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Learning Module in Practical Research 12

Most Essential Learning

Week
Competencies

Week 3 Differentiates kinds of variables and

their uses
Designs a research used in daily life
Week 4 Writes a research title
Describes background of research

Week 3 — Day 1-2

QUARTER I:
LESSON 8:TYPES OF VARIABLES

The term ‘variable’ has been mentioned several times so that it is necessary to
define it here. In research, a variable refers to a “characteristics that has two or
more mutually exclusive values or properties” The root word of the word
variable is “vary” or simply “can change”.

These variables are among the fundamental concepts of research,

alongside with measurement, validity, reliability, cause and effect; and theory.
Bernard (1994) defines a variable as something that can take more than one
value, and values can be words or numbers.

A variable specifically refers to characteristics, or attribute of an

individual or an organization that can be measured or observed and that varies
among the people or organization being studied.

TYPES OF VARIABLES

1. CONTINUOUS VARIABLES – A variable that can take infinite number on

the value that can occur within the population. Its values can be divided
into fractions. Examples of this type of variable include age, height, and
temperature. Continuous variables can be further categorized as:
a. INTERVAL VARIABLES – It have values that lie along an evenly
dispersed range of numbers. It is a measurement where the difference
between two values does have meaning. Examples of interval data
include temperature, a person’s net worth (how much money you
have when you subtract your debt from your assets), etc. In
temperature, this may illustrate as the difference between a
temperature of 60 degrees and 50 degrees is the same as difference
between 30 degrees and 20 degrees. The interval between values
makes sense and can be interpreted.
b. RATIO VARIABLES – It have values that lie along an evenly dispersed
range of numbers when there is absolute zero. It possesses the
 properties of interval variable and has a clear definition of zero,
indication that there is none of that variable. Examples of which are
height, weight, and distance. Most scores stemming from response to
survey items are ratio-level values because they typically cannot go
below zero. Temperature measured in degrees Celsius and degrees
Fahrenheit is not a ratio variable because 0 under these temperatures
scales does not mean no temperature at all.
2. DISCRETE VARIABLES – This is also known as categorical or
classificatory variable. This is any variable that has limited number of
distinct values and which cannot be divided into fractions like sex, blood
group, and number of children in family. Discrete variable may also have
categorized into:
a. NOMINAL VARIABLE – It represent categories that cannot be ordered in
any particular way. It is a variable with no quantitative value. It has two
or more categories but does not imply ordering of cases. Common
examples of this variable include eye color, business type, religion,
biological sex, political affiliation, basketball fan affiliation, etc. A sub-
type of nominal scale with only two categories just like sex is known as
dichotomous.
b. ORDINAL VARIABLE – It represent categories that can be ordered from
greatest to smallest. This variable has two or more categories which can
be ranked. Examples of ordinal variable include education level, income
brackets, etc.

Activity No._______
MIND BOGGLING

Direction: Answer the following question.

What is the importance of variables in research?

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Week 3 — Day 3-4

QUARTER I:
LESSON 9:INDEPENDENT AND DEPENDENT VARIABLE

I. INDEPENDENT VARIABLES – Those that probably cause, influence,

or affect outcomes. They are invariably called treatment, manipulated,
antecedent or predictor variables. This is the cause variable or the one
responsible for the conditions that act on something else to bring
about changes.
EXAMPLE: A study is on the relationship of study habits and
academic performance of UTNHS senior high school students. STUDY
HABITS is the independent variable because it influenced the
 outcome or the performance of the students.

II. DEPENDENT VARIABLES – those that depend on the independent

variables; they are the outcomes or results of the influence of the
independent variable. That is why it is also called outcome variable.
EXAMPLE: A study is on the relationship of study habits and
academic performance of UTNHS senior high school students.
ACADEMIC PERFORMANCE is the dependent variable because it is
depending on the study habits of the students; if the students change
their study habit the academic performance also change.

Activity No._______
LET`S IDENTIFY

Direction: Identify the dependent and independent variables in each

research problem. Write your answer under the right column.

RESEARCH QUEUE INDEPENDENT DEPENDENT

VARIABLE VARIABLE

1.How does logical

thinking develop critical
thinking?

2.What are the effects of

Koreanovelas on the
Filipino value system?

3.In what way does

collaborative
competence?

4.To what extent does

testing decrease
students` grammatical
competence?

5.What corrupt
practices trigger off
one`s resignation?
 Week 4 — Day 1
QUARTER I:
LESSON 10:DESIGNING A RESEARCH USED IN DAILY LIFE

What is a research design?

A researcher’s overall plan for obtaining answers to the research
questions or for testing the research hypotheses is referred to as the research
design.

CHARACTERISTICS OF GOOD DESIGN

 Appropriateness to the research
 Question Lack of bias
 Precision Power

TIPS ON DESIGNING RESEARCH

 Make a written list of the pros and cons of each
 Balance a number of considerations, such as time, cost, ethical issues
and the integrity of the study.
 Anticipate alternative findings and consider whether design adjustments
might affect the results.
 Seek the advice of research experts in deciding the design
 Write out a rationale for your choices one you have made your design
decisions.

POSSIBLE RESEARCH TOPICS RELATED TO DAILY LIFE

 Age-old problemson poverty alleviation
 Unemployment
 Homelessness
 Gender Equality
 Population aging
 Child care
 Development of the youth
 Traffic situation

EXPERIMENTAL RESEARCH DESIGNS FOR QUANTITATIVE STUDIES:

Manipulation – Involves doing something to at least one group of subjects

Control – Refers to a group of subjects without any manipulation
Randomization – involves the Placement of subjects in groups on a random
basis

RESEARCH DESIGNS
 Experimental designs
-is centrally concerned with constructing research that is high in causal
(internal) validity. The term “experimental research design” is centrally
concerned with constructing research that is high in causal (or internal)
validity.
 Quasi experimental designs
- "Quasi-experimental research is similar to experimental
research in that there is manipulation of an independent variable. It
differs from experimental research because either there is no control
group, no random selection, no random assignment, and/or no active
manipulation.
 Non experimental designs
-  is research that lacks the manipulation of an independent variable,
control of extraneous variables through random assignment, or both. 
 Activity No._______
MIND BOGGLING

Directions: Answer the following questions. Write your answer on the

space provided.

1. What is designing a research useful in daily life?

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2. How do you design a research project in daily life?

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3. What is a good research design?

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Week 4 — Day 2
QUARTER I:
LESSON 11:WRITING A RESEARCH TITLE

A research title is a product of real world observations, dilemmas, wide

reading, selective viewing, films documentaries and deep reflection. The title of
the research is the research problem in capsule form. It must clearly reflect the
topic of investigation and it must be original, clear, concise or specific

Example of Broad Topics

 Blended Learning in English Class
 Presidential Election Results
 Agri-business
 Social networking
  Vegetarianism

Example of Specific Topics

 A correlation study in the use of blended learning in Freshman English
Classes and student achievement

Techniques in Narrowing Down a Topic into a Research Question

1. Examine the literature

◦ Published articles are an excellent source of ideas for research questions.

They are usually at an appropriate level of specificity and suggest research
questions that focus on the following:
A. Replicate a previous study project exactly or with slight variations.
B. Explore unexpected findings discovered in previous research.
C. Follow suggestions an author gives for future research at the end of
an article
D. Extend an existing explanation or theory to a new topic or setting.
E. Challenge findings or attempt to refute a relationship.
F. Specify the intervening process and consider linking relations.

2. Talk over ideas with others

A. Ask people who are knowledgeable about the topic for questions about it
that they have thought of.
B. Seek out those who hold opinions that differ from yours on the topic and
discuss possible research questions with them.

3. Apply to a specific context

A. Focus the topic on a specific historical period or time period.

B. Narrow the topic to a specific society or geographic unit.
C. Consider which subgroups or categories of people/units are involved
and whether there are differences among them.

4. Define the aim or desired outcome of the study.

A. Will the research question be for an exploratory, explanatory or

descriptive
study?
B. Will the study involve applied or basic research?

Choosing a Topic for a Research Study

 In choosing a research topic, it is important to select a topic that interest

and motivates you.
 It should be “doable” with the resources at your disposal and within the
required time frame.
 The research topic should be focused and well-defined.

Activity No._______
WRITES A RESEARCH TITLE

A. The following are broad topics.

1) Theater Arts
2) The Paintings of Botong
 3) Doping and the Olympics
4) Online Selling
5) A Comparison of the Time Spent on Facebook by Adults and
Adolescents.

Directions: Choose 3 topics and narrow them down into specific titles.

1. Broad Topic:
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Specific Topic:
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2. Broad Topic:
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Specific Topic:
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3. Broad Topic:
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Specific Topic:
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 Week 4 — Day 3
QUARTER I:
LESSON 12:BACKGROUND OF RESEARCH

The background of the study is basically an overview of the research

study and explains why you, as researcher, are doing the study. It provides
information essential to understand the main body of the research
investigation, which could be an offshoot of any one of the following:

1. historical developments
2. cultural development
3. academic developments
4. scientific findings
5. debates or arguments and a host of others.

The background of the study locates or situates your study in the context
of specific field. Your linking up your research study to recent developments, as
well as your mentioning whether certain issues relevant to your field of
investigation had been addressed in any form, followed by the research
questions you intend to seek answers for, can make your reader deduce the
originality of your study.

EXAMPLES OF THE BACKGROUND OF THE STUDY(EXCERPTS)

 With diminishing finances, it is rarely possible for a library or

information center to have enough resources to fulfill the needs of its
clients. Collaboration is widely recognized as the best way for libraries to
cope with the ever increasing challenges: volume of information
resources, nature and quality of information, user needs and
expectations, information and communication technology competencies
and infrastructure, inflated cost of information resources and staffing
needs.
 However, although these challenges have continued to prevail, libraries
working together under collaborative initiatives like the Consortium of
Academic and Research Libraries in Illinois (CARLI) have registered
tremendous success. ◦ This research study reports the findings of a
thorough study to establish the factors that have led to the success of
CARLI and how such success factors can be applied in libraries of
developing countries like Uganda. Emphasis is placed on the
establishment of CARLI leadership, the sharing of responsibility and
decision making process as exploration of the role and responsibility of
participating member libraries and their contributions to and
expectations from the consortium.
 Activity No._______
BACKGROUND OF RESEARCH

Directions: Answer the following questions in paragraph form.

What do you write in the background of the study?

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What is the importance of background of the study?

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What is the importance of background of the study?

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RUBRICS

5 points 4 points 3 points 2 points essay 1 point

essay essay essay essay

 has a strong has a strong  Not quite a Is not related to lacks a

central idea central idea 4‐point the assignment central idea
(thesis) that is that is related essay, but (no thesis);
to the  has a central
related to the better than a
assignment; idea that is  lacks clear
topic; 2‐point
presented in organization;
essay.
 provides  has a clear, such a way that
logical the reader  is not
compelling  Is not
organization related to the
support to the related to the understands the
with writer's assignment;
thesis topic; assignment
developed purpose;  fails to
 has a clear, major points,  Is
develop main
logical but the substantially  has an
organization points, or
organization supporting more or less
that reveals a develops
with well‐ evidence may than
plan, but the them in a
developed not be required
evidence tends repetitious or
major points especially page length.
to be general illogical way;
that are vivid or
supported thoughtful; rather than  fails to use
with concrete specific or common
and specific  uses concrete; words
evidence; appropriate accurately;
words  uses common
 uses accurately, words  uses a
effective but seldom accurately, but limited
transitions exhibits an sentences tend vocabulary
between admirable to be simplistic in that
ideas; style while and chosen
the sentences unsophisticated; words fail to
 uses
tend to be  has one or two serve the
appropriate
less severe writer's
words
sophisticated; mechanical or purpose;
composing
sophisticated  has few grammatical  has three
sentences; mechanical, errors. or more
grammatical,  Is mechanical
 expresses
and spelling substantially or
ideas freshly
errors that do more or less grammatical
and vividly;
not distract than required errors
 is free of from the page length.
mechanical, overall
grammatical, message.
and spelling
 Is
errors.
substantially
 Is not more more or less
or less than than required
required page page length.
length.

References:

Book
Esther L. Baraceros. 2016. Practical Research 2. REX Book Store

Online and Other Sources

kupdf.net_practical-research-2-module.pdf
lesson5writingaresearchtitle-181008230109.pdf
lesson6describingbackgroundofthestudy-181008230115.pdf