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Redeveloped Division Initiated Self-Learning Module

Department of Education – Division of Palawan

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Practical Research 2 – Grade 12
Redeveloped Division Initiated - Self-Learning Module
Quarter 2 – Module 1: Organization Theories for Effective Business Management Second
Edition, 2021

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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education, Division of Palawan Schools

Division Superintendent:
Roger F. Capa, CESO VI
OIC - Assistant Schools Division Superintendents:
Rufino B. Foz
Arnaldo G. Ventura, Ph.D.

Development Team for

Development Team
Redevelopment Activity

Writer: Mark G. Javillonar Writer: Mark G. Javillonar

Editors: Corazon A. Quintos, Marianne R. Editors: Corazon A. Quintos,
Valdez Marianne R. Valdez
Illustrator: Illustrator:
Layout Artist: Layout Artist: Mark G. Javillonar
Reviewer: Reviewer: Rosalyn C. Gadiano
Management Team: Management Team:
Aurelia B. Marquez
Aurelia B. Marquez Rosalyn C. Gadiano
Rosalyn C. Gadiano Rodgie S. Demalinao
Rodgie S. Demalinao

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City Telephone:
(048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by- step as you
discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At
the end of each module, you need to answer the post-test to self-check your learning. Answer
keys are provided for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separate sheet of paper in answering the exercises and tests. And read the instructions
carefully before performing each task

If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 Practical
Research 2 12 Quantitative research Designs
Second Quarter and Research Samples
Week 1

MELCs: Chooses appropriate quantitative research design (CS_RS12-IIa-c- 1)

Describes sampling procedure and sample (CS_RS12-IIa-c-2
Objective/s:
1. To Describe the different quantitative research designs and samples.
2. To choose research design apt for a specific study; and
3. To use appropriate research design in a study.
4. To identify sampling technique; and
5. To compute sample size for a research study.

What I Know

Directions: Read the questions carefully and choose the letter of the best
answer. Write the letter of your answer on a separate sheet of paper.

1. Which of the following is characterized by rigid manipulation of variables, use of control,

selection, and random assignment of participants?
a. Experimental c. True-experimental
b. Quasi-experimental d. Meta-analysis

2. If the research topic is about establishing the association between the students’
interest and their performance in Practical Research subjects, which
research design will be used?
a. Correlational c. Comparative
b. Survey d. Experimental

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3. Which of the following design should you use if your expected data will be analyzed
using only frequency, percentage, or mean?
a. Comparative c. Descriptive
b. Pretest only d. Posttest only

4. If a tracer study on the first batch of Senior High School graduates is being done to
determine the number of graduates who proceeded to college, what specific quantitative
research design should be used?
a. Experimental c. Quasi-experimental
b. Non-experimental d. Survey

5. A researcher wants to test the effectiveness of his intervention material, but due to a valid
reason, he will not be able to perform pre-testing; hence, he will use which research
design?
a. Pretest only c. Crossover/repeated measures
b. Posttest only d. Randomized block

6. If I wanted to study how tawa-tawa leaves help improve the platelet of a person with
dengue fever, what is the appropriate research design to use?
a. True-experimental c. Quasi-experimental
b. Meta-analysis d. Correlational

7. What Quasi-experimental research design can be used in a study entitled “The effects
of motivation programs on students’ attitudes toward school”?
a. Single subject design c. Non-equivalent control group
b. Time series design d. Multiple-group time series

8. Which of the following is to be used if the researcher manipulates at least one

independent variable and observes the effect on one or more dependent variables?
a. Non-experimental c. Experimental
b. Quasi-experimental d. Quantitative research design

9. Which of the following pertains to the systematic process of selecting the group to be
analyzed in the research study?
a. Population c. Sample
b. Sampling d. Target population

10. Which method is used only on studies whose sample size is not exactly determined?
a. Non-probability sampling c. Probability sampling

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 b. Cochran’s Formula d. Slovin’s Formula

11. Assuming that the total population of the target respondents is 900, what will be the
sample size if we use the Slovin’s Formula and the assumed margin of
error is .01?
a. 827 c. 277
b. 90 d. 899

12. This procedure is as simple as selecting samples every nth (example, every 2nd, 5th) of
the chosen population until arriving at a desired total number of sample size.
a. Convenience sampling c. Judgemental sampling
b. Systematic sampling d. Cluster sampling

13. Research involving all public secondary schools in the Schools Division of Palawan,
which is divided into different Engineering Districts, namely 1st, 2nd, and 3rd Engineering
Districts, will be conducted. To satisfy the plan size, which of the following is the most
appropriate sampling technique to use?
a. Convenience sampling c. Cluster sampling
b. Simple random sampling d. Stratified random sampling

14. If you choose respondents based on the purpose of the study you are conducting, what
sampling technique will you use?
a. Purposive sampling c. Stratified random sampling
b. Convenience sampling d. Quota sampling

15. A researcher will conduct a study involving Senior High School students of Narra
National High School in different tracks. Since the number of students per track differs,
what would be the most appropriate technique to use?
a. Purposive sampling c. Stratified random sampling
b. Convenience sampling d. Quota sampling

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 What is It
The previous module helped you select, cite, and synthesize related literature and
objectively present a written review of related literature and conceptual framework. Your
knowledge gained from the said modules is essentially helpful for you to understand the
topics for this module.
In this module, you will be learning how to do the first step in the Methodology part
of your research which is to state and justify the research design you will use. You will also
learn how to properly choose the appropriate quantitative research design to use in your study.
CHOOSING APPROPRIATE QUANTITATIVE RESEARCH DESIGN
The researcher not only selects a qualitative, quantitative, or mixed- methods study to
conduct; the inquirer also decides on a type of study within these three choices. Research
designs are types of investigation within qualitative, quantitative, and mixed methods
approach that provides specific direction for procedures in research.
Types of Quantitative Designs
1. Experimental. This is the highest form of quantitative study, which by having series of
interrelated, interdisciplinary, and integrated experimental studies, can establish a law
thru a very strong causal relationship. It must have the following characteristics:
Randomization, Control, and Treatment.

Types of Experimental Research

1. True Experimental: it is characterized by rigid manipulation of variables, use of
control, selection, and random assignment of participants
1.1. POST-TEST ONLY EXPERIMENTAL DESIGN. This is used when pre-testing is
not possible for valid reasons. Hence it is known as post-test only. In this test,
subjects are assigned to either control or treatment group. Only the treatment
group will receive the intervention. Then both groups will have the post-test to
determine the effects of the intervention.
1.2. PRE-TEST – POST-TEST. The researcher gives the same pre-test to both the
experimental and the control groups, and then the treatment is given to the
experimental group only. After which, both groups are measured again with the
same post-test. In this case, each group's

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 gain scores (post-test score minus the pre-test score) are computed and compared.
If the gain score of the experimental group is significantly higher than that of the
control group, then this difference is attributed to the effect of the treatment, X.
1.3. FACTORIAL. Refers to a type of experiment where the researcher attempts to
study two or more independent variables or observe the effects of two or more
treatments. These independent variables or treatments are known as factors;
hence, the experimental design is known as factorial. This type of experiment
permits the testing of two or more hypotheses in one study.
1.4. SOLOMON FOUR GROUP. In this test, the groups are assigned to four groups.
The purpose of which is to make sure that the results are not affected by the
ability of the respondent to recall the questions in the exam used or to make sure
that the experience they gained from testing will not affect the results.
1.5. CROSSOVER/REPEATED MEASURES. It refers to a two-group experimental
design. It is the simplest of all experimental designs. In this case, the control
group happens to be the other treatment group then crossed over to receive the
same treatment or intervention.
1.6. RANDOMIZED BLOCK. Refers to random assignment of groups onto a controlled
block in an attempt to control the variability of the populations and other factors
affecting the experiment. This is commonly done in large populations where
many factors exist that may potentially affect the study.

2. Quasi-Experimental: This type of design involves a treatment (manipulation) and an

outcome but lacks one of the other two properties that characterize a true experiment:
randomization or a control group. It lacks randomization. Any design that does not
randomly assign subjects to the group is known as a quasi-experimental design.
2.1. SINGLE-SUBJECT DESIGN. It looks at cause and effect relationships in single
individuals rather than in groups. Common in behavioral analysis and special
education.
2.2. TIME-SERIES DESIGN. Tests for changes over time. There is no
randomization, and there is no control group. However, the researcher can use
each person as his own control. If possible, test the group several times before
introducing the intervention. This method gives more reliability to the study.
2.3. NON-EQUIVALENT CONTROL GROUP. Commonly used when random
assignment is not possible, and selection bias is a threat to validity.

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 3. Meta-Analysis: A quantitative, formal, epidemiological study design used to
systematically assess previous research studies to derive conclusions about that body
of research. A comparative analysis of various research on common topics and criteria
with contradicting results. The benefits of this design include a consolidated and
quantitative review of a large and often complex, sometimes apparently conflicting,
body of literature.

2. Non-experimental. Refers to the studies on quantifiable variables that have no Control

and no treatment. It usually involves Observation.

Types of Non-Experimental Research

1. Comparative. It refers to the comparison of variables being studied. The aim is to find
out which of the two may be superior or inferior in certain aspects.
2. Correlational: It attempts to establish a relationship over variables. However, Co-
relation does not mean causation. Only experiments can confirm causation.
3. Survey/Descriptive: Study of Prevalence of incidence. This type of research usually
does not need statistical treatment. Often, it uses frequency, percentage, and mean.
4. Methodological: It is sed to develop standardized exams such as ability test, aptitude
test, intelligence test, and other psychological tests. Other disciplines can also use this
type of research to develop a standardized tool concerning the practice of their
profession.
DESCRIBING SAMPLING PROCEDURE AND SAMPLE

After knowing the research design to be used in carrying out the study, you must state
the criteria for a subject to be included in the study. This lesson will guide you in determining
the sampling procedures and computing the samples to be used in the study.

The criteria for a subject to be included in the study must be clear and specific
because it is the characteristics of the studied variables. Hence it will strengthen the validity
of selecting a population.

Sampling
It is the method of selecting samples from the population to be included in the study. A
sample is a percentage of the total population in statistics. You can use the data from a
sample to make inferences about the whole

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population. The selected samples will be the focus of the study to represent the whole
population.

Sampling Method
In determining the number of your respondents or research participants, the following
method could be used:
1. Slovin’s Formula
It is used to get the appropriate sample size from the intended population. It is used
only on studies whose sample size is not exactly determined. It is useful in targeting a sample
size from a very large population without necessarily studying the entire population.
Formula:
N
n=
1+Ne2
where:
 n is the sample size
 N is the population size
 e is the desired margin of error (.05 or .01)
Sample computation:
You will conduct a simple survey at Narra National High School, and your target
respondents are Grade 12 students. The total population of Grade 12 students is 945.
Determine the sample size using the Slovin’s Formula with a .05 margin of error.
Solution:
N
n=
1 + Ne2
945
=
1 + 945(.05)2
945
=
1 + 945(.0025)
945
=
1 + 2.3625
945
=
3.3625
n = 281

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2. Cochran’s Formula
It is used for both known and unknown number of populations. It is regarded as a
more relevant, modern, and reliable measure of getting the desired sample in many research
fields.
Formula:
�2��
�� = � 2
Where:

 e is the desired level of precision (i.e., the margin of error),

 p is the (estimated) proportion of the population that has the attribute in
question,
 q is 1 – p.
Sample computation:
A researcher wants to study whether the students in the Schools Division of Palawan
eat breakfast. There is no prior information about it. Thus, he assumes that half of them eat
breakfast. This means that the p = 0.5. The researcher wants 95% confidence and at least 5%
precision. The 95% confidence gives the researcher Z values of 1.96, per the normal tables.
Solution:
�2 ��
�� =
�2
1.962(. 5)(.5)
=
. 052
3.8416(.25)
=
. 0025
. 9604
=
. 0025
= 384

Sampling Technique
1. Probability Sampling is a sampling technique where a teacher sets a selection of a few
criteria and chooses members of a population randomly.

Types of Probability sampling:

1. Simple Random Sampling. It is a reliable method of obtaining information where every
single member of a population is chosen randomly.

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 2. Cluster sampling is a method where the researchers divide the entire population into
sections or clusters that represent a population. Clusters are identified and included in
a sample based on demographic parameters
3. Systematic Sampling. It is used to choose sample members of a population at regular
intervals. It requires the selection of starting point for the sample and sample size that
can be repeated at regular intervals.
4. Stratified random sampling is a method in which the researcher divides the population
into smaller groups that do not overlap but represent the entire population

2. Non-probability sampling. This sampling is not a fixed or predefined selection process.

This makes it difficult for all population elements to have equal opportunities to be
included in a sample.

Types of non-probability sampling

1. Convenience Sampling. This technique is dependent on the ease of access to subjects
such as surveying customers.
2. Judgmental or purposive sampling. The discretion of the researcher forms judgmental
or purposive sampling. The researcher purely considers the purpose of the study, along
with the understanding of the target audience.
3. Snowball Sampling is a sampling technique that researchers apply when the subjects
are difficult to trace.
4. Quota sampling. The selection of members in this sampling technique happens based
on a pre-set standard. In this case, as a sample is formed based on specific attributes, the
created sample will have the same qualities found in the total population.

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 What I Can Do

Activity 1. Describing Quantitative Research Design

Directions: On your answer sheet, identify what quantitative research design is being
described.
1. It involves comparing two or more samples of study subjects on one or more
variables, often a single point of time.
2. It systematically investigates the nature of relationships or associations between and
among variables without necessarily investigating causal reasons underlying them.
3. It employs multiple measures before and after the experimental intervention.
4. It controls for both time-related and group-related threats.
5. It is a comparative analysis of various research on common topics and criteria with
contradicting results.

Activity 2. Identification
Directions: Read the statements carefully and identify what sampling methods and techniques
are being referred to. Write your answer on your answer sheet.

1. It is used when samples are not fixed or predefined selection process.

2. This method is dependent on the accessibility of the target respondents.
3. It is a sampling technique where the researcher selects a few criteria and randomly
chooses members of a population.
4. It requires the selection of starting point for the sample and sample size that can be
repeated at regular intervals.
5. It is regarded as a more relevant, modern, and reliable measure of getting the desired
sample.

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 What’s More

Activity 3: Am I Appropriate?
Directions: Among the different quantitative research designs, choose what is appropriate for
the following research topics and state your reason for choosing it.
1. The paper attempts to understand intellectual history through literature and literature
through its cultural context.
2. A researcher wants to know the effect of code-switching in text comprehension and
assessment of 50 STEM Grade 12 students in Narra National High School, Schools
Division of Palawan.
3. The effects of an intervention project on students’ ability to frame
thought-provoking questions will be tested before and after using the said
intervention.
4. The aim of the study is to trace the status of Senior High School graduates of Narra del
Norte District in the school year 2017-2018 as to the SHS’ four curriculum exits.
5. The study wants to confirm whether financial institutions play a prominent role in the
growth and development of the economy of Palawan.

Activity 4. Computation
Directions: Read the scenario below and compute for the sample size using the Slovin’s
Formula. Show your solution.

Scenario:
Alexis is researching the efficacy of the Department of Social Work and
Development’s (DSWD) Social Amelioration Program. The target
respondents are the recipients of the program in the entire Province of Palawan.
Assuming that the total number of SAP recipients is 50,000 and the desired margin
of error is .05. What is the number or size of the sample to be used by Alexis?

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 What I Have Learned
Activity 5. Compare and Contrast
Directions: Differentiate the following terms according to their purpose and processes.

1. Experimental vs. Non-experimental

2. Comparative vs. Correlational

3. True experimental vs. Quasi-experimental

4. Slovin’s Formula vs. Cochran’s Formula

5. Probability vs. non-probability sampling

Scoring Rubrics for 5: Compare and Contrast

Score Standards
10 The learner presented the differences between the two terms
clearly and correctly. The grammar is correct.
7 The learner presented the differences between the two terms
with few errors. The grammar is somewhat correct
5 The learner presented the differences between the two terms
with many errors. The grammar is erroneous.

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 Assessment

Directions: Read the questions carefully and choose the letter of the best answer. Write the
letter of your answer on a separate sheet of paper.
1. It pertains to the types of inquiry within the three research methods approaches, providing
specific direction for procedures in research.
a. Research design c. Quantitative research design
b. Sampling d. Sampling technique

2. Which of the following is considered the highest form of quantitative study as it is

characterized by randomization, control, and treatment?
a. Meta-analysis c. Experimental
b. Quasi-experimental d. Quantitative

3. What do we call the design that does not randomly assign subjects to the group?
a. Experimental c. Time series
b. Quasi-experimental d. Meta-analysis

4. If you are conducting a study assessing previous research studies to stem the study's
inferences, which research design should you use?
a. Comparative c. Quasi-experimental
b. Experimental d. Meta-analysis

5. It refers to the studies on quantifiable variables that have no Control and no treatment.
a. Non-experimental c. Experimental
b. Quasi-experimental d. Descriptive

6. A study to be conducted is devoted to establishing whether there is a relationship over the

variables or not. Which research design is appropriate?
a. Descriptive c. Methodological
b. Correlational d. Comparative

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7. It is a type of experiment where the researcher attempts to study two or
more independent variables or observe the effects of two or more
treatments.
a. Factorial c. Pretest-posttest
b. Posttest only d. Correlational

8. It refers to the representative subset of the population.

a. Sample c. Target population
b. Sampling d. Respondents

9. What does e in the Slovin’s and Cochran’s formulae stand for?

a. Error c. Desired level of precision
b. Sample size d. Estimated the sample

10. It is a sampling technique where a teacher selects a few criteria and randomly chooses
members of a population.
a. Non-probability sampling c. Probability sampling
b. Simple random sampling d. Convenience sampling

11. Which of the following is a sampling technique wherein samples are chosen from these
subgroups and not directly from the entire population?
a. Simple random sampling c. Cluster sampling
b. Stratified random sampling d. Systematic sampling

12. If you intend to include HIV-AIDS positive as your respondents, who are difficult to
trace, which sampling technique will you use?
a. Quota sampling c. Stratified random sampling
b. Purposive sampling d. Snowball sampling

13. The study's target population is the four Senior High Centers in Narra del Norte District,
composed of 150 from Dumangueña NHS, 800 from Narra NHS, 300 from Sandoval
NHS, and 250 from Panacan NHS. If the computed sample size is 316, what are the
sample sizes per subgroup?
a. DNHS-10%; NNHS-53%; SNHS-20%; PNHS-17%
b. DNHS-32; NNHS-167; SNHS-63; PNHS-54
c. DNHS-79; NNHS-79; SNHS-79; PNHS-79
d. DNHS-35; NNHS-195; SNHS-54; PNHS-32

14. Which sampling technique depends on the accessibility of the target respondents and is
commonly used to survey customers?
a. Convenience sampling c. Judgemental sampling
b. Systematic sampling d. Cluster sampling

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15. It is a way of choosing individuals in which all members of the accessible population are
given an equal chance to be selected.
a. Simple random sampling c. Stratified random sampling
b. Cluster sampling d. Purposive Sampling

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For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor DepED Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone No. (048) 434-0099

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