not immediately dig into the process of
surveying and interviewing. What must be done beforehand is to understand the context of the
topic.
Hence, in writing the paper, it is important to begin with the background of the study. Here,
it introduces important facets that establish the context of where the study revolves around in.
Additionally, it is here where the description of the topic is shared.
Research gap—another essential element of research. Basically, it is what the researcher is
trying to answer. It is what is still lacking in the realms of research that will be tested or investigated
by the researcher. Thus, the background of study could follow the following parts:
1. The current state of field – Explain the context of the topic, and how it remains to be a
significant area of research up to present.
2. The current and conventional practices in addressing the issue – Discuss the current
practices or ways that researchers, practitioners, or authorities within the field of the topic
that have tried to address the problem.
3. The research gap – From then, describe what is still lacking in the body of knowledge
that still needs to be uncovered.
4. The contribution of the present study in addressing the research gap – Go into detail
as to how the current study is going to contribute in answering the gap. Filling the gap
could come in the form of a new method or approach, or a development of a new
perspective around the topic.
The paragraph below serves as an example of a background of the study that follows the
format above:
Many forms of instruction, both traditional and alternative, have been introduced to develop students’
mathematical-logical skill (current state of field). One approach that continues to be widely used in Asia is Singapore
Math (current practice). Though many studies have attempted to substantiate its effectiveness (see Jaciw, Hegseth
& Toby, 2015; Powell, 2014), there remains a dearth of empirical studies that have investigated the effectiveness
of Singapore Math in the Philippines. As Corpuz (2015) argued, there is a need to conduct more studies on
approaches that will help Filipino students become equipped with the necessary mathematical skills which are on
a par with their ASEAN counterparts (research gap). Following that suggestion, this study investigated the effects
of Singapore Math on developing the mathematical-logical skills of Filipino students in selected public high schools
in the Philippines (contribution of present study).

The Research Problem

After having established the background of the study, the next essential step in research
follows. Once the selection and introduction of the topic is done, it is important to identify the
research problem. In order to do so, it is helpful to create a concept map so that the topic can be
narrowed down into the problem. After the general research problem is identified, stating it formally
in the research paper is the next step.
The problem statement points out the issue from the topic and basically answers why the
study is worth being investigated. There must be a clear explanation of the problem alongside its
causes, evidence that supports the existence of such problem, and definition of concepts that is
relevant to the problem. Thus, researchers need to come up with research questions.
 Classified into two: the general and the specific questions. The general question is derived
from the main problem. It is basically putting into question form the topic at hand.
Specific questions, are anchored from the general question. They are much more detailed
questions that would target the variables of the topic, and will eventually be helpful in developing
data collection tools, and organizing the paper.

Research Hypothesis
This is a statement that defines the testable relationship the researcher expects to see from
examining the variables in the research. There are two types of hypotheses—the null hypothesis
and the alternative hypothesis.
The null hypothesis (HO) states that there is no relationship between variables. Thus, the
independent variable does not directly have an effect towards the dependent variable. On the other
hand, the alternative hypothesis (HA) actually has a relationship between variables. Hypotheses also
could state a direction—there could be a positive or negative relationship between the variables.
This means that the increase or decrease of the value of a variable as a relationship with the increase
or decrease of the value of the other variable. Thus, this hypothesis is now referred to as a
directional hypothesis. However, if the hypothesis does not lean towards any specific direction, it
is a non-directional hypothesis.

An example of these, according to research types, are shown below:

Null Hypothesis Alternative Hypothesis
Research Type Research Title Non- Non-
Directional Directional
directional directional
There is no There is a
The There is no There is a
positive positive
relationship relationship relationship
relationship relationship
between a between a between a
between a between a
person’s person’s person’s
Correlational person’s person’s
weight and weight and weight and
weight and weight and
the length of the length of the length of
the length of the length of
time spent time spent time spent
time spent time spent
watching TV watching TV. watching TV.
watching TV. watching TV.
Group study
The effects of Group study Group study Group study
Experimental, will not
group study will not affect will improve will affect the
Quasi- improve the
on academic the academic the academic academic
Experimental, academic
performance performance performance performance
or ex post performance
of high school of high school of high school of high school
facto of high school
students students. students. students.
students.

Significance of the Study

Part of the introduction portion of the research paper is establishing its significance. The
significance of the study entails the contribution that the conducting of the paper and the study
will provide to different people and organizations. The following are some examples of parties that
may benefit from one’s study:
• The field of study (e.g. if it is about online classes, then the school, students, teachers can
benefit from it)
 • Government agencies
• Private organizations
• Organization/s or company/ies involved in the study
• Staff, heads, and administrator of a specific organization or company
• Population in which the participants belong to
• Other researchers

Scope and Delimitation

This section describes the parameters or boundaries to which the study is set, in terms of
certain aspects. Thus, this would generally include the topic of the study, the objectives and issues
it will address, the time frame that bounds the conducting of the study, the area where it will be
conducted, the characteristics of the participants (age, sex, educational attainment, economic status,
etc.), and the response formats to be used in the study (if applicable; e.g. physical, online, through
surveys, interviews, etc.).

Writing the Research Title

The research title can be done as the last step in the research paper. Through the course of
the study, it may have the tendency to change and be revised. For instance, if the researcher decides
that one facet of the study is impossible to explore, then that portion will be omitted from the title.
It is important to create a title that is clear yet brief, but not too over-generalized. The main variables
of the study and its scope should also be included concisely, particularly the terms that will be kept
in repetition throughout the paper.

Structure of the Introduction

In order to have a systematic flow of the Introduction, the following format must be followed
in writing the research paper:
1. Introduction
1.1 Background of the Study
• Context
• Current state of field
• Current practices in addressing the issue
• Research gap
• Present study’s contribution to address the gap
1.2 Statement of the Problem
1.3 Research Questions
• General Research Questions
• Specific Research Questions
1.4 Research Hypothesis (if applicable)
• Null Hypothesis
• Alternative Hypothesis
1.5 Significance of the Study
1.6 Scope and Delimitation
• Inclusions of the study and their justifications
• Exclusions of the study and their justifications
Activity No. 2: The Introduction
Instructions: Given the topic below, come up with the Introduction of a research paper by answering
the questions that follow.

Topic: The relationship between study time and scores in Math exams
1. What is the current state of the field? What
are current practices in addressing the issue?

2. What is the research gap? What is the study’s

contribution in filling the gap?

3. What is the problem statement? What are

the general and specific questions?

4. What are the null and alternative

hypotheses?

5. Who will benefit from the study? Why?

6. What is included in the study? What is

excluded from it?

Literature Review
The literature review is an academic text which provides an overview of the topic at hand. It
helps determine what is already known and what is yet to be uncovered about the topic. What is
essentially used as references in writing the literature review are scholarly works, which includes
journal articles, professional books, online sources, and other specialized references.

In writing the literature review, it is important to find reference materials in a systematic way.
Some points to remembers in writing the review are the following:
1. Clearly define the variables and repetitive terms in the study. The research title and specific
questions may be a good source in finding sources.
2. Determine the types of sources to be used for the related literature and related studies
(articles, books, etc.).
3. Use well-established and reliable sources when doing literature and related studies search.
4. Other reliable online sources would also include websites that end in .gov, .mil, and .edu.

Drafting the Literature Review

In order to start, one strategy could be to pattern the review from another researcher’s style
of writing. Using a model paper is helpful, especially when one is not yet accustomed to writing
research papers.

The review is further divided into two sections: the conceptual literature, which explains the
concepts and terms repetitive and relevant to the study (mainly the variables), and the related
studies, which showcases studies that are similar to the present one. Moreover, writing the related
studies may be presented in any of the following:
 1. Thematic arrangement – allowing the readers to understand how your study is similar to
or different from the previous ones; the review is divided into themes (e.g. starting with
reintroducing physical class setups, then physical setups in public and private high schools,
then perceptions and opinions)
2. Chronological arrangement – emphasizes the development and progress of the topic (e.g.
starting with online setups in 2010, then 2015, then eventually in 2020, amidst the
pandemic)
3. Typological arrangement – specified according to where the studies were conducted (e.g.
online classes on the global level, followed by online classes in the national level, then
online classes in the local level)

Theoretical and Conceptual Framework

Theoretical framework, is the general frame of reference used for observation, defining
concepts, developing research designs, and interpreting and generalizing findings, is written. While
conceptual framework, is a system of ideas that cater specifically to the study. Moreover, both
frameworks should come in two forms: the visual form, which uses diagrams and charts and show
the connections among variables, and the narrative form, which uses paragraphs to explain the
showed diagrams.

Citing Sources
Crucial in writing the research paper is the citation of sources. As it must be known, taking
concepts and ideas from various references should require commendation and attribution to their
original authors. The table below presents how and when these are used:
Disciplines Sample In-Text
Style Sample Reference Citation
Used Citation

Business,
Falchikov, N, & Boud, D. (1989).
Economics,
… high-achieving Student self-assessment in
American Education,
students’ tendency to higher education: A meta-
Psychological Psychology, and
be realistic (Falchikov & analysis. Review of
Association other Social
Boud, 1989). Educational Research, 59 (4),
Science
395-430.
disciplines

English, some Falchikov, Nancy, and David

fields in the Boud. “Student Self-
… high-achieving
Modern Humanities and Assessment in Higher
students’ tendency to
Language Arts Education: A Meta-
be realistic (Falchikov
Association Analysis.” Review of
and Boud 415).
Educational Research, vol.
59, no. 4, 1989, pp. 395-430
 Various … high-achieving
disciplines, students’ tendency to
especially be realistic.1
Falchikov, Nancy, and David
History and 1. Nancy Falchikov and
Boud. “Student Self-assessment
Chicago Music David Boud, “Student
in Higher Education: A Meta-
Manual of Self-assessment in
analysis.” Review of Educational
Style Higher Education: A
Research 59, no. 4 (1989): 395-
Meta-analysis.” Review
430.
of Educational Research
59, no. 4 (1989): 395-
430.

The American Psychological Association (APA) format is used in business, economics,

education, and social science disciplines, while the Modern Language Association (MLA) format is
widely used in English disciplines and other fields in Humanities and the Arts. The Chicago Manual
of Style (CMOS), on the other note, is used in periodic, old disciplines, including History, Music, and
Philosophy.
Citing sources come in two forms: in-text citations, which refers to how the reference is
acknowledge within the text in the research paper, and the reference citation, which is the complete
bibliographic information of the reference used and appears towards the end of the entire research
paper. The compilation of these references is called the reference list.

Ethical Standards in Writing the Literature Review

Writing the literature review, and even the entire research paper, requires more than just a
gathering of various sources and compiling them. It needs honesty, objectivity, and other ethical
standards required in scholarly work. The following are ways to create an ethically sound research
paper:
1. Objectively report the findings of your cited studies. Avoid distorting findings.
2. Avoid injecting editorial comments or manipulating the ideas in a study to make it more
supportive of your own claims.
3. Cite your sources as a way of acknowledging the studies relevant to your own. This helps
practice academic honesty.
4. Avoid fabricating information or making up your own data and reporting them as real
data from a certain study.
5. Avoid plagiarism.
One of the most infamous unethical practice is plagiarism, which refers to using the ideas
and information published by other people without acknowledging them. The following are the
levels of plagiarism:
Level 1: copying the entire paper word for word without acknowledging the source
Level 2: lifting a large portion of the research paper (50%) without citing the source
Level 3: copying some specific portions (sentences, paragraphs) of another work without
citing the source
Level 4: not correctly paraphrasing the portions used from a source (also without citing it)
Level 5: incorrectly citing a certain source, yet copying heavily from it
Structure of the Literature Review
The following format presents the systematic flow of the second chapter of the research
paper:
2. Literature Review
2.1 Introduction of Literature Review
2.2 Conceptual Literature
2.3 Related Studies
2.4 Synthesis
2.5 Theoretical and/or Conceptual Framework

Activity No. 3: Contextualizing the Literature Review

Instructions: Before drafting a literature review, you must set the context for writing it. Complete
the information asked below to serve as a basis of your literature review.

Research Title

General Research Questions

Specific Research Questions

Concept 1
- definition of the concept
- reference citation

Concept 2
- definition of the concept
- reference citation
(You can add more concepts if necessary)

Related Study 1
- major findings from a similar paper
- reference citation

Related Study 2
- major findings from a similar paper
- reference citation
(You can add more related studies if
necessary)
Theoretical Framework (if applicable)
- diagram
- narrative explanation

Conceptual Framework
- diagram
- narrative explanation
Understanding and Systematically Collecting Data
The major part of research is the collection of data and information. The plan that is used as
a basis for the entire research procedure is called the research methodology. A research design is
the overall strategy a researcher uses to logically and coherently integrate the various components
of the study. As introduced before, the research designs include descriptive, correlational, ex post
facto, quasi-experimental, and experimental designs. The table below revisits these kinds of
research designs, its goals, the variables used, and their possible and common data collection
techniques.
Data Collection
Research Design Goal Variables
Techniques
Variables are
To observe and report measured as they
Questionnaires
Descriptive Research on a certain occur
Observation
phenomenon No experimental
manipulation is used
Variables are
To determine the
measured as they Questionnaires
relationship between
Correlational Research occur Tests
variables without
No experimental Observation
looking into the cause
manipulation is used
Minimal/Limited
experimental
manipulation (only
with one variable)
To establish cause- Established groups are
Quasi-Experimental
and-effect used Tests
Research
relationships No random
assignment of
participants to
treatment and control
groups
No experimental
manipulation
To infer the causes of Uses pre-existing data
Ex Post Facto Research a phenomenon after Groups exposed to Questionnaire
the fact the presumed cause
are compared to those
not exposed to it
Use of experimental
manipulation
Established groups are
To establish cause-
not used
Experimental Research and-effect Tests
Participants are
relationships
randomly assigned to
treatment and control
groups
Samples and Sampling Methods
. Sampling is the process of systematically selecting individuals or groups to be analyzed
throughout the duration of the study. Samples are used in order to refrain from using the entire
population, especially since the entire group being studied are usually large in number.
There are four ways to determine the sample size of the study. The first is heuristics, which
refers to the rule of thumb for the sample size used in a study. When surveys are used, the ideal
participants are at 800. Correlational designs use 100 to 200 samples, while ex post facto and
experimental designs use 30 or more samples. The second way is through literature review, which
simply refers to studies similar to the present study and use the same sample size they used. The
third way is through using formulas to compute for the sample size. The formula shown below is
by the National Education Association in the Unites States:
𝑥2 𝑁𝑃 (1 − 𝑃)
𝑠= 2
𝑑 (𝑁 − 1) + 𝑥2 𝑃(1 − 𝑃)
wherein: s = required sample size
X2 = table value of chi-square for 1 degree of freedom at the desired confidence level (1.96)2
N = population size
P = population proportion (0.5)
d = the degree of accuracy expressed as a proportion (0.05)

And lastly, the power analysis, which is the most precise, and is founded on the principle of
statistical power (the probability of rejecting a false null hypothesis, thus suggesting that there is a
relationship between the variables).
In qualitative research, non-random sampling methods are used. In quantitative research,
random sampling is usually applied. This includes the four major types of sampling: simple random
sampling, stratified sampling, cluster sampling, and systematic sampling.
Simple random sampling means all individuals in a population have an equal chance of being
selected. One technique in doing so is by using a table of random numbers, wherein the researcher
runs through them and stops at a certain number, and choosing the participant (from his/her list of
the population) according to that number.
Another technique could be the fish bowl technique, which is drawing out names or numbers
from a bowl to select participants.
Stratified sampling also allows all members of the population to have an equal chance of
being selected. However, the population here is divided into groups (or levels/strata)—it could be
by age, by sex, by gender, by income, or even by strand.
The third sampling method is cluster sampling, which also involves grouping the population
into groups or clusters. Usually, cluster sampling groups are formed heterogeneously (participants
1-5 are in the same group, as well as participants 6-10, and so on).
Finally, systematic sampling refers to the selection based on a list on the order of their
population or on a predetermined interval. For instance, in a group of 12 people, you need four
people as participants.
Instruments in Data Collection
Instruments are the tools sued to gather data for the research topic. These could be in the
forms of tests (paper-and-pencil, performance-based), questionnaires/surveys, interviews, and
observations. Any form of these instruments may be applied to quantitative research, given that the
responses will have a numerical assignment.
In ensuring that the data-gathering instruments are unquestionable, they have to undergo
two processes: instrument validity and instrument reliability. Validity refers to the degree which
an instrument measures what it is supposed to measure. It comes in several types.
The first is face validity, wherein an instrument is considered valid when it “appears” to
already measure the variables being studied. However, this does not ensure that an instrument is
truly valid.
The second is content validity, which refers to the degree to which an instrument covers a
representative sample of the variable to be measured.
The third type is construct validity, which is the degree to which an instrument measures the
variables being studied as a whole.
Lastly, criterion validity is the degree to which an instrument predicts the characteristics of
a variable in a certain way. This can be categorized as concurrent validity, which is when it is able to
predict results similar to a test already validated before, or as predictive validity, which is when it
produces similar results to those of another instrument that will be employed in the future.

Reliability, on the other hand, refers to the consistency of the measures of an instrument.
There are also four types If reliability.
The first one is the test-retest reliability, wherein administering an instrument twice to the
same group and computing the consistency of the scores is examined.
The second type is equivalent forms reliability, which is measured by administering two
tests similar in all aspects except the wording of the items.
The third is the internal consistency reliability, which is measured through how well the
items in two instruments measure the same construct. This has three ways of being measured: split-
half coefficient, which is obtained by administering a single instrument aimed at measuring only one
construct; Cronbach’s alpha, which measures reliability with respect to each item and construct being
examined by the instrument; and lastly, Kuder-Richardson formula, which measures reliability in
terms of instruments of a dichotomous nature (yes or no tests).
The fourth type is the inter-rater reliability, which measures the consistency of scores
assigned by two or more raters on a certain set of results.

Data Collection Procedure

When the data-collecting instruments are formed, consent forms from the participants needs
to be obtained. This form contains the objectives of the study, as well as the extend of the
participants’ involvement in the research. It also ensures the confidentiality of the information about
them and their responses.
Data Analysis Procedure
Once the data collection methods have been planned, it is important to design how these are
to be analyzed. Data analysis involves the use of statistical tests, especially in quantitative research,
in order to address the research objectives.
A parametric test resides on a number of assumptions about the distribution of data or the
frequency of their occurrences. Non-parametric test, on the other hand, revolves around a few or
no assumptions at all regarding the distribution of data. However, parametric tests tend to have
more statistical power, and can detect whether the independent variable truly and significantly
affects the dependent variable or not.
In order to know what statistical test to use in the study, the following points should be
considered:

Parametric Test Non-Parametric Test

Interval or ratio scales are used Ordinal or nominal scales are used
Sample size is 30 or more Sample size is lower than 30
If distribution of data deviates markedly from
If distribution of data is normal
normality or normal distribution*
*Normal distribution is determined using statistical software (SPSS Statistics, Statistics, or Jamovi):
- Kurtosis – measure of heaviness of the tail of the distribution, thus indicating the presence of
numerous outliers in the date
- Skewness – the lack of evenness in the distribution of data
Both kurtosis and skewness help describe certain aspects of data distribution. The closer their
value is to zero, the more the data reaches normal distribution. Knowing the kurtosis and skewness
of the data will help determine the right statistical technique to use in the research.
The following are the suggested statistical techniques used in quantitative research:
Statistical Techniques
Purpose
Parametric Non-Parametric
Phi coefficient (nominal,
To test the relationship
Pearson’s r dichotomous variables)
between two variables
Spearman’s rho (ordinal)
McNemar change test
To test the difference between (nominal, dichotomous
t-test for two dependent
two data sets from one group variable)
samples
(e.g. pretest-posttest) Wilcoxon signed-rank rest
(ordinal)
To test the difference between
data sets from two different Two-way chi-square
t-test for independent samples
groups (e.g. control and Mann-Whitney U test (ordinal)
treatment groups)

Structure of the Methodology

To create a systematic flow of the third chapter of the research paper, the following format is
to be followed:
3. Methodology
3.1 Research Design
 3.2 Context and Participants
• Number of participants (Sample size)
• Participants’ demographic characteristics
• Setting of the study (where and when it was conducted)
3.3 Instruments
3.4 Data-Gathering Procedure
• Either the Procedure per Instrument used
• Or the Procedure per group (treatment and control)
3.5 Data Analysis
• Statistical methods used in the study
•

To finalize the topic, revisit the table you answered in the earlier part of the module. Fill out the table
by using your top choice of topic.

Final Topic What I know about the topic What I want to research about
the topic

III. REFLECTION

How will doing research benefit you in your life as an Atenean?

IV. ACTION
 Your work will be evaluated based on the attached rubric.
RUBRICS FOR MINI-TASKS 1-3 (CHAPTERS 1-3)

Mini-Task 1: Chapter 1
Identify a topic, and gather all the information needed. Begin writing Chapter 1, which should include
the Background of the Study, Statement of the Problem, Research Questions, Hypothesis, Significance of the
Study, and Scope and Delimitation.
Mini-Task 2: Chapter 2
Gather literature and related studies to your topic. Start writing Chapter 2, which should include Related
Literature, Related Studies, Synthesis, and Theoretical and/or Conceptual Framework.
Mini-Task 3: Chapter 3
Look for a suitable research design for your study. Write Chapter 3, which should include the Research
Design, Context and Participants, Instruments, Data-gathering Procedure, and Data Analysis.

VGE GE DE LE N
4 3 2 1 0
CONTENT (35%)
The background of the study is well established.
The research question or objectives are clear and specific.
The significance of the study is presented.
The literature review presents a sufficient number of related
studies.
The studies cited in the literature review are relevant to the
present study.
The related literature and studies are synthesized.
The participants in the study are properly selected.
The instruments are well defined and appropriate for the
study.
The procedures for data-gathering and analysis were well
described.
The research design used is well discussed.
The overall content is comprehensive.
ORGANIZATION (25%)
The work uses an organizational pattern and structure
appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly outlined, thus improving the organization
of the paper.
The flow of ideas is smooth and the work is easy to read.
STYLE (20%)
Paper showcases the writer’s voice.
Paper uses a variety of sentence structures.
Paper eliminates negative bias in language usage.
Paper uses language appropriate to the context.
Paper eliminates wordiness and ambiguity.
GRAMMAR AND MECHANICS (10%)
The work observes the grammatical conventions in standard
English.
Correct spelling, capitalization and punctuations are
observed.
 Word choice is appropriate.
Sentences are well structured.
DOCUMENTATION AND SOURCES (10%)
The work uses an appropriate citation and reference format.
The sources used are reliable.
The sources used are relevant to the topic.
TOTAL

You are about to complete this lesson. Now answer the post-assessment to check how well you
learned.

V. EVALUATION

POST-TEST: It’s now time to evaluate your learning. Encircle the letter of the answer that you think
best answers the question. Your score will be disclosed by your teacher during Consultation Periods.
1. Which of the following statements below presents the research gap?
A. The present paper is concerned with the results of these efforts.
B. Within recent years, investigators of Philippine culture and personality have evidenced an
increased interest in the study of interpersonal relations.
C. However, a number of issues remained unsolved centering not upon “SIR” or “No SIR” but
rather upon the specific conditions which these behaviors occur.
D. One interest concerns the identification of idealized normative interpersonal values while
the second focuses on the study of actual personal behaviors.
2. What is an example of a directional alternative hypothesis?
A. Living in coastal areas develops a person’s practice of using less plastic
B. Living in coastal areas affects a person’s practice of using less plastic
C. Living in coastal areas does not affect a person’s practice of using less plastic
D. Living in coastal areas does not develop a person’s practice of using less plastic
3. Which of the following is NOT a reputable and reliable reference?
A. JSTOR
B. Yahoo Answers
C. www.deped.gov.ph
D. Regional Language Center Journal
4. An example of subheadings of related studies are: Global Agricultural Practices, Agricultural
Practices in the Philippines, and Farming in Mindanao. Which arrangement of related studies is
evident here?
A. Chronological C. Thematic
B. Systematic D. Typological
5. Which framework is only developed during the planning and writing phase of the research?
A. Conceptual Framework C. Theoretical Framework
B. Development Framework D. Typical Framework
6. Which of the following is a correct way of citing a reference in an APA style?
 A. Escudero, M, and Marsella, A.J. Interpersonal stresses among urban Filipino men from
different social classes. Philippine Sociological Review, 18 (2), 69-75, 1970.
B. Escudero, M., & Marsella, A. J. (1970). Interpersonal stresses among urban Filipino men from
different social classes. Philippine Sociological Review, 18 (2), 69-75
C. Escudero, Manuel, and Marsella, A.J. “Interpersonal stresses among urban Filipino men from
different social classes.” Philippine Sociological Review, no. 18 (1970), 69-75
D. Escudero, Manuel, and Marsella, Anthony J. (1970). Interpersonal stresses among urban
Filipino men from different social classes. Philippine Sociological Review, 18 (2), 69-75
7. The research title “Assessing Nurses’ Attitudes toward Death and Caring for Dying Patients in a
Comprehensive Cancer Center” is an example of what kind of research design?
A. Correlational C. Experimental
B. Descriptive D. Quasi-Experimental
8. Amy is going to study about urban living by interviewing and surveying subdivision residents.
She decided to determine her participants by counting every fifth house in the subdivision,
starting at the last house. What kind of sampling procedure is Amy applying?
A. Cluster Sampling C. Stratified Sampling
B. Simple Random Sampling D. Systematic Sampling
9. One section is given an English exam by a researcher. The following week, the same exam was
given. What kind of reliability is measured in this situation?
A. Equivalent forms C. Inter-rater
B. Internal consistency D. Test-retest
10. If the topic of the research is on the effects of studying out in cafés towards academic
performance, the research instrument would cover questions on the location of the cafés, the
number of people catered in the cafés, the number of people with the student, and the
student’s academic performance. What kind of validity is shown here?
A. Criterion validity C. Content validity
B. Construct validity D. Face validity
Activity No.5: Closing Activity
Instructions: To share your key takeaways from the module, complete the statements below:

After this module, I learned that

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

I realized that
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

I am now challenged to
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
SELF-ASSESSMENT
Before moving on to the next module, kindly complete the table below:

Lesson Activity No./ Actual Date of Where you Reason/s:

Task Completion able to
complete the
task on time?

Lesson 2: Activity No. 1 JULY 13-17, 2020

Identifying the
Activity No. 2
Inquiry and
Stating the MT 1: Chapter
Problem 1

Lesson 3: Activity No. 3 JULY 20-24, 2020

Learning from
Others and MT 2: Chapter
Reviewing the 2
Literature

Lesson 4: Activity No. 4 July 27 – 30,

Understanding 2020
and Activity No. 5
Systematically
MT 3: Chapter
Collecting
Data 3

, you have completed Module 2. You can now proceed to

the next module.